Analysis of Teacher Response to Problem Based Learning Model and Scaffolding Model in Science Subjects
Abstract
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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Copyright (c) 2023 M. Dwi Wiwik Ernawati, Haryanto Haryanto, Harizon Harizon, Yusnidar Yusnidar, Nikma Nur Qoidah, Mitha Udhiyah
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