Exploring Science Teacher's Perspective to Student Worksheets (Hard Scaffolding) to Improve Students' HOTS and Collaboration Skills
DOI:
10.29303/jppipa.v9i9.4035Published:
2023-09-25Issue:
Vol. 9 No. 9 (2023): SeptemberKeywords:
Student Worksheet, Hard Scaffolding, HOTS, Collaboration SkillsResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
This study aims to describe teachers' perceptions of the role of student worksheet (Hard Scaffolding) in improving HOTS and students' collaboration skills. The research was conducted in the province of Lampung, Indonesia, involving 56 science teacher respondents through the MGMP IPA forum (Science Subject Teacher Consultation). The research design is mixed methods. The mixed methods strategy used by Sequential Explanatory Design combines qualitative and quantitative data collection and data analysis. Data was taken using a questionnaire that was distributed using a Google form. The survey results show that teachers have a positive perception of student worksheet (hard scaffolding) to improve students' higher-order thinking skills and collaboration skills. Based on the results of an analysis of the use of student worksheet in schools, most teachers have not used student worksheets that are able to train students to achieve competence optimally. The scaffolding strategy in science learning can help the learning process where students are given some assistance during the early stages of learning and then reduce this assistance and provide opportunities for students or students to take over greater responsibility after being able to do it on their own so as to be able to involve students. actively in a learning process that is oriented to equip students with higher-order thinking skills and collaboration skills.
References
Belland, B. R., Burdo, R., & Gu, J. (2015). A Blended Professional Development Program to Help a Teacher Learn to Provide One-to-One Scaffolding. Journal of Science Teacher Education, 26(3), 263–289. https://doi.org/10.1007/s10972-015-9419-2
Berenji, S., Saeidi, M., & Ghafoori, N. (2020). The Effect of Problem-based Learning with Hard Scaffolds on Iranian EFL Learners’ Reading Comprehension. Journal of Language and Translation, 10(2), 121–133. Retrieved from https://ttlt.stb.iau.ir/article_673895.html
Bethlehem, H. A. (2016). Job Outlook 2016. National Asscociation of Colleges and Employers.
Choo, S. S. Y., Rotgans, J. I., Yew, E. H. J., & Schmidt, H. G. (2011). Effect of worksheet scaffolds on student learning in problem-based learning. Advances in Health Sciences Education, 16(4), 517–528. https://doi.org/10.1007/s10459-011-9288-1
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson Education, Inc.
Donnelly, R., & Patrinos, H. A. (2021). Learning loss during Covid-19: An early systematic review. Prospects, 0123456789. https://doi.org/10.1007/s11125-021-09582-6
Frederick, M. L., Courtney, S., & Caniglia, J. (2014). With a Little Help from My Friends: Scaffolding Techniques in Problem Solving. Investigations in Mathematics Learning, 7(2), 21–32. https://doi.org/10.1080/24727466.2014.11790340
Großmann, N., & Wilde, M. (2019). Experimentation in biology lessons: guided discovery through incremental scaffolds. International Journal of Science Education, 41(6), 759–781. https://doi.org/10.1080/09500693.2019.1579392
Huda, T. A., Haenilah, E. Y., & ... (2023). Program For Developing Rural Area Elementary School Teachers Professionalism Based on TPACK: Review Empirical And Reflective. Journal of Adaptive …, 1(January), 29–44. Retrieved from https://journals.fkip.unila.ac.id/index.php/aej/article/view/73%0Ahttps://journals.fkip.unila.ac.id/index.php/aej/article/download/73/39
Jafarigohar, M., & Mortazavi, M. (2017). The Impact of Scaffolding Mechanisms on EFL Learners’ Individual and Socially Shared Metacognition in Writing. Reading and Writing Quarterly, 33(3), 211–225. https://doi.org/10.1080/10573569.2016.1154488
Jalmo, T. (2010). Pengembangan Program Pelatihan Peningkatan Kompetensi Guru IPA SMP. Forum Pendidikan, 30(6), 79–88.
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
Levrini, O., Tasquier, G., Barelli, E., Laherto, A., Palmgren, E., Branchetti, L., & Wilson, C. (2021). Recognition and operationalization of Future-Scaffolding Skills: Results from an empirical study of a teaching–learning module on climate change and futures thinking. Science Education, 105(2), 281–308. https://doi.org/10.1002/sce.21612
Lu, K., Yang, H. H., Shi, Y., & Wang, X. (2021). Examining the key influencing factors on college students’ higher-order thinking skills in the smart classroom environment. International Journal of Educational Technology in Higher Education, 18(1), 1–13. https://doi.org/10.1186/s41239-020-00238-7
Martel, N. (2021). The Class of 2021. 1–6.
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), 1–13. https://doi.org/10.1080/2331186X.2019.1631562
Morgan, K., & Brooks, D. W. (2012). Investigating a Method of Scaffolding Student-Designed Experiments. Journal of Science Education and Technology, 21(4), 513–522. https://doi.org/10.1007/s10956-011-9343-y
Mustofa, H., Jazeri, M., Mu’awanah, E., Setyowati, E., Wijayanto, A., & Mamin, R. (2008). Strategi Pembelajaran Scaffolding Dalam Membentuk Kemandirian Belajar Siswa. Jurnal Chemica, 10(April), 42–52. Retrieved from https://journal.an-nur.ac.id/index.php/ALF/article/view/29
NACE. (2020). Job Outlook 2020 Survey. National Asscociation of Colleges and Employers.
Nurulsari, N. (2017). Pengembangan Strategi Soft Scaffolding dalam Pembelajaran Kooperatif untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa pada Pembelajaran. Doctoral dissertation, Fakultas Keguruan Dan Ilmu Pendidikan. Retrieved from http://digilib.unila.ac.id/29228/
Nurulsari, N., Abdurrahman, & Suyatna, A. (2017). Development of soft scaffolding strategy to improve student’s creative thinking ability in physics. Journal of Physics: Conference Series, 909(1). https://doi.org/10.1088/1742-6596/909/1/012053
Pirolli, P., Youngblood, G. M., Du, H., Konrad, A., Nelson, L., & Springer, A. (2021). Scaffolding the Mastery of Healthy Behaviors with Fittle+ Systems: Evidence-Based Interventions and Theory. Human-Computer Interaction, 36(2), 73–106. https://doi.org/10.1080/07370024.2018.1512414
Pratiwi, I., Solihin, L., Atamadiredja, G., & Utama, B. (2020). Risalah kebijakan. Pusat Penelitian Kebijakan, 3, 1–8.
Reiser, B. J. (2018). Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work. Scaffolding: A Special Issue of the Journal of the Learning Sciences, 273–304. https://doi.org/10.4324/9780203764411-2
Rokhman, F., Hum, M., Syaifudin, A., & Yuliati. (2014). Character Education for Golden Generation 2045 (National Character Building for Indonesian Golden Years). Procedia - Social and Behavioral Sciences, 141, 1161–1165. https://doi.org/10.1016/j.sbspro.2014.05.197
Stuyf, R. V. D. (2002). Scaffolding as a Teaching Strategy. Adolescent learning and development, 52(3), 5-18. Retrieved from https://pileidou.files.wordpress.com/2013/11/scaffolding-as-a-teaching-strategy.pdf
Sudjana, N. (2005). Metode statistika. Bandung: Tarsito.
Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif, dan R & D. Bandung: Alfabeta.
Suryaningsih, H., Medriati, R., & Purwanto, A. (2021). Pengembangan lembar kerja peserta didik (LKPD) berbasis scaffolding berorientasi berpikir kritis pada materi Hukum Newton di SMA Negeri kota Bengkulu. Amplitudo: Jurnal Ilmu dan Pembelajaran Fisika, 1(1), 44-52. Retrieved from https://ejournal.unib.ac.id/jipf/article/view/17995
Sutrisna, N. (2021). Analisis Kemampuan Literasi Sains Peserta Didik SMA di Kota Sungai Penuh. Jurnal Inovasi Penelitianitian, 1(12), 2683-2694. Retrieved from https://stp-mataram.e-journal.id/JIP/article/view/530
Tiaradipa, S., Lestari, I., Effendi, M. H., & Rusdi, M. (2020). The Development Scaffolding in Inquiry-Based Learning to Improve Students’ Science Process Skills in The Concept of Acid and Base Solution. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 5(2), 211–221. https://doi.org/10.20961/jkpk.v5i2.42420
Trianto, M. P. T. K. (2011). Strategi Dan Implementasinya Dalam Kurikulum. Jakarta: Prestasi Pustaka.
Umutlu, D., & Kim, C. M. (2020). Design guidelines for scaffolding preâ€service teachers’ reflectionâ€inâ€action toward culturally responsive teaching. Reflective Practice, 21(5), 587–603. https://doi.org/10.1080/14623943.2020.1779049
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6
Vasconcelos, C., & Orion, N. (2021). Earth Science Education as a Key Component of Education for Sustainability. Sustainability, 13(3), 1316. https://doi.org/10.3390/su13031316
Vygotsky, L. (1978). Interaction Between Learning and Development. From: Mind and Sociaty. Reprint in: Readngs on the Development of Children. In New York: W.H. Freeman and Company, Linköpings universitet.
Wakhidah, N., Ibrahim, M., & Agustini, R. (2016). Scaffolding Pendekatan Saintifik: Strategi Untuk Menerapkan Pendekatan Saintifik Dengan Mudah. Jaudar Press Surabaya. http://repository.uinsa.ac.id/id/eprint/1599/
Wijaya, E. Y., Sudjimat, D. A., & Nyoto, A. (2016, September). Transformasi pendidikan abad 21 sebagai tuntutan pengembangan sumber daya manusia di era global. In Prosiding Seminar Nasional Pendidikan Matematika, 1(26), 263-278. Retrieved from https://repository.unikama.ac.id/840/32/263-278%20TRANSFORMASI%20PENDIDIKAN%20ABAD%2021%20SEBAGAI%20TUNTUTAN%20PENGEMBANGAN%20SUMBER%20DAYA%20MANUSIA%20DI%20ERA%20GLOBAL.pdf
Author Biographies
Desi Purwanti, Lampung University
Tri Jalmo, Lampung University
Abdurrahman, Lampung University
Chansyanah Diawati, Lampung University
License
Copyright (c) 2023 Desi Purwanti, Tri Jalmo, Abdurrahman, Chansyanah Diawati
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:
- 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.
- 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.
- 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).
