Metode Gallery Walk dalam Pembelajaran sebagai Strategi Pembelajaran Aktif dan Kolaboratif

Abstract

The growing demand for student-centered learning in twenty-first-century education has intensified the need for instructional strategies that promote active engagement and collaboration. This study aims to examine the conceptual position of the Gallery Walk method as an active and collaborative learning strategy within the field of educational technology. Employing a qualitative library-based research design, this study systematically analyzes and synthesizes relevant scholarly literature on Gallery Walk, active learning, and collaborative learning. The findings indicate that Gallery Walk facilitates cognitive, social, and behavioral engagement by integrating movement-based activities, peer interaction, and reflective discussion, thereby supporting collaborative knowledge construction. Furthermore, the analysis reveals that Gallery Walk functions as a multimodal instructional strategy adaptable to both face-to-face and technology-enhanced learning environments. This study contributes theoretically by clarifying the pedagogical mechanisms through which Gallery Walk bridges active and collaborative learning frameworks. The study concludes that Gallery Walk represents a viable and conceptually grounded instructional strategy for fostering student engagement and collaboration, with important implications for instructional design and future empirical research in educational technology.