Relevansi Teori Konstruktivisme Jerome Bruner dalam Implementasi Deep Learning pada Pendidikan Modern

Abstract

The transformation of twenty-first-century education has encouraged a shift from content-oriented instruction toward learning approaches that foster critical thinking, creativity, collaboration, and problem-solving skills. In response to these demands, the concept of Deep Learning has emerged as an educational approach that promotes meaningful, mindful, and joyful learning experiences. The successful implementation of Deep Learning requires a strong theoretical foundation that supports active student engagement in knowledge construction. One of the most relevant theories is Jerome Bruner’s constructivist theory, which emphasizes discovery learning, spiral curriculum, and scaffolding as fundamental principles of effective learning. This study aims to analyze the relevance of Jerome Bruner’s constructivist theory to the implementation of Deep Learning in modern education. The research employed a qualitative library research method by examining scholarly articles, books, and educational policy documents published between 2021 and 2026. Data were analyzed using content analysis techniques through data collection, reduction, interpretation, and synthesis. The findings reveal that Bruner’s constructivist theory is highly relevant to the characteristics of Deep Learning. The concept of discovery learning supports active and exploratory learning, the spiral curriculum strengthens continuous conceptual understanding, and scaffolding reinforces the teacher’s role as a facilitator in developing students’ cognitive abilities. Furthermore, these principles contribute to the development of higher-order thinking skills, creativity, collaboration, communication, and problem-solving competencies required in the twenty-first century. Therefore, Jerome Bruner’s constructivist theory remains a relevant philosophical and pedagogical foundation for the implementation of Deep Learning in modern educational contexts.