Implications of Constructivism Theory in Elementary School Science Learning: Systematic Literature Review

Abstract

Science learning in elementary school requires a contextual, adaptive approach and is able to develop students' critical thinking skills. This article aims to examine the application of constructivist theory in science learning based on the thoughts of Jean Piaget and Lev Vygotsky. The study was conducted through a Systematic Literature Review (SLR) approach to five scientific articles published in 2020–2025 that were strictly selected from the Google Scholar, SINTA, and Garuda databases. Data analysis uses the Miles and Huberman model, including data reduction, data presentation, and conclusion drawn. The results of the review show that concrete experiential learning and social collaboration are effective in building an understanding of science concepts and 21st century skills. The integration of Piaget's and Vygotsky's theories resulted in a strong pedagogical framework, with an emphasis on the stages of cognitive development, self-exploration, scaffolding, and social interaction. This study concludes that the constructivism approach is relevant to be applied in science learning in primary schools, but further research is needed to test its effectiveness empirically in various learning contexts. This study suggests the need for teacher training, the development of contextual teaching tools, and advanced empirical studies to test the effectiveness of constructivism approaches in the classroom.