Scaffolding with Peer Tutoring in the Teacher's Perspective: Could Its Implementation in Learning Programs Improve Scientific Communication Skills and HOTS

Authors

Duwita Pangesti Putri , Tri Jalmo , Agus Suyatna

DOI:

10.29303/jppipa.v9i4.3004

Published:

2023-04-30

Issue:

Vol. 9 No. 4 (2023): April

Keywords:

HOTS, Learning Program, Peer Tutoring, Scaffolding, Scientific Communication Skills

Research Articles

Downloads

How to Cite

Putri, D. P., Jalmo, T. ., & Suyatna, A. . (2023). Scaffolding with Peer Tutoring in the Teacher’s Perspective: Could Its Implementation in Learning Programs Improve Scientific Communication Skills and HOTS. Jurnal Penelitian Pendidikan IPA, 9(4), 1902–1908. https://doi.org/10.29303/jppipa.v9i4.3004

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This essay's purpose is to provide a summary the perceptions of science teachers towards scaffolding learning programs with peer tutoring in improving scientific communication skills and HOTS. This research was conducted in the province of Lampung, Indonesia, involving 74 middle school science teacher respondents. A mixed method with a sequential explanatory design was used for the study. Data were collected through interviews and surveys, and descriptive analysis was used to analyse the results. The survey findings indicate that science instructors have a favourable opinion of using scaffolding in conjunction with peer tutoring. The analysis's findings indicate that most instructors have not used peer tutoring and scaffolding in the classroom to help students advance from their current competencies to potential competencies. In addition, teachers also have not implemented scaffolding learning programs with peer tutoring.

References

Acharya, K. P., Budhathoki, C. B., Bjønness, B., & Devkota, B. (2022). School Gardening Activities As Contextual Scaffolding For Learning Science: Participatory Action Research In A Community School In Nepal. Educational Action Research, 30(3), 462–479. https://doi.org/10.1080/09650792.2020.1850494

Alharbi, M. O. (2022). Teachers And Children ’ S Play : Exploring Practices Through An Analysis Of Vygotsky And Piaget Theories. 6(11), 668–674. https://doi.org/10.26855/Er.2022.11.001

Angrist, N., De Barros, A., Bhula, R., Chakera, S., Cummiskey, C., Destefano, J., Floretta, J., Kaffenberger, M., Piper, B., & Stern, J. (2021). Building Back Better To Avert A Learning Catastrophe: Estimating Learning Loss From COVID-19 School Shutdowns In Africa And Facilitating Short-Term And Long-Term Learning Recovery. International Journal Of Educational Development, 84(May), 102397. https://doi.org/10.1016/J.Ijedudev.2021.102397

Bailey, E. G., Baek, D., Meiling, J., Morris, C., Nelson, N., Rice, N. S., Rose, S., & Stockdale, P. (2018). Learning Gains From A Recurring “Teach And Question†Homework Assignment In A General Biology Course: Using Reciprocal Peer Tutoring Outside Class. CBE Life Sciences Education, 17(2), 1–10. https://doi.org/10.1187/Cbe.17-12-0259

Baur, A., & Emden, M. (2021). How To Open Inquiry Teaching? An Alternative Teaching Scaffold To Foster Students’ Inquiry Skills. Chemistry Teacher International, 3(1), 1–12. https://doi.org/10.1515/Cti-2019-0013

BUHAERAH, B. (2022). Scaffolding Through Cognitive Mapping Based On Diagnosing Student’S Difficulties In Solving Problem. Journal For The Education Of Gifted Young Scientists, 10(8), 207–220. https://doi.org/10.17478/Jegys.1099807

Chen, M. F., Chen, Y. C., Zuo, P. Y., & Hou, H. T. (2023). Design And Evaluation Of A Remote Synchronous Gamified Mathematics Teaching Activity That Integrates Multi-Representational Scaffolding And A Mind Tool For Gamified Learning. Education And Information Technologies, 1-27. https://doi.org/10.1007/S10639-023-11708-6

Cook, J., Ecker, U. K. H., Trecek-King, M., Schade, G., Jeffers-Tracy, K., Fessmann, J., Kim, S. C., Kinkead, D., Orr, M., Vraga, E., Roberts, K., & Mcdowell, J. (2022). The Cranky Uncle Game—Combining Humor And Gamification To Build Student Resilience Against Climate Misinformation. Environmental Education Research, 29(4), 607–623. https://doi.org/10.1080/13504622.2022.2085671

Dewi, L., & Fauziati, E. (2021). Pembelajaran Tematik Di Sekolah Dasar Dalam Pandangan Teori Konstruktivisme Vygotsky. Jurnal Papeda, 3(2), 163–174. Retrieved from https://unimuda.e-journal.id/jurnalpendidikandasar/article/view/1207

Donnelly, R., & Patrinos, H. A. (2021). Learning Loss During Covid-19: An Early Systematic Review. Prospects, 1-9. https://doi.org/10.1007/S11125-021-09582-6

Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning Loss Due To School Closures During The COVID-19 Pandemic. Proceedings Of The National Academy Of Sciences Of The United States Of America, 118(17). https://doi.org/10.1073/PNAS.2022376118

Farida, April, L., & Fahrur, R. (2022). Scaffolding Talks In Teaching Speaking Skill To The Higher Education Students, Why Not? Asian Pendidikan, 2(1), 42–49. https://doi.org/10.53797/Aspen.V2i1.6.2022

Garrison, D. R. (2022). Shared Metacognition In A Community Of Inquiry. Online Learning Journal, 26(1), 6–18. https://doi.org/10.24059/Olj.V26i1.3023

Grewenig, E., Lergetporer, P., Werner, K., Woessmann, L., & Zierow, L. (2021). COVID-19 And Educational Inequality: How School Closures Affect Low- And High-Achieving Students. European Economic Review, 140, 103920. https://doi.org/10.1016/J.EUROECOREV.2021.103920

Hamzah, H., Hamzah, M. I., & Zulkifli, H. (2022). Systematic Literature review on the elements of metacognition-based Higher Order Thinking Skills (HOTS) teaching and learning modules. Sustainability, 14(2), 813. https://doi.org/10.3390/su14020813

Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2021). Effects Of COVID-19-Related School Closures On Student Achievement-A Systematic Review. Frontiers In Psychology, 12, 1–8. https://doi.org/10.3389/Fpsyg.2021.746289

Hilliker, S. M., & Loranc, B. (2022). Development of 21st century skills through virtual exchange. Teaching and Teacher Education, 112, 103646. https://doi.org/10.1016/j.tate.2022.103646

Ilmi, A. M., Sukarmin, & Sunarno, W. (2020). Development Of TPACK Based-Physics Learning Media To Improve HOTS And Scientific Attitude. Journal Of Physics: Conference Series, 1440(1). https://doi.org/10.1088/1742-6596/1440/1/012049

Jufriadi, A., Rahayu, W. A., & Ayu, H. D. (2022). The Effectiveness Of Hybrid Guided Inquiry For Optimizing HOTS And Communication Skills In Circular Motion Concepts. Jurnal Ilmiah Pendidikan Fisika, 6(2), 215. https://doi.org/10.20527/Jipf.V6i2.4134

Kaffenberger, M. (2021). Modelling The Long-Run Learning Impact Of The Covid-19 Learning Shock: Actions To (More Than) Mitigate Loss. International Journal Of Educational Development, 81, 102326. https://doi.org/10.1016/J.Ijedudev.2020.102326

KPAI R.N. (2021). Survei Pelaksanaan Pembelajaran Jarak Jauh (PJJ) Dan Sistem Penilaian Jarak Jauh Berbasis Pengaduan KPAI. Bankdata.KPAI.Go.Id, 1. Retrieved from https://bankdata.kpai.go.id/infografis/survei-pelaksanaan-pembelajaran-jarak-jauh-pjj-dan-sistem-penilaian-jarak-jauh-berbasis-pengaduan-kpai

Maker, C. J. (2021). From Leading To Guiding, Facilitating, And Inspiring: A Needed Shift For The 21st Century. Education Sciences, 12(1), 18. https://doi.org/10.3390/Educsci12010018

Manubey, J., Batlolona, J. R., & Leasa, M. (2021). Peer Tutoring Analysis In Inclusive Classes Using Character Education Approach. Journal Of Education And Learning (Edulearn), 15(2), 303–311. https://doi.org/10.11591/Edulearn.V15i2.19190

Mojarrabi Tabrizi, H., Behnam, B., Saeidi, M., & Lu, X. (2019). The Effect Of Soft Vs. Hard Scaffolding On Reading Comprehension Skill Of EFL Learners In Different Experimental Conditions. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1631562

NACE. (2020). Job Outlook 2020 Survey. November 2019. National Association Of Colleges And Employers. Retrieved from https://www.naceweb.org/store/2019/job-outlook-2020/

OECD. (2019a). Indonesia Education At A Glance. OECD: Country Note, 1–5. Retrieved from https://www.oecd.org/Education/Education-At-A-Glance/

OECD. (2019b). Programme For International Student Assessment (PISA) 2018 Result Indonesia. Oecd 2019, 79–79. https://www.oecd.org/pisa/publications/PISA2018_CN_IDN.pdf

Otero, I., Salgado, J. F., & Moscoso, S. (2022). Cognitive Reflection, Cognitive Intelligence, And Cognitive Abilities: A Meta-Analysis. Intelligence, 90, 101614. https://doi.org/10.1016/J.Intell.2021.101614

Pitman, P., Corresponding, B., Baker, H. E., Bennett, C. R., Medlin, D. R., & Hatch, M. (2023). Scaffolding & Fading : Enhancing Literacy Skills Across A Curriculum To Achieve Mastery. 14(3), 1–7. https://doi.org/10.7176/JEP/14-3-01

Prihatinah, T., & Utami, B. (2018). Penerapan Model Pembelajaran Problem Solving Berbantuan Metode Peer Tutoring Untuk Prestasi Belajar Siswa Pada Materi Stoikiometri Kelas X Mia 3 Sma Batik 2 Surakarta Tahun Pelajaran 2015/2016. Skripsi, FKIP Surakarta.

Rezat, S., Malik, S., & Leifeld, M. (2022). Scaffolding Close Reading Of Mathematical Text In Pre-Service Primary Teacher Education At The Tertiary Level: Design And Evaluation. International Journal Of Science And Mathematics Education, 20, 215–236. https://doi.org/10.1007/S10763-022-10309-Y

Sarah, L. L. (2022). The Implementation Of Web Based E-Scaffolding Enhance Learning (ESEL) On Centre Of Mass Concept Understanding. Jurnal Inovasi Pendidikan IPA, 8(1), 37–46. https://doi.org/10.21831/Jipi.V8i1.46476

Senisum, M., Susilo, H., & Suwono, H. (2022). GIReSiMCo: A Learning Model to Scaffold Students’ Science Process Skills and Biology Cognitive Learning Outcomes. Education Sciences, 12(4), 228. https://doi.org/10.3390/educsci12040228

Storey, N., & Zhang, Q. (2021). A Meta-Analysis Of COVID Learning Loss. Preprint at EdArXiv, 1–15. https://edarxiv.org/qekw2/download/?format=pdf

Sumarni, E. (2022). Peningkatan Hasil Dalam Belajar IPA Materi Ciri Khusus Pada Hewan Melalui Metode Peer Teaching. Jurnal Terapan Pendidikan Dasar dan Menengah, 2(1), 75–93. Retrieved from http://ojs.unublitar.ac.id/index.php/jtpdm/article/view/316

Summaries, C. E. (2019). What Students Know And Can Do. PISA 2009 At A Glance, 1. https://doi.org/10.1787/G222d18af-En

Tachie, S. A., & Kariyana, I. (2022). Time Divested Or Time Invested? Freshmen’s Perspectives And Reflective Experiences On Interactive School Learning. Research In Social Sciences And Technology, 7(1), 1–19. https://doi.org/10.46303/Ressat.2022.2

Umar, M., & Ko, I. (2022). E-Learning: Direct Effect Of Student Learning Effectiveness And Engagement Through Project-Based Learning, Team Cohesion, And Flipped Learning During The COVID-19 Pandemic. Sustainability, 14(3), 1724. https://doi.org/10.3390/Su14031724

Umardiyah, F., & Laili, A. N. (2021). E-Scaffolding Of Matriks Material Mathematics Learning Through Online Learning. In Multidiscipline International Conference, 1(1), 232-238. Retrieved from https://ejournal.unwaha.ac.id/index.php/ICMT/article/view/2237

Wahyudiati, D. (2022). Critical Thinking Skills And Scientific Attitudes Of Pre-Service Chemistry Teachers Through The Implementation Of Problem-Based Learning Model. Jurnal Penelitian Pendidikan IPA, 8(1), 216–221. https://doi.org/10.29303/Jppipa.V8i1.1278

Wannapiroon, N., & Pimdee, P. (2022). Thai Undergraduate Science, Technology, Engineering, Arts, And Math (STEAM) Creative Thinking And Innovation Skill Development: A Conceptual Model Using A Digital Virtual Classroom Learning Environment. Education And Information Technologies, 27(4), 5689–5716. https://doi.org/10.1007/S10639-021-10849-W

Wati, M. ., Maulidia, I. ., Irnawati, & Supeno. (2019). Keterampilan Komunikasi Siswa Kelas VII SMPN 2 Jember Dalam Pembelajaran IPA Dengan Model Problem Based Learning Pada Materi Kalor Dan Perubahannya. Jurnal Pembelajaran Fisika, 8(4), 275–280. Retrieved from https://jurnal.unej.ac.id/index.php/JPF/article/view/15237

Winatha, I. K., Yulianto, R., Suroto, Salshabella, D. C., Rahmawati, F., & Julianto, M. (2022). Video Website And Peer Tutoring To Improve Student Academic Literacy Skills. Proceedings Of The Universitas Lampung International Conference On Social Sciences (Ulicoss 2021), 628, 294–297. https://doi.org/10.2991/Assehr.K.220102.036

Xi, J., & Lantolf, J. P. (2021). Scaffolding And The Zone Of Proximal Development: A Problematic Relationship. Journal For The Theory Of Social Behaviour, 51(1), 25–48. https://doi.org/10.1111/Jtsb.12260

Xu, X., & Meier, K. J. (2022). Separating Symbolic And Active Representation: A Mixed Methods Study Of Gender And Education In China. Public Management Review, 24(9), 1429–1451. https://doi.org/10.1080/14719037.2021.1900352

Yasir, M., Wulandari, A. Y. R., Qomaria, N., Prahani, B. K., & Al Haq, A. T. (2020). The Contribution Of Local Wisdom Integrated Science Learning Model To The Students’ Scientific Communication Skill On Ecology Learning. Jurnal Bioedukatika, 8(3), 141. https://doi.org/10.26555/Bioedukatika.V8i3.15015

Zain, F. M., Sailin, S. N., & Mahmor, N. A. (2022). Promoting Higher Order Thinking Skills Among Pre-Service Teachers Through Group-Based Flipped Learning. International Journal Of Instruction, 15(3), 519–542. https://doi.org/10.29333/Iji.2022.15329a

Author Biographies

Duwita Pangesti Putri, University of Lampung

Tri Jalmo, University of Lampung

Agus Suyatna, Universitas Negeri Lampung

License

Copyright (c) 2023 Duwita Pangesti Putri Duwita

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).