Pengaruh Scaffolding Konseptual dalam Pembelajaran Group Investigation  Terhadap Prestasi Belajar Fisika Siswa SMA dengan Pengetahuan Awal Berbeda

Rahmatiah, Rindu; Koes, H Supriyono; Kusairi, Sentot

doi:10.29303/jpft.v2i2.288

Cited by 9 publications

(9 citation statements)

References 8 publications

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“…The average increase in student learning outcomes after being given a scaffolding-assisted learning cycle 5E learning model using learning tools developed at 0.31 with moderate criteria. This is in line with Rahmatiah et al, (2016) who found that scaffolding can improve students achievement. Handoko & Winarno, (2019) in their research also found that addition of scaffolding in teachers learning media, can improve students achievement.…”

Section: Resultssupporting

confidence: 90%

Scaffolding in Learning Cycle 5E, is it Effective or Not?

Setyaningrum

Sartika

2020

thabiea

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Learning chemistry in the chemistry education study program has not maximized the scaffolding provision yet, so students still have difficulty in mastering the precondition concept. This study aims to determine the effectiveness of learning using the 5E learning cycle model assisted by scaffolding on acid and base material as seen from an increase in students' understanding of concepts. This research is a quasi-experiment with one group pretest-posttest design. The subjects of this study were 32 students who choose randomly from the chemical education study program class of 2019. The instrument used is an essay learning achievement test to measure students' understanding of acid and base concepts. The results showed that the n-gain value obtained is 0.31 or can be interpreted as an increase with moderate criteria. Therefore it can be concluded that the addition of scaffolding in the 5E learning cycle is effective to increase students' understanding on acid and base material.

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Section: Resultssupporting

confidence: 90%

Scaffolding in Learning Cycle 5E, is it Effective or Not?

Setyaningrum

Sartika

2020

thabiea

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“…Several other researchers have examined the application of scaffolding and the SSCS learning model, among others: the application of scaffolding with discussion methods(Alan Deta, 2017), the influence of constructivism-based Scaffolding (Indrawati, 2017), designing scaffolding to solve problems (Cheng et al, 2015), metacognitive scaffolding (Huertas, Lo, & Sanabria, 2016;Jumaat & Tasir, 2016), the application of Scaffolding to achieve independence (Nurhayati, 2017), the application of scaffolding in Investigation Group Learning (Rahmatiah, H, & Kusairi, 2016), SSCS integrated with metacognitive strategies (Yusnaeni, Corebima, Susilo, & Zubaidah, 2017), the effectiveness of SSCS and Cooperative Problem Solving (CPS) (Reahanah, 2016).…”

Section: Introductionmentioning

confidence: 99%

Temperature and Heat Learning Through SSCS Model with Scaffolding: Impact on Students Critical Thinking Ability

Saregar¹,

SEPTIANA²,

SEPTIANA³

et al. 2018

JEGYS

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Lately, the industrial revolution 4.0 has become an important issue in all countries, including Indonesia. Indonesia responds quickly to this issue, especially in the field of education. The Directorate General of Research and Technology Resources of the Ministry of Higher Education (Kemristekdikti) provide actions to face the industrial revolution 4.0 through critical thinking, creativity, communication, and collaboration (4C). Critical thinking is important to be applied in all subjects, one of which is physics. Physics learning requires search, solve, create, and share learning model (SSCS) to stimulate critical thinking. The aim of this research is to investigate the impact of SSCS model with scaffolding toward students' critical thinking. This research was done through quasi-experimental research with non-equivalent control group design at

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“…Pengetahuan awal merupakan bekal pengetahuan peserta didik untuk memperoleh pengetahuan baru [13]. Pengetahuan awal dapat digali sebelum proses pembelajaran.…”

Section: Pendahuluanunclassified

Analisis Kebutuhan Pengembangan Strategi Pembelajaran Fisika Berbasis STEM di Era Digital Mengakomodasi Ragam Gaya Belajar dan Pengetahuan Awal

Viyanti

Suyatna

Naj'iyah

2021

Radiasi

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Strategi pembelajaran berbasis STEM merupakan sistematika pembelajaran dengan memanfaatkan prasarana pendukung digital mengakomodasi sains, teknologi, teknik dan matematika. Penelitian ini bertujuan mendeskripsikan analisis kebutuhan strategi pembelajaran fisika di era digital untuk memfasilitasi keterampilan Abad 21 mengakomodasi perbedaan gaya belajar dan pengetahuan awal. Metode yang digunakan dalam penelitian adalah metode deskriptif. Adapun guru fisika, silabus dan materi pembelajaran fisika, serta siswa kelas XI sebagai objek penelitian. Instrumen pengumpulan data terdiri dari lembar pedoman wawancara, silabus fisika dan dokumen materi pembelajaran, dan lembar tes awal penalaran ilmiah dan performance berargumentasi. Data penelitian dianalisis dengan statistik deskriptif. Berdasarkan analisis data diperoleh: 1). pengetahuan guru terkait strategi pembelajaran fisika berbasis STEM di era digital yang memfasilitasi keterampilan Abad 21 mengakomodasi perbedaan gaya belajar dan pengetahuan awal masih rendah, 2) materi pembelajaran fisika pada buku teks fisika dan LKS fisika siswa kelas XI belum mengakomodasi ragam gaya belajar dan pengetahuan awal dalam kategori cukup, 3) rata-rata pencapaian penalaran ilmiah dan performance berargumentasi siswa pada pembelajaran fisika siswa tergolong dalam kategori rendah

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Pengaruh Scaffolding Konseptual dalam Pembelajaran Group Investigation Terhadap Prestasi Belajar Fisika Siswa SMA dengan Pengetahuan Awal Berbeda

Abstract: Abstract-The aim of this research is to find out the effect of conceptual scaffolding strategy in Group

Cited by 9 publications

References 8 publications

Scaffolding in Learning Cycle 5E, is it Effective or Not?

Scaffolding in Learning Cycle 5E, is it Effective or Not?

Temperature and Heat Learning Through SSCS Model with Scaffolding: Impact on Students Critical Thinking Ability

Analisis Kebutuhan Pengembangan Strategi Pembelajaran Fisika Berbasis STEM di Era Digital Mengakomodasi Ragam Gaya Belajar dan Pengetahuan Awal

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