The Effect of Problem Based Learning (PBL) with Scaffolding on High School Students' Creative Thinking Skills
Main Article Content
Abstract
This study was conducted to determine whether there is a difference in students' creative thinking skills before and after problem-based learning with scaffolding . The instruments used in this study were a creative thinking skills test instrument and a non-test instrument consisting of an observation sheet and a student response questionnaire. The results of statistical tests showed a significant difference in creative thinking skills after problem-based learning with scaffolding . This is also indicated by the increase in test results in the moderate category in the control class by 53% and in the experimental class by 72% in the same category, resulting in a gain value of 0.33 (moderate). In addition, there was a positive response to problem-based learning with scaffolding as seen in the average percentage of agreement in student responses, namely 84%, which is included in the very good category
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright of the received article shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles. Authors are allowed to use their articles for any legal purposes deemed necessary without written permission from the journal with an acknowledgment of initial publication to this journal.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Barrows, H. S. (1996). 4 Problem-Based Learning In Higher Education.
Belland, B. R., Kim, C. M., & Hannafin, M. J. (2013). A Framework For Designing Scaffolds That Improve Motivation And Cognition. Educational Psychologist, 48(4), 243–270. Https://Doi.Org/10.1080/00461520.2013.838920
Cachia, Romina., Ferrari, Anusca., Ala-Mutka, Kirsti., Punie, Yves., & Institute For Prospective Technological Studies. (2010). Creative Learning And Innovative Teaching : Final Report On The Study On Creativity And Innovation In Education In The EU Member States. Publications Office.
Cahyono, A. N. (2010). Vygotskian Perspective: Proses Scaffolding Untuk Mencapai Zone Of Proximal Development (ZPD) Peserta Didik Dalam Pembelajaran Matematika. Www.Labvirtualschool.Adinegara.Com
Chirkov, V. I., & Ryan, R. M. Z. (2001). Parent And Teacher Autonomy-Support In Russian And U.S. Adolescents: Common Effects On Well-Being And Academic Motivation. Journal Of Cross-Cultural Psychology, 32(5), 618–635. Https://Doi.Org/10.1177/0022022101032005006
Collins, A., Brown, J. S., & Newman, S. E. (2018). Cognitive Apprenticeship: Teaching The Crafts Of Reading, Writing, And Mathematics. In Knowing, Learning, And Instruction (Pp. 453-494). Routledge.
Ernawati, M. D. W., Yusnidar, Haryanto, Rini, E. F. S., Aldila, F. T., Haryati, T., & Perdana, R. (2023). Do Creative Thinking Skills In Problem-Based Learning Benefit From Scaffolding ? Journal Of Turkish Science Education, 20(3), 399–417. Https://Doi.Org/10.36681/Tused.2023.023
Fahlevi, R., Desak Made Santi Diwyarthi, N., Anurogo, D., Anwari, M., Herlambang, H. A., Aisyah Hidayati, S., Ulfa Nurdahlia, D., Agung Pramudito, A., Aji, R., & Andina Putri, G. (2023). GERONTOLOGI.
Ferrer-Caja, E., & Weiss, M. R. (2000). Predictors Of Intrinsic Motivation Among Adolescent Students In Physical Education. Research Quarterly For Exercise And Sport, 71(3), 267–279. Https://Doi.Org/10.1080/02701367.2000.10608907
Gallagher, S. A., Sher, B. T., Stepien, W. J., & Workman, D. (1995). Implementing Problem‐Based Learning In Science Classrooms. School Science And Mathematics, 95(3), 136–146. Https://Doi.Org/10.1111/J.1949-8594.1995.Tb15748.X
Greening, T. (1998). Scaffolding For Success In Problem-Based Learning. Medical Education Online, 3(1), 4297. Https://Doi.Org/10.3402/Meo.V3i.4297
Handayani, S. A., Rahayu, Y. S., & Agustini, R. (2021). Students’ Creative Thinking Skills In Biology Learning: Fluency, Flexibility, Originality, And Elaboration. Journal Of Physics: Conference Series, 1747(1). Https://Doi.Org/10.1088/1742-6596/1747/1/012040
Hannafin, M., Land, S., & Oliver, K. (2013). Open Learning Environments: Foundations, Methods, And Models. In Instructional-Design Theories And Models (Pp. 115-140). Routledge
Haruehansawasin, S., & Kiattikomol, P. (2018). Scaffolding In Problem-Based Learning For Low-Achieving Learners. Journal Of Educational Research, 111(3), 363–370. Https://Doi.Org/10.1080/00220671.2017.1287045
Hmelo-Silver, C. E., & Barrows, H. S. (2015). Problem-Based Learning: Goals For Learning And Strategies For Facilitating. In A. Walker, H. Leary, C. E. Hmelo-Silver, & P. A. Ertmer (Eds.), Essential Readings In Problem-Based Learning: Exploring And Extending The Legacy Of Howard S. Barrows (Pp. 69–84). West Lafayette, IN: Purdue University Press.
Kasuga, W., Maro, W., & Pangani, I. (2022). Effect Of Problem-Based Learning On Developing Science Process Skills And Learning Achievement On The Topic Of Safety In Our Environment. Journal Of Turkish Science Education, 19(3), 872–886. Https://Doi.Org/10.36681/Tused.2022.154
Kim, N. J., Belland, B. R., & Axelrod, D. (2019). Scaffolding For Optimal Challenge In K–12 Problem-Based Learning. Interdisciplinary Journal Of Problem-Based Learning, 13(1). Https://Doi.Org/10.7771/1541-5015.1712Kim, N. J., Belland, B. R., & Walker, A. E. (2018). Effectiveness Of Computer-Based Scaffolding In The Context Of Problem-Based Learning For Stem Education: Bayesian Meta-Analysis. Educational Psychology Review, 30(2), 397–429. Https://Doi.Org/10.1007/S10648-017-9419-1
Nahar, L. (2023). The Effects Of Standardized Tests On Incorporating 21st Century Skills In Science Classrooms. Integrated Science Education Journal, 4(2), 36–42. Https://Doi.Org/10.37251/Isej.V4i2.324
Nasrullah, Kartini, & Muspiroh, N. (2018). Jurnal Ilmu Alam Indonesia Penerapan Model Pembelajaran PBL (Problem Based Learning) Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas XI Pada Konsep Sistem Ekskresi Di MAN 3 Cirebon. Jurnal Ilmu Alam Indonesia, 01(02), 101–112. Www.Syekhnurjati.Ac.Id/Jurnal/Index.Php/Jia
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
Oliver, K., & Hannafin, M. J. (2000). Student Management Of Web-Based Hypermedia Resources During Open-Ended Problem Solving. Journal Of Educational Research, 94(2), 75–92. Https://Doi.Org/10.1080/00220670009598746
Park, M. H., Tiwari, A., & Neumann, J. W. (2020). Emotional Scaffolding In Early Childhood Education. Educational Studies, 46(5), 570–589. Https://Doi.Org/10.1080/03055698.2019.1620692
Putri, M. A., & Simbolon, P. A. L. (2022). Model Pembelajaran Problem Solving Dan Korelasinya Terhadap Kemampuan Berpikir Kritis Siswa. Journal Evaluation In Education (JEE), 3(3), 87–91. Https://Doi.Org/10.37251/Jee.V3i3.263
Ratanasabilla, N. E., Sriyati, S., & Hamdiyati, Y. (2021). Penerapan Peta Konsep Sebagai Strategi Asesmen Formatif Dalam Upaya Meningkatkan Hasil Belajar Siswa Pada Pembelajaran Sistem Koordinasi. Assimilation: Indonesian Journal Of Biology Education, 4(1), 16-23.
Reece, J. B., & Campbell, N. A. (2011). Campbell Biology. Benjamin Cummings / Pearson
Restriani Adiwijayanti, D., Yusmin, E., & Astuti Program Studi Pendidikan Matematika FKIP Untan Pontianak, D. (2018). KEMAMPUAN BERPIKIR KREATIF DITINJAU DARI KEMAMPUAN ANALOGI DALAM MENYELESAIKAN MASALAH OPEN-ENDED DI SMP.
Ruseffendi, E. T. (2006). Pengantar Kepada Membantu Guru Mengembangkan Kompetensinya Dalam Pengajaran Matematika Untuk Meningkatkan CBSA. Bandung: Tarsito, 336-337.
Sakir, N. A. I., & Kim, J. G. (2020). Enhancing Students’ Learning Activity And Outcomes Via Implementation Of Problem-Based Learning. Eurasia Journal Of Mathematics, Science And Technology Education, 16(12), Em1925. Https://Doi.Org/10.29333/Ejmste/9344Salih M (2010) Developing Thinking Skills In Malaysian Science Students Via An Analogical TaskJ. Sci. Math. Educ. Southeast Asia 33 110-28.
Santrock, J. W., & Santrock, J. W. (2007). Psikologi Pendidikan Edisi Kedua.
Saye, J. W., & Brush, T. (2004). Scaffolding Problem-Based Teaching In A Traditional Social Studies Classroom. Theory And Research In Social Education, 32(3), 349–378. Https://Doi.Org/10.1080/00933104.2004.10473259
Sg Noviana Aryani Pucangan, A. A., Koes Handayanto, S., & Wisodo, H. (2018). Pengaruh Scaffolding Konseptual Dalam Problem Based Learning Terhadap Kemampuan Pemecahan Masalah. Http://Journal.Um.Ac.Id/Index.Php/Jptpp/
Situmorang, R. M., Muhibbudin, & Khairil. (2015). Rosdiana Meliana Situmorang Penerapan Model Pembelajaran Problem Based Learning Untuk Meningkatkan Hasil Belajar Siswa Pada Materi Sistem Ekskresi Manusia.
Torrance, E. P. (2018). Torrance ® Tests Of Creative Thinking.
Tuckman, B. W., & Schouwenburg, H. C. (2004). Behavioral Interventions For Reducing Procrastination Among University Students.
Wahyuningsih, A. N. (2012). PENGEMBANGAN MEDIA KOMIK BERGAMBAR MATERI SISTEM SARAF UNTUK PEMBELAJARAN YANG MENGGUNAKAN STRATEGI PQ4R. In JISE (Vol. 1, Issue 1). Http://Journal.Unnes.Ac.Id/Sju/Index.Php/Jise
Wicaksono, I. (2017). The Effectiveness Of Virtual Science Teaching Model (Vs-Tm) To Improve Student’s Scientific Creativity And Concept Mastery On Senior High School Physics Subject.
Wood, D., Bruner, J. S., & Ross, G. (1976). The Role Of Tutoring In Problem Solving*. In J. Child Psychol. Psychiat (Vol. 17). Pergamon Press.
Yolviansyah, F., & Hermanto, H. (2023). Literature Study: Academic Supervision By The Principal To Improve The Quality Of Educators. Edufisika: Jurnal Pendidikan Fisika, 8(1), 16–22. Https://Doi.Org/10.59052/Edufisika.V8i1.22615