The Influence of the Assisted Problem-based Learning Model Scaffolding Method against Problems Solving and Communication Ability of High School Students

Surini Layukan; Andi T. Tellu; Mursito S. Bialangi

doi:10.63895/j30321271.2024.v1.i1.pp31-36

Authors

Surini Layukan Universitas Tadulako, Palu – Indonesia 94119 Author
Andi T. Tellu Universitas Tadulako, Palu – Indonesia 94119 Author
Mursito S. Bialangi Universitas Tadulako, Palu – Indonesia 94119 Author

DOI:

https://doi.org/10.63895/j30321271.2024.v1.i1.pp31-36

Keywords:

Problem-based learning model, scaffolding method, ability solution problems, capabilities communication

Abstract

This study aims to examine the influence of the assisted problem-based learning model scaffolding method against ability-solution problem participants studied at SMAN 9 Palu, and the influence of the assisted problem-based learning model scaffolding method against ability communication participants studied at SMAN 9 Palu. Study This has been held in the odd semesters of 2023-2024 teaching in class X MIA SMAN 9 Palu. The type of research used is a quantitative study that employs a quasi-experimental method with a non-equivalent control group design. Population under study This is all over participants educate class X at SMAN 9 Palu year 2023/2024 teachings consisting of 5 groups. A study with a large number of participants educates up to 157 people. The sample study consists of class X MIA 2 as the class experiment and class X MIA 1 as the respective class controls, totaling 25 participants with specified education, based on the technique of purposive sampling. Data collection techniques use instrument test ability to solve issues and sheets observation ability to communicate. The effect size of the use-assisted problem-based learning method of scaffolding amounted to 5.83, while the conventional model (lecture) was 4.77 with a difference of 1.06 (category high). Average percentage yield ability communication participant students who use the assisted problem-based learning model entrance scaffolding method in category moderate (score 40–59%) to high (score 60–79%), whereas class control using a conventional model (lecture) entry in category less (20–39%) up to moderate (score 40–59%) for percentage score each aspect. Based on the results of the study, it was concluded that: (1) the assisted problem-based learning model is an influential scaffolding method for ability-solution problem participants studied at SMAN 9 Palu, and (2) the assisted problem-based learning model is an influential scaffolding method for ability-communication participants studied at SMAN 9 Palu.

Author Biographies

Surini Layukan, Universitas Tadulako, Palu – Indonesia 94119

Science Education/Postgraduate – Universitas Tadulako, Palu – Indonesia 94119
Andi T. Tellu, Universitas Tadulako, Palu – Indonesia 94119

Science Education/Postgraduate – Universitas Tadulako, Palu – Indonesia 94119
Mursito S. Bialangi, Universitas Tadulako, Palu – Indonesia 94119

Science Education/Postgraduate – Universitas Tadulako, Palu – Indonesia 94119

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