The Effect of Scaffolding Provision an Acid and Base Learning Project on Students' Science Process Skills

Authors

Tri Haryati , Muhammad Rusdi , Rayandra Asyhar , Muhammad Haris Effendi Hasibuan , Rahadian Zainul

DOI:

10.29303/jppipa.v10i2.4673

Published:

2024-02-28

Issue:

Vol. 10 No. 2 (2024): February

Keywords:

Acid, Project-based Learning, Scaffolding, Science Process Skills

Research Articles

Downloads

How to Cite

Haryati, T., Rusdi, M., Asyhar, R., Hasibuan, M. H. E. ., & Zainul, R. (2024). The Effect of Scaffolding Provision an Acid and Base Learning Project on Students’ Science Process Skills . Jurnal Penelitian Pendidikan IPA, 10(2), 905–914. https://doi.org/10.29303/jppipa.v10i2.4673
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The purpose of this study was to investigate the effect of the scaffolding guidance provision on students' science process skills (SPS) in a project-based learning (PjBL) about acid and base concepts. A quasi-experimental research design was applied to collect data using a pre-validated SPS-observation. An experiment group of students of SMAN 3 in Jambi City had learnt the concepts using a scaffolding-assisted PjBL while a control group from the same school had learnt it using PjBL without scaffolding. Data was analyzed using t-test assisted by SPSS software. The results of analyses showed that the SPS of the experiment group was higher than their counterparts’ SPS. Statistical analyses showed an effect of the use of the scaffolding guidance on the students’ SPS with the p-value of .000 < .05. The experiment students had been observed achieved the indicators of the SPS during the learning process while their counterparts had not; and those may be due to the benefits of the provision of the scaffolding guidance that eased them to do their tasks. It can be concluded that the use of scaffolding guidance is able to overcome the problems faced by students in a project-based learning that thus improve their SPS

References

Amry, U. W., Rahayu, S., & Yahmin. (2017). Acid Base Misconception Analysis in Conventional Learning and Dual Site Learning Model (DSLM). Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 2(3), 385–391. https://doi.org/10.17977/jptpp.v2i3.8636

Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52. https://doi.org/10.1007/s10857-006-9005-9

Artdej, R., Ratanaroutai, T., Coll, R. K., & Thongpanchang, T. (2010). Thai Grade 11 Students’ Alternative Conceptions For Acid-Base Chemistry. Research in Science and Technological Education, 28(2), 167–183. https://doi.org/10.1080/02635141003748382

Bahriah, E. S., & Suryaningsih, S. (2017). Pembelajaran Berbasis Proyek pada Konsep Koloid untuk Pengembangan Keterampilan Proses Sains Siswa. 2(Desember), 145–152. https://doi.org/https://doi.org/10.15575/jtk.v2i2.1883

Bahriah, E. S., Suryaningsih, S., & Yuniati, D. (2017). Project-Based Learning on Colloidal Concepts for Development of Students’ Science Process Skills. Jurnal Tadris Kimiya, 2(2), 145–152. https://doi.org/10.15575/jtk.v2i2.1883

Belland, B. R., & Evidence, E. (2017). Instructional Scaffolding in STEM Education. Springer. https://doi.org/10.1007/978-3-319-02565-0

Boonmoh, A., & Jumpakate, T. (2019). Using Scaffolded Instructions to Improve Students’ Skills. REFLections, 26(1), 1–16. https://doi.org/10.61508/refl.v26i1.199840

Demir, C. G. (2020). Paradigm Shifts in 21st Century Teaching and Learning (Issue 2012). https://doi.org/10.4018/978-1-7998-3146-4.ch003

Diawati, C., Setiabudi, A., Liliasari, & Buchari. (2017). Development and Validation of Creative Thinking Skills Test in the Project of Laboratory Apparatus Modification. Ideas for 21st Century Education, August, 229–231. https://doi.org/10.1201/9781315166575-46

Fisher, D., & Frey, N. (2010). Guided Instruction: How to Develop Confident and Successful Learners. ASCD.

Hardiyanti, P. C., Wardani, S., & Nurhayati, S. (2017). Keefektifan Model Problem Based Learning Untuk Meningkatkan Keterampilan Proses Sains Siswa. Jurnal Inovasi Pendidikan Kimia, 11(1), 1862–1871. https://doi.org/https://doi.org/10.15294/jipk.v11i1.9714

Hasanah, A., & Utami, L. (2017). Pengaruh Penerapan Model Problem Based Learning Terhadap Keterampilan Proses Sains Siswa. Jurnal Pendidikan Sains, 5(2), 56–64. https://doi.org/https://doi.org/10.26714/jps.5.2.2017.56-64

Insani, N., Fadiawati, N., Rudibyani, R. B., & Fauzi Syamsuri, M. M. (2018). Using Project-Based Learning in Improving Students’ Critical Thinking Skills to Separate of Mixtures. International Journal of Chemistry Education Research, 2(2), 84–88. https://doi.org/10.20885/ijcer.vol2.iss2.art5

Jack, G. U. (2013). The Influence of Identified Student and School Variables on Students ’ Science Process Skills Acquisition. Journal of Education and Practice, 4(5), 16–23.

Ji, J., & Luo, C. (2019). Scaffolding Theory Study Based on Multimodality*. 110(061), 1107–1110. https://doi.org/10.2991/aebmr.k.191225.214

Johnstone, A. H. (2006). Chemical education research in Glasgow in perspective. Journal of Chemistry Education Research and Practice, 7(2), 49–63. https://doi.org/10.1039/B5RP90021B

Ledibane, M., Kaiser, K., & Walt, M. Van Der. (2018). Acquiring Mathematics As a Second Language : A Theoretical Model To Illustrate Similarities In The Acquisition Of English As A Second Language And Mathematics. Journal of the Association for Mathematics Education of South Africa, 1(39), 1–12. https://doi.org/10.4102/pythagoras.v39i1.347

Mubarak, S., & Yahdi. (2020). Identifying Undergraduate Students’ Misconceptions in Understanding Acid Base Materials. Jurnal Pendidikan IPA Indonesia, 9(2), 276–286. https://doi.org/10.15294/jpii.v9i2.23193

Mursalim, S., Nurdiyanti, N., Rukman, W. Y., & Wajdi, M. (2023). Effect of Project-Based Learning Model on Students’ Cognitive Learning Outcomes and Collaborative Skill of Excretion System Concept. Jurnal Penelitian Pendidikan IPA, 9(5), 2533–2540. https://doi.org/10.29303/jppipa.v9i5.2392

Nuha, U., Scisnayani, Y., Supeno, Wahyuni, D., & Rusdianto. (2023). Development of Collaborative-Based Worksheets to Improve Science Process Skills in Science Learning. Jurnal Penelitian Pendidikan IPA, 9(7), 5390–5397. https://doi.org/10.29303/jppipa.v9i7.2927

Özgelen, S. (2012). Students’ Science Process Skills within a Cognitive Domain Framework. Eurasia Journal of Mathematics, Science and Technology Education, 8(4), 283–292. https://doi.org/10.12973/eurasia.2012.846a

Parastuti, W. I., Suharti, & Ibnu, S. (2016). Miskonsepsi Siswa pada Materi Larutan Buffer. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(12), 2307–2313. https://doi.org/http://dx.doi.org/10.17977/jp.v1i12.8272

Parmani, D. A., Sumiati, S., & Meliasari, M. (2019). Modifikasi Model Pembelajaran Project Based Learning (PjBL) dengan Strategi Pembelajaran Tugas dan Paksa. Seminar Nasional Pendidikan Kaluni, 2, 322–333. https://doi.org/10.30998/prokaluni.v2i0.81

Pol, J. Van De, Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher – Student Interaction : A Decade of Research. https://doi.org/10.1007/s10648-010-9127-6

Purwanti, D., Jalmo, T., Abdurrahman, A., & Diawati, C. (2023). Exploring Science Teacher’s Perspective to Student Worksheets (Hard Scaffolding) to Improve Students’ HOTS and Collaboration Skills. Jurnal Penelitian Pendidikan IPA, 9(9), 7302–7309. https://doi.org/10.29303/jppipa.v9i9.4035

Puspitaningsih, F., Wartono, & Handayanto, S. K. (2018). Pengaruh PBL dengan Scaffolding Prosedural terhadap Kemampuan Berpikir Tingkat Tinggi Ditinjau dari Kemampuan Tinggi dan Rendah Siswa. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 3(7), 898–902. https://doi.org/10.17977/JPTPP.V3I7.11333

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

Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., & Duncan, R. G. (2004). A Scaffolding Design Framework for Software to Support Science Inquiry. Journal of the Learning Sciences, 13(3), 337–386. https://doi.org/10.1207/s15327809jls1303_4

Rakhmatdi, R., Widoretno, S., Ariyanto, J., Sugiharto, B., Dwiastuti, S., & Prabowo, C. A. (2023). Concept Map Instructional Techniques in the Deciding Stage - Project Based Learning on Students’ Argumentation Skills. Jurnal Penelitian Pendidikan IPA, 9(8), 6359–6367. https://doi.org/10.29303/jppipa.v9i8.3157

Rosaria, A., Fadiawati, N., & Diawati, C. (2023). Teachers’ Perceptions on the Development of Project-Based Learning Program for Vegetable Waste Treatment to Increase Students’ Scientific Creativity. Jurnal Penelitian Pendidikan IPA, 9(6), 4109–4116. https://doi.org/10.29303/jppipa.v9i6.3706

Rusdi, M. (2018). Penelitian Desain dan Pengembangan Kependidikan: Konsep, Prosedur dan Sintesis Pengetahuan Baru (1st ed.). Rajawali Pers.

Selasmawati, & Lidyasari, A. T. (2023). Model Pembelajaran Project Based Learning (PjBL) dalam Meningkatkan Kemampuan Berpikir Kritis Sekolah Dasar Guna Mendukung Pembelajaran Abad 21. Jurnal Penelitian Pendidikan IPA, 9(11), 1165–1170. https://doi.org/10.29303/jppipa.v9i11.4776

Sesen, B. A., & Tarhan, L. (2011). Active-Learning Versus Teacher-Centered Instruction for Learning Acids and Bases. Journal of Research in Science and Technological Education, 29(2), 205–226. https://doi.org/10.1080/02635143.2011.581630

Siwa, I. B., Muderawan, I. W., & Tika, I. N. (2013). Pengaruh Pembelajaran Berbasis Proyek dalam Pembelajaran Kimia terhadap Keterampilan Proses Sains ditinjau dari Gaya Kognitif Siswa. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 3(3), 1–13. https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/794

Sri, A., Gandi, K., Haryani, S., & Setiawan, D. (2021). The Effect of Project-Based Learning Integrated STEM Toward Critical Thinking Skill. Journal of Primary Education, 10(1), 18–23.

Suhanda, & Suryanto, S. (2018). Penerapan Pembelajaran Kimia Berbasis Proyek untuk Meningkatkan Keterampilan Proses Sains Siswa Kleas X SMA Negeri 2 Purworejo. Jurnal Inovasi Pendidikan Kimia, 12(2), 2137–2148. https://doi.org/https://doi.org/10.15294/jipk.v12i2.15471

Van Der Stuyf, R. R. (2002). Scaffolding as a Teaching Strategy – Definition and Description. In Adolescent Learning and Development.

Widayanti, W., Yuberti, Y., Irwandani, I., & Hamid, A. (2018). Pengembangan Lembar Kerja Praktikum Percobaan Melde Berbasis Project Based Learning. Jurnal Pendidikan Sains Indonesia, 6(1), 24–31. https://doi.org/10.24815/jpsi.v6i1.10908

Yanti, N. L. I. M., Wayan, R., & Wayan, S. (2023). Multiple Scaffolding STEAM Project-Based Learning Model In Science Learning. Jurnal Penelitian Pendidikan IPA, 9(8), 6493–6502. https://doi.org/10.29303/jppipa.v9i8.4470

Yanti, N., Rahmad, M., & Azhar. (2023). Application of PjBL (Project Based Learning) Based Physics Learning Model to Improve Collaboration Skills and Creative Thinking Ability of Students. Jurnal Penelitian Pendidikan IPA, 9(11), 9973–9978. https://doi.org/10.29303/jppipa.v9i11.5275

Yuriev, E., Naidu, S., Schembri, L. S., & Short, J. L. (2017). Research and Practice Scaffolding the Development of Problem-Solving Skills in Chemistry : Guiding Novice Students Out of Dead Ends and False Starts. Journal of Chemistry Education Research and Practice. https://doi.org/10.1039/C7RP00009J

Yusnidar, Ernawati, M. D. W., Kurniawan, D. A., Azzahra, M. Z., Putri, F. I., & Perdana, R. (2023). Analysis of Differences: Application of the Problem-Based Learning Model Integrated with Scaffolding. Jurnal Penelitian Pendidikan IPA, 9(12), 10573–10582. https://doi.org/10.29303/jppipa.v9i12.6078

Author Biographies

Tri Haryati, Universitas Jambi

Muhammad Rusdi, Universitas Jambi

Rayandra Asyhar, Universitas Jambi

Muhammad Haris Effendi Hasibuan, Universitas Jambi

Rahadian Zainul, Universitas Negeri Padang

License

Copyright (c) 2024 Muhammad Haris Effendi hasibuan, Tri Haryati, Muhammad Rusdi, Rayandra Asyhar, Rahadian Zainul

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).