INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
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, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24437
Vol.
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1 (June 2.
The Application of Scaffolding in PAI Learning Based on SocioCultural Theory Kemas Ahmad Fadhluzzakiyy1*.
Zulhijra2.
Ermis Suryana3 Universitas Islam Negeri Raden Fatah Palembang *1, 2, 3 email: kemasahmadfadhluzzakiyy_24052160038@radenfatah.
email: zulhijra_uin@radenfatah.
email: ermissuryana_uin@radenfatah.
Abstract This research examines the application of scaffolding in learning Islamic Religious Education (PAI) based on sociocultural theory.
The aim is to analyze how the scaffolding strategy helps primary school students understand Islamic teachings through social interaction and directed learning.
The research utilized a qualitative approach and a case study method, which included classroom observations, teacher interviews, and student group discussions.
The data were thematically analyzed to identify the pattern of scaffolding application and its impact on students' understanding.
The results indicated that scaffolding increased students' engagement and understanding in PAI.
Techniques such as directed questioning, modeling, and peer collaboration help internalize Islamic values.
Scaffolding also creates a student centered interactive learning environment, in line with Vygotsky's sociocultural theory.
This study was limited to one primary school, so the results may not be generalizable.
We need further studies to investigate the long-term impact of scaffolding in diverse educational contexts.
Artikel Info Received:
March 17, 2025 Revised:
April 18, 2025 Accepted:
May 26, 2025 Published:
June 10, 2025 Keywords: Scaffolding.
Islamic Education.
Socio-Cultural.
Abstrak Penelitian ini mengkaji penerapan Scaffolding dalam pembelajaran Pendidikan Agama Islam (PAI) berdasarkan teori sosiokultural.
Tujuannya adalah menganalisis bagaimana strategi Scaffolding membantu siswa sekolah dasar memahami ajaran Islam melalui interaksi sosial dan pembelajaran terarah.
Menggunakan pendekatan kualitatif dengan metode studi kasus, penelitian ini melibatkan observasi kelas, wawancara guru, dan diskusi kelompok Data dianalisis secara tematik untuk mengidentifikasi pola penerapan Scaffolding dan dampaknya terhadap This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24437
Vol.
No.
1 (June 2.
pemahaman siswa.
Hasil penelitian menunjukkan bahwa Scaffolding meningkatkan keterlibatan dan pemahaman siswa dalam PAI.
Teknik seperti pertanyaan terarah, pemodelan, dan kolaborasi teman sebaya membantu internalisasi nilai-nilai Islam.
Scaffolding juga menciptakan lingkungan belajar interaktif yang berpusat pada siswa, sejalan dengan teori sosiokultural Vygotsky.
Penelitian ini terbatas pada satu sekolah dasar, sehingga hasilnya mungkin tidak dapat digeneralisasi.
Studi lanjutan diperlukan untuk mengeksplorasi dampak jangka panjang Scaffolding dalam berbagai konteks pendidikan.
Kata Kunci: Scaffolding.
Pendidikan Agama Islam.
Sosiokultural.
Introduction Within the framework of Lev Islamic Religious Education (PAI) Vygotsky's socio-cultural theory, the plays a central role in shaping the learning process is considered most character, spirituality, and morals of effective when it occurs within the Zone students from an early age.
However, various national reports still indicate a low level of worship skills among elementary school students, especially in the aspects of prayer, ablution, and scaffolding, which is a gradual support Qur'an.
This Proximal Development (ZPD) more contextual, directed, and sensitive development of students' abilities until learning strategies in response to the they can learn independently.
According phenomenon points out the value of sociocultural dynamics of students.
One Previous studies have examined scaffolding in mandate, teachers serve as facilitators, various subjects, including PAI.
Pamuji crafting learning experiences that enable .
the report indicates an increase in cognitive learning outcomes and worship skills achieved through the use of This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24437
Vol.
No.
1 (June 2.
There are two main issues: .
not Sihombing .
the study enough research combines scaffolding also shows an increase in learning with socio-cultural ideas in PAI learning activity when using a similar model.
in elementary schools, and .
there However, most of these studies have not aren't many studies that use local culture comprehensively elaborated on how core to adapt scaffolding strategies.
This principles of sociocultural theory, such research aims to address these gaps by as social interaction.
ZPD, and cultural looking at how scaffolding can be used context are integrated holistically in in PAI learning for 4th graders at Islamic
PAI
Az-Zahrah Palembang, and also examining how In addition, there is a tendency that well it works and relates to sociocultural theory.
conducted at the junior high or high Based on this background, this school level, whereas studies at the study aims to describe the application of elementary school level are still limited scaffolding in PAI learning in 4th grade and generally highlight only cognitive elementary school and analyze the relevance of sociocultural theory in metacognitive and affective development supporting the application of scaffolding.
of students.
Research (Prilianto et al.
This research is expected to contribute to 2.
, emphasizes the importance of the development of more effective and learning independence but does not student centered PAI learning strategies.
elaborate on the dynamics of teacherstudent interaction in depth.
Moreover, local socio-cultural contexts such as the religious wisdom of the Palembang community are rarely used as variables in adapting scaffolding approaches to This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Methods This research uses a qualitative approach with a case study method to explore the application of Scaffolding in Islamic Religious Education (PAI) learning in the 4th grade at Az-Zahrah Islamic Elementary School Palembang.
This approach was chosen
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24437
Vol.
No.
1 (June 2.
patterns and relationships found related understand the learning process in depth to the application of Scaffolding in PAI within its original context.
The research To enhance the validity of the subjects consist of 4th-grade students research results, source and method and PAI teachers who were purposively selected to align with the research interviews, and documentation to ensure Data collection was conducted the consistency of the findings.
through observation, interviews, and Observation conducted directly in several learning Result and Discussion Socio-Cultural Theory sessions to observe the interaction The Socio-Cultural Theory is a between teachers and students as well as theory developed by Lev Vygotsky, a the Scaffolding strategies applied.
Semi- Russian psychologist and philosopher.
structured interviews were conducted This theory proposes that learning and with teachers and students to explore cognitive development are influenced by PAI learning.
the social and cultural environment in Interviews with teachers focus on the which a person lives.
According to strategies used and the challenges in Vygotsky, the learning process is not an Scaffolding, individual process, but rather a process understand their learning experiences.
The obtained data is analyzed interactions between the individual and their surrounding environment.
In this using three stages: data reduction, data presentation, and conclusion drawing.
person's development is influenced by Data reduction is carried out by sorting social factors such as language, culture, and summarizing relevant data from and social interaction.
One of the main various sources.
The presentation of data concepts in socio-cultural theory is the is done in narrative form to facilitate the zone of actual development (ZAD) and the zone of proximal development Conclusions are drawn by analyzing the (ZPD).
ZPA is a person's ability to This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
Vygotsky INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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complete tasks independently, while ZPP be mindful of Allah, for indeed.
Allah's is a person's ability to complete tasks punishment is severe.
Ay with the help of others.
According to Vygotsky, someone is in the ZPP and receives help from others, such as teachers or peers.
(Hidayati et al.
, 2.
This approach states that humans are social beings who live in societies and cultures, hence referred to as "homosocius" and "homo sapiens" in social life.
If examined further, it can be seen that humans are both individual beings and social beings who cannot be separated from the help of others and Another name for this theory is the social construction theory, which emerges from the environment, culture.
The acquisition of an individual's cognition .
nteraction with the social environmen.
and intrapersonal .
nteraction that arises within the individua.
(Danoebroto, need others for their survival in this activities, a socio-cultural revolution is needed so that human resources can sociability, one can join small groups meet global challenges, which means surrounding them, such as family or possessing the skills required by the larger groups within the realm of life.
To meet the needs of society.
The application of sociocultural theory is individuals must possess the ability to in accordance with the verse of Surah think innovatively, creatively, solve Al-Maidah, verse 2:
problems, make decisions, and also be aa e aa aa aa a a c aa e aa a AO A AO O A A a a O On OA a a AA Therefore, e a a a a a AA AaO a a aI aO a n uaI A a a Aa A Au.
and help one (Yamin, 2.
Learning PAI with Socio-Cultural Theory Social constructivism developed another in by Vygotsky places more emphasis on .
good and piety, and do not help assisted discovery learning, which means one another in sin and transgression.
that children's learning is carried out This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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, http://jurnal.
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through interaction with both social and person's current development area.
physical environments.
According to believes that higher mental functions are Vygotsky, the sociocultural theory is a The success of students in processing and connecting old and new (Utami, 2.
individual beings as well as social beings This approach is very effective when applied in shaping the character and personality of students, where the interactions of the students.
If there is individuals and their environment, this can serve as a means to create conducive learning activities within the students.
(Wardoyo, 2.
togetherness of students with their One idea presented by Vygotsky environment and peers both in and out of is Scaffolding, which is the process of school becomes one of the ways to form providing assistance to a child at the such character.
Thus, this pattern is beginning of their development through applied to the aspect of behavior more experienced individuals, and then formation where a teacher must be able giving the child the opportunity to complete their tasks according to the responsibilities they need to fulfill.
this process, it can be carried out by environment or outside of it.
(Arief, individuals who provide assistance by gradually reducing their help as the Vygotsky learning process in children occurs when they complete tasks that have not yet been learned.
But the task becomes their responsibility, which is called the zone of proximal development, meaning a slight increase in development above a This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
child's abilities improve.
(Hidayati et al.
The interpretation of Vygotsky's idea is that learners should be given heavy, complex, and realistic tasks, and then provided with sufficient assistance to complete the tasks as well as possible.
(Al-Tabany, 2.
In the learning INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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process with this theory, a scaffolder .
(Lazuardi et al.
, 2023.
person/organism capable of supporting Satiman, 2.
the learning proces.
is needed.
Contextualization:
The scaffolder is not just a teacher or an adult material is linked to the students' supporting the learning process, but understand the relevance of Islamic potential to support the learning process.
contextualization strategy in Islamic (Wardoyo, 2.
Religious Education (PAI) learning Islamic
Religious The has proven effective in enhancing students' understanding of Islamic
teachings by linking the lesson
(PAI)
material with their daily lives.
This learning in the 4th grade at Az-Zahrah strategy allows students to more Islamic Palembang Education interaction with learners also have the The Application of Scaffolding in PAI Learning The application of scaffolding in Elementary School easily internalize religious concepts by linking Islamic teachings to real- life situations they encounter in their Modelling: The teacher demonstrates providing concrete examples for students in carrying out religious As research shows, this method helps students understand and practice religious rituals better through direct demonstrations by the As a result, there was a significant improvement in both theoretical and practical aspects, such as reading the pillars of prayer, the conditions for valid prayer, and This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
(Baen et al.
, 2023.
Fitriyani et al.
, 2.
Schema Building:
The provides step-by-step exercises that allow students to build knowledge actual zone to reach the potential This strategy not only helps students understand religious enhances their critical thinking skills.
(Mira et al.
, 2.
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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Re-presenting Text: Students are worship or concepts they have PAI (Mustofa et al.
, 2.
understanding and skills through Support for Socio-Cultural Theory in PAI Learning The application of Scaffolding in This approach aligns with PAI learning is supported by the principles of socio-cultural theory, which emphasizes the importance of social participation in the learning process.
interaction and cultural context in the (Fauziyah, 2021.
Nurlaili et al.
learning process:
The Role of Social Interaction:
Developing Metacognition: Students are invited to reflect on their understanding and experiences of Zone Development Gradual Reduction of Assistance: As students' independence in worship increases, teachers gradually reduce These guidance, allowing students to take over their own learning process.
This approach is consistent with Scaffolding techniques are effective in Proximal Quranic verses.
(Abdillah & Wiguna, abilities, providing the appropriate assistance based on each student's (ZPD): Teachers adjust the level of that encourage reflection and selfhelp can implement learning strategies their understanding through various the learning process and the practice discussions with peers, which enrich worship, enhancing self-awareness in of Islamic teachings.
Teachers who Students interactions are important aspects of PAI This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
id/index.
php/intiqad DOI: 10.
30596/24437
Vol.
No.
1 (June 2.
(Ahyani et al.
, 2020.
MoAotasim.
Challenges in the Implementation of Scaffolding in PAI Learning The application of scaffolding The Impact Scaffolding Implementation in PAI Learning The application of Scaffolding in based on socio-cultural theory in Islamic PAI learning provides several positive 4th-grade several challenges that need to be Religious Education (PAI) learning in One of the main challenges is Improvement Understanding:
Student the teachers' skills in designing and Students Scaffolding demonstrate a better understanding Teachers are required to have of worship and Islamic concepts, a deep understanding of the teaching material as well as the ability to adjust improved learning outcomes.
the level of assistance according to the Increased individual needs of the students.
Self-Confidence:
Students become more confident This is in line with findings that in performing worship without the show teachers need additional skills in help of teachers, demonstrating designing materials and managing time Scaffolding-based Self-Reflection Habits: Students availability of learning resources, such develop the habit of reflecting on as teaching aids and relevant learning their understanding and religious media, can hinder practices, which is important for spiritual and moral growth.
From these positive impacts, it The Scaffolding learning resources has the potential to shows that the Scaffolding learning model can enhance student engagement implementation of this strategy.
Another in PAI subjects.
(Ismail, 2018.
Risnawati challenge is the difference in students' et al.
, 2.
abilities and socio-cultural backgrounds.
This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
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|| ISSN 2598-0033 .
, http://jurnal.
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In the context of Vygotsky's socio- Palembang has a positive impact on cultural theory, social interaction plays an important role in learning.
However, practices and Islamic concepts.
Data this diversity can make it difficult for teachers to adjust Scaffolding strategies interviews, and documentation show that that are suitable for each student, the Scaffolding strategy applied includes especially in relating PAI material to their daily experiences.
building, re-presentation of material, and training for teachers in the application of metacognition development.
The Scaffolding, the provision of adequate correct way to perform worship as a form of modeling, then connected the approach that considers the socio- experiences to make it more contextual.
Thus, the implementation of Gradual exercises are given to build Scaffolding in PAI learning can proceed students' understanding schema, while more effectively and provide optimal the material is presented again through worship demonstrations by the students.
Overall, implementation of Scaffolding supported Additionally, by socio-cultural theory in PAI learning understanding and religious experiences becomes an important part of their worship but also fosters the important self-reflection development of their character and The research results show that the application of Scaffolding in Islamic Religious Education (PAI) learning in the 4th grade at Az-Zahrah Islamic Elementary School This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
metacognitive development.
These findings are supported by socio-cultural theory, which emphasizes that learning occurs more effectively through social interaction, guidance from more knowledgeable individuals, and support within the Zone of Proximal Development (ZPD).
The teacher acts as a facilitator who provides assistance INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM ISSN 1979-9950 .
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according to the students' needs, and depends on the teacher's skills in guiding then gradually reduces the support as their understanding and independence according to the students' needs.
In some Previous research conducted by Rahman & Fauzi .
in the journal comprehension require more time and Islamic Education Studies also shows additional support before they can learn that the Scaffolding approach in PAI research is needed to explore how Scaffolding can be optimally applied understanding of Islamic teachings in the across various educational levels and context of daily life.
The Scaffolding in PAI learning is evident in the increased understanding of students Therefore, address this, teacher training, adequate resource provision, and an adaptive approach are necessary for Scaffolding to be optimally implemented.
independently, and the development of self-reflection Islamic values.
The study conducted by Hasanah et al.
dalam Journal of Islamic Learning juga mengungkapkan pendekatan Scaffolding lebih aktif dalam berdiskusi, memiliki pemahaman yang Figure 1.
Application of Scaffolding based on Sociocultural theory .
SD Islam Az-Zahrah Palemban.
Thus, this research asserts that menghubungkan konsep agama dengan scaffolding strategies based on socio- pengalaman nyata mereka.
cultural theory significantly contribute to In addition to its benefits, this PAI learning, not only in enhancing study also found that the success of students' cognitive understanding but Scaffolding This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
INTIQAD: JURNAL AGAMA DAN PENDIDIKAN ISLAM
ISSN 1979-9950 .
|| ISSN 2598-0033 .
, http://jurnal.
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Vol.
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also in shaping their attitudes and applied in various educational contexts.
religious habits.
The integration of this strategy in PAI learning positively contributes to the Conclusion The application of scaffolding socio-cultural theory in Islamic Religious Education (PAI) learning in the 4th grade at SD Islam Az-Zahrah Palembang understanding and independence in worship practices and Islamic concepts.
Techniques re-presentation, proven effective in guiding students reflective learning.
These findings are consistent with previous research that shows the application of Scaffolding in PAI learning can enhance student learning engagement (Risnawati et al.
However.
Scaffolding depends on the teacher's skills, the availability of resources, and the sociocultural diversity of the students.
Therefore, training for teachers and adequate resource support are needed so that Scaffolding can be optimally This is an open acces article under the CC-BY-SA lisence .
ttps://creativecommons.
org/licenses/by-sa/4.
0/).
competencies and fosters reflective habits in their religious practices.
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