Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects
Purpose of the study: This study aims to evaluate teachers' responses to two learning models, namely problem-based learning and scaffolding, in the context of science subjects at Junior High School Negeri Satu Atap Pematang Jering. Methodology: The methodology used was descriptive quantitativ...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Cahaya Ilmu Cendekia Publisher
2023-09-01
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| Series: | Integrated Science Education Journal |
| Subjects: | |
| Online Access: | https://cahaya-ic.com/index.php/ISEJ/article/view/733 |
| _version_ | 1797666912758398976 |
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| author | M. Dwi Wiwik Ernawati Haryanto Haryanto Harizon Harizon Yusnidar Yusnidar Nikma Nur Qoidah Mitha Udhiyah |
| author_facet | M. Dwi Wiwik Ernawati Haryanto Haryanto Harizon Harizon Yusnidar Yusnidar Nikma Nur Qoidah Mitha Udhiyah |
| author_sort | M. Dwi Wiwik Ernawati |
| collection | DOAJ |
| description | Purpose of the study: This study aims to evaluate teachers' responses to two learning models, namely problem-based learning and scaffolding, in the context of science subjects at Junior High School Negeri Satu Atap Pematang Jering.
Methodology: The methodology used was descriptive quantitative research with a population of teachers in the school. The research sample consisted of 16 teachers selected by purposive sampling. Data were analyzed using descriptive statistics.
Main Findings: The main finding of this study shows that most teachers (75%) in Junior High School Negeri Satu Atap Pematang Jering responded positively to the use of problem-based learning and scaffolding models in science learning. These results indicate that both learning models effectively improve the quality of teaching and students' understanding of science materials.
Novelty/Originality of this study: The novelty of this research lies in its specific focus on analyzing teachers' responses to problem-based learning and scaffolding models. This research contributes to the existing literature in this field by providing a deeper understanding of how these two learning models can be applied in science learning in secondary schools. The results of this study can serve as a guideline for teachers and schools in selecting and implementing effective learning strategies to improve teacher competence and student learning outcomes in science subjects.
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| first_indexed | 2024-03-11T20:05:30Z |
| format | Article |
| id | doaj.art-6bf6de1fe4254a889d528a9bcf281c0e |
| institution | Directory Open Access Journal |
| issn | 2716-3725 2716-1609 |
| language | English |
| last_indexed | 2024-03-11T20:05:30Z |
| publishDate | 2023-09-01 |
| publisher | Cahaya Ilmu Cendekia Publisher |
| record_format | Article |
| series | Integrated Science Education Journal |
| spelling | doaj.art-6bf6de1fe4254a889d528a9bcf281c0e2023-10-03T20:13:29ZengCahaya Ilmu Cendekia PublisherIntegrated Science Education Journal2716-37252716-16092023-09-014310.37251/isej.v4i3.733Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science SubjectsM. Dwi Wiwik Ernawati0Haryanto Haryanto1Harizon Harizon2Yusnidar Yusnidar3Nikma Nur Qoidah4Mitha Udhiyah5Universitas JambiUniversitas JambiUniversitas JambiUniversitas JambiUniversitas JambiUniversitas JambiPurpose of the study: This study aims to evaluate teachers' responses to two learning models, namely problem-based learning and scaffolding, in the context of science subjects at Junior High School Negeri Satu Atap Pematang Jering. Methodology: The methodology used was descriptive quantitative research with a population of teachers in the school. The research sample consisted of 16 teachers selected by purposive sampling. Data were analyzed using descriptive statistics. Main Findings: The main finding of this study shows that most teachers (75%) in Junior High School Negeri Satu Atap Pematang Jering responded positively to the use of problem-based learning and scaffolding models in science learning. These results indicate that both learning models effectively improve the quality of teaching and students' understanding of science materials. Novelty/Originality of this study: The novelty of this research lies in its specific focus on analyzing teachers' responses to problem-based learning and scaffolding models. This research contributes to the existing literature in this field by providing a deeper understanding of how these two learning models can be applied in science learning in secondary schools. The results of this study can serve as a guideline for teachers and schools in selecting and implementing effective learning strategies to improve teacher competence and student learning outcomes in science subjects. https://cahaya-ic.com/index.php/ISEJ/article/view/733Problem Based LearningScaffoldingScience Learning |
| spellingShingle | M. Dwi Wiwik Ernawati Haryanto Haryanto Harizon Harizon Yusnidar Yusnidar Nikma Nur Qoidah Mitha Udhiyah Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects Integrated Science Education Journal Problem Based Learning Scaffolding Science Learning |
| title | Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects |
| title_full | Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects |
| title_fullStr | Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects |
| title_full_unstemmed | Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects |
| title_short | Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects |
| title_sort | analysis of teacher response to problem based learning model and scaffolding model in science subjects |
| topic | Problem Based Learning Scaffolding Science Learning |
| url | https://cahaya-ic.com/index.php/ISEJ/article/view/733 |
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