The Effect of Scaffolding and Creative Thinking Skills in an Acid and Base Learning Project on Students’ Science Process Skills

Authors

Tri Haryati , Muhammad Rusdi , Rayandra Asyhar , Saprizal Hadisaputra , Muhammad Haris Effendi Hasibuan

DOI:

10.29303/jppipa.v10i3.4674

Published:

2024-03-30

Issue:

Vol. 10 No. 3 (2024): March

Keywords:

Acid and base, Creative thinking, Project-based learning, Scaffolding, Science process skills

Research Articles

Downloads

How to Cite

Haryati, T., Rusdi, M., Asyhar, R., Hadisaputra, S., & Hasibuan, M. H. E. (2024). The Effect of Scaffolding and Creative Thinking Skills in an Acid and Base Learning Project on Students’ Science Process Skills. Jurnal Penelitian Pendidikan IPA, 10(3), 1083–1092. https://doi.org/10.29303/jppipa.v10i3.4674
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Scaffolding is a strategy given by teachers to guide students to successfully complete learning tasks. Teachers may provide either questioning, cueing, prompting, or explaining and is based on students’ actual ability. The purpose of this study was to investigate the effect of the scaffolding provision and students’ creative thinking skills on students' science process skills (SPS) in a project-based learning (PjBL) about acid and base concepts. A quasy factorial experiment research design was applied to collect data using a pre-validated SPS-observation. An experiment group from 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. Prior to the learning, creative thinking ability of the students was measured using a questionnaire. Data was then analyzed using a two-way Anova test assisted by SPSS software. The results of analyses showed that there was an effect of the scaffolding and the creative thinking ability on the students’ SPS. Potential interaction between those variables was also seen in affecting the SPS. It appears that the the presence of scaffolding and the initial students’ ability in creative thinking sinergetically improved the students’ 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

Aprida, H., & Mayarni, M. (2023). Efficiency of PjBL (Project Based Learning) Model Assisted By E-Worksheet on Student Learning Outcomes in Science Subjects. Jurnal Penelitian Pendidikan IPA, 9(8), 6284–6291. https://doi.org/10.29303/jppipa.v9i8.4372

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., & 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

Darmaji, Astalini, Kurniawan, D. A, & Widodi, B. (2022). The Relationship Between Science Process Skills and Students’ Creative Thinking Skills on Magnetism in Junior High School. Jurnal Pedagogi Dan Pembelajaran, 5(3), 492–500. https://doi.org/10.23887/jp2.v5i3.48636

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

Djarwo, C. F., Kafiar, F. P., Kimia, P. P., & Cenderawasih, U. (2023). Analyzing Misconceptions of Acid-Base Topic among Chemistry Education Students in Online Learning Settings: A Case Study. Jurnal Kependidikan Kimia, 11(April), 202–208. https://doi.org/10.33394/hjkk.v11i2.7147

Effendi-Hasibuan, M. H., Harizon, Ngatijo, & Mukminin, A. (2019). The inquiry-based teaching instruction (IbTI) in Indonesian secondary education: What makes science teachers successful enact the curriculum? Journal of Turkish Science Education, 16(1), 18–33. https://doi.org/10.12973/tused.10263a

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/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/10.26714/jps.5.2.2017.56-64

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. Retrieved from https://core.ac.uk/download/pdf/234634065.pdf

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

Juleha, S., Nugraha, I., & Feranie, S. (2019). The Effect of Project in Problem-Based Learning on Students’ Scientific and Information Literacy in Learning Human Excretory System. Journal of Science Learning. Retrieved from https://eric.ed.gov/?id=EJ1226176

Markula, A., & Aksela, M. (2022). The key characteristics of project-based learning: how teachers implement projects in K-12 science education. In Disciplinary and Interdisciplinary Science Education Research https://doi.org/10.1186/s43031-021-00042-x

Maulana, R., Adlim, M., & Khaldun, I. (2023). Science Process Skills and Science Learning Motivation in Chemistry Learning with STEM Student Worksheets Through Floor Cleaning Formulations. Jurnal Penelitian Pendidikan IPA, 9(10), 7810–7815. https://doi.org/10.29303/jppipa.v9i10.3254

Megawan, M., & Istiyono, E. (2019). Physics Creative Thinking Measurement using Two-Tier Multiple Choice to Support Science, Technology, Engineering, and Mathematics. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012068

Meiarti, D., Wiyanto, & Yulianti, I. (2020). Analysis of Creative Thinking Skill and Student Learning Interest through Mind Mapping Based Creative Problem-Solving Learning Model. Physics Communication, 4(37), 14–23. https://doi.org/10.15294/physcomm.v4i1.23846

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

Mubarokah, F. D., Mulyani, S., & Indriyanti, N. Y. (2018). Identifying students’ misconceptions of acid-base concepts using a three-tier diagnostic test: A case of Indonesia and Thailand. Journal of Turkish Science Education, 15(Special Issue), 51–58. https://doi.org/10.12973/tused.10256a

Nasution, N. E. A., Al Muhdhar, M. H. I., Sari, M. S., & Balqis. (2023). Relationship between Critical and Creative Thinking Skills and Learning Achievement in Biology with Reference to Educational Level and Gender. Journal of Turkish Science Education, 20(1), 66–83. https://doi.org/10.36681/tused.2023.005

Nuswowati, M., & Taufiq, M. (2015). Developing Creative Thinking Skills and Creative Attitude Through Problem Based Green Vision Chemistry Environment Learning. Jurnal Pendidikan IPA Indonesia, 4(2), 170–176. https://doi.org/10.15294/jpii.v4i2.4187

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. 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

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

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

Sari, E. D. P., Trisnawati, R. K., Agustina, M. F., Adiarti, D., & Noorashid, N. (2023). Assessment of Students’ Creative Thinking Skill on the Implementation of Project-Based Learning. International Journal of Language Education, 7(3), 414–428. https://doi.org/10.26858/ijole.v7i3.38462

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

Siahaan, P., Suryani, A., Kaniawati, I., Suhendi, E., & Samsudin, A. (2016). Improving Students’ Science Process Skills through Simple Computer Simulations on Linear Motion Conceptions. Journal of Physics: Conference Series, 755(1). https://doi.org/10.1088/1742-6596/755/1/011001

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. Retrieved from https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/794

Sufinasa, S. A., Hasanuddin, H., Saenab, S.-, Arif, R. N. H., Samputri, S.-, & Hasan, N. R. (2023). Description of Science Process Skills of Class Viii Students of Smpn in Makassar City. Jurnal Eduscience, 10(1), 136–145. https://doi.org/10.36987/jes.v10i1.3891

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/10.15294/jipk.v12i2.15471

Trisnayanti, Y., Ashadi, Sunarno, W., & Masykuri, M. (2020). Creative Thinking Profile of Junior High School Students on Learning Science. Journal of Physics: Conference Series, 1511(1). https://doi.org/10.1088/1742-6596/1511/1/01207

Westbroek, H., Klaassen, K., Bulte, A., & Pilot, A. (2005). Characteristics of meaningful chemistry education. Research and the Quality of Science Education, 67–76. https://doi.org/10.1007/1-4020-3673-6_6

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

Yuriev, E., Naidu, S., Schembri, L. S., & Short, J. L. (2017). Scaffolding the development of problem-solving skills in chemistry : guiding novice students out of dead ends and false starts. Chemistry Education Research and Practice. https://doi.org/10.1039/C7RP00009J

Author Biographies

Tri Haryati, Universitas Jambi

Muhammad Rusdi, Universitas Jambi

Rayandra Asyhar, Universitas Jambi

Saprizal Hadisaputra, Universitas Mataram

Muhammad Haris Effendi Hasibuan, Universitas Jambi

License

Copyright (c) 2024 Tri Haryati, Muhammad Rusdi, Rayandra Asyhar, Saprizal Hadisaputra, Muhammad Haris Effendi Hasibuan

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).