PENGARUH MODEL PROBLEM-BASED LEARNING BERBANTUAN SCAFFOLDING KOGNITIF TERHADAP KETERAMPILAN ARGUMENTASI ILMIAH SISWA SMP

Villa Febianti, Supeno Supeno, Elif Muthi'atur Rohmah

Abstract


Scientific argumentation skills of students in science learning are considered low based on several previous studies. This condition is attributed to weak discussion skills, limited active participation, teacher- dominated instruction, and a lack of meaningful learning experiences. This study offers an alternative through the implementation of the Problem-Based Learning (PBL) model assisted by cognitive scaffolding. The research employed a quasi-experimental design using a non-equivalent control group design, involving two class groups at MTs Negeri 2 Jember, namely an experimental class and a control class. The learning process was conducted over six meetings on the topic of Matter and Its Changes. The instruments used were pretest and posttest consisting of six essay items designed to measure the aspects of claim, evidence, and reasoning. The data were analyzed using several tests, including N-gain analysis, normality test, homogeneity test, and independent samples t-test. The data analysis indicated an improvement in students’ scientific argumentation skills as evidenced by the N-gain results. This finding indicates a significant effect of the PBL model and cognitive scaffolding on students’ scientific argumentation skills, as confirmed by the hypothesis testing results (significance value of 0.000 < 0.05). The results of this study imply that teachers may use the PBL model assisted by cognitive scaffolding as an alternative approach in science learning to develop students’ scientific argumentation skills.

Keywords


Problem-Based Learning, Scaffolding Cognitive, Scientific Argumentation Skills, Science Learning

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References


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DOI: https://doi.org/10.30601/dedikasi.v10i1.7549

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