A Study of the Problem Based Learning Model with the Scaffolding Model as Independent Learning
Abstract
Purpose of the Study: This study aims to investigate teachers’ perceptions of the application of the Problem-Based Learning model and the Scaffolding approach in supporting independent learning at Junior high school 1 Muaro Jambi. Understanding teacher responses is critical to optimizing instructional strategies aligned with the goals of the independent learning.
Methodology: A descriptive quantitative research design was employed. The population consisted of all teachers at Junior high school 1 Muaro Jambi, with a sample of 19 respondents selected through a random sampling technique. Data were collected using validated questionnaires and analyzed using descriptive statistical methods to interpret the level of teacher response to both learning models.
Main Findings: The results show that teachers expressed a positive response, with an average approval rating of 79.8% towards the implementation of both the Problem-Based Learning and Scaffolding models in promoting independent learning. Teachers acknowledged that these models enhanced student engagement, critical thinking skills, and autonomy in the learning process, although some highlighted the need for further training and resource support to maximize implementation.
Novelty/Originality of this Study: This research offers a novelty contribution by providing empirical insights into teacher perceptions of combining PBL and Scaffolding approaches specifically within the framework of independent learning initiatives. Unlike previous studies that often focus solely on student outcomes, this study emphasizes the teacher’s role as a mediator in implementing innovative pedagogical models. The findings serve as a foundation for developing targeted professional development programs that empower teachers to foster more autonomous and student-centered classrooms.
References
N. Susilawati, “Merdeka belajar dan kampus merdeka dalam pandangan filsafat pendidikan humanisme [Independent learning and independent campus in the perspective of humanist educational philosophy],” J. Sikola J. Kaji. Pendidik. dan Pembelajaran, vol. 2, no. 3, pp. 203–219, 2021, doi: 10.24036/sikola.v2i3.108.
N. Hendri, “Merdeka belajar; antara retorika dan aplikasi [Freedom to learn; between rhetoric and application],” Semin. Nas. Jambore Konseling 3, vol. 08, no. 01, 2017.
D. A. Sholihah, “Pendidikan merdeka dalam perspektif ki hadjar dewantara dan relevansinya terhadap merdeka belajar di Indonesia [Independent education from the perspective of Ki Hadjar Dewantara and its relevance to independent learning in Indonesia],” LITERASI (Jurnal Ilmu Pendidikan), vol. 12, no. 2, p. 115, 2021, doi: 10.21927/literasi.2021.12(2).115-122.
E. Simatupang and I. Yuhertiana, “Merdeka belajar kampus merdeka terhadap perubahan paradigma pembelajaran pada pendidikan tinggi: Sebuah tinjauan literatur [Independent learning independent campus towards changes in learning paradigms in higher education: A literature review],” J. Bisnis, Manajemen, dan Ekon., vol. 2, no. 2, pp. 30–38, 2021, doi: 10.47747/jbme.v2i2.230.
[5] F. Ramadani and Desyandri, “Konsep kurikulum merdeka belajar terhadap pandangan filsafat progresivisme [The concept of the independent learning curriculum in relation to the philosophical perspective of progressivism],” Pendas J. Ilm. Pendidik. Dasar, vol. 7, no. 2, pp. 1239–1251, 2022.
[6] H. Suherti, “Micro teaching sistematika keterampilan dasar mengajar-Heti Suherti- Google Buku.” CV.Bayfa cendikia indonesia, 2021.
M. P. Utami, “Manajemen kurikulum pendidikan montessori dalam perspektif merdeka belajar,” 2023.
A. Jayul and E. Irwanto, “Model pembelajaran daring sebagai alternatif proses kegiatan belajar pendidikan jasmani di tengah Pandemi Covid-19,” J. Pendidik. Kesehat. Rekreasi, vol. 6, no. 2, pp. 190–199, 2020.
F. Djalal, “Optimalisasi pembelajaran melalui pendekatan, strategi, dan model pembelajaran [Optimizing learning through learning approaches, strategies and models],” J. Dharmawangsa, vol. 2, no. 1, pp. 31–52, 2017.
N. E. Anggraeni, “Strategi pembelajaran dengan model pendekatan pada peserta didik agar tercapainya tujuan pendidikan di era globalisasi [Learning strategies with an approach model for students to achieve educational goals in the era of globalization],” ScienceEdu, vol. 2, no. 2, pp. 72, 2019, doi: 10.19184/se.v2i1.11796.
T. Djonomiarjo, “Pengaruh model problem based learning terhadap hasil belajar [The influence of problem based learning models on learning outcomes],” Aksara J. Ilmu Pendidik. Nonform., vol. 5, no. 1, pp. 39, 2020, doi: 10.37905/aksara.5.1.39-46.2019.
D. Harefa et al., “Penggunaan model pembelajaran kooperatif tipe jigsaw terhadap kemampuan pemahaman konsep belajar siswa [The use of the jigsaw type cooperative learning model on students' ability to understand learning concepts],” Aksara J. Ilmu Pendidik. Nonform., vol. 8, no. 1, pp. 325, 2022, doi: 10.37905/aksara.8.1.325-332.2022.
E. Selvia, “Beberapa Model, Pendekatan, Strategi, Dan Metode Dalam Pembelajaran Matematika Oleh: Selvia Erita [Several Models, Approaches, Strategies, and Methods in Mathematics Learning By: Selvia Erita],” J. Kependidikan, vol. 1, no. 1, pp. 1–13, 2013.
S. Supiadi and J. Julung, “Pengaruh model problem based learning (pbl) terhadap kemampuan memecahkan masalah dan hasil belajar kognitif siswa biologi SMA [The influence of the problem based learning (PBL) model on problem solving abilities and cognitive learning outcomes of high school biology students]. JPS (Jurnal Pendidikan Sains), vol. 4, no. 2, pp. 60–64. https://doi.org/10.17977/jps.v4i2.8183.
H. Hotimah, “Penerapan metode pembelajaran problem based learning dalam meningkatkan kemampuan bercerita pada siswa sekolah dasar [Application of problem based learning methods to improve storytelling skills in elementary school students],” J. Edukasi, vol. 7, no. 3, p. 5, 2020, doi: 10.19184/jukasi.v7i3.21599.
Y. D. Haryanti, “Model problem based learning membangun kemampuan berpikir kritis siswa sekolah dasar [Problem based learning model builds critical thinking skills of elementary school students],” J. Cakrawala Pendas, vol. 3, no. 2, 2017, doi: 10.31949/jcp.v3i2.596.
D. D. Lestari, I. Ansori, and B. Karyadi, “Penerapan model pbm untuk meningkatkan kinerja dan kemampuan berpikir kritis siswa sma [Implementation of the PBM model to improve the performance and critical thinking skills of high school students],” Diklabio J. Pendidik. dan Pembelajaran Biol., vol. 1, no. 1, pp. 45–53, 2017, doi: 10.33369/diklabio.1.1.45-53.
D. Dahlia, “Penerapan model pembelajaran problem based learning untuk meningkatkan hasil belajar matematika topik bilangan cacah [Application of problem based learning model to improve mathematics learning outcomes on the topic of whole numbers],” Pedagog. J. Ilm. Pendidik., vol. 14, no. 2, pp. 59–64, 2022, doi: 10.55215/pedagogia.v14i2.6611.
P. Anindyta and S. Suwarjo, “Pengaruh problem based learning terhadap keterampilan berpikir kritis dan regulasi diri siswa kelas v [The influence of problem based learning on critical thinking skills and self-regulation of grade V students],” J. Prima Edukasia, vol. 2, no. 2, p. 209, 2014, doi: 10.21831/jpe.v2i2.2720.
A. S. Hasbiyalloh, A. Harjono, and N. N. S. P. Verawati, “Pengaruh model pembelajaran ekspositori berbantuan scaffolding dan advance organizer terhadap hasil belajar fisika peserta didik kelas x [The influence of expository learning models assisted by scaffolding and advance organizers on physics learning outcomes of class X students],” J. Pendidik. Fis. dan Teknol., vol. 3, no. 2, pp. 173–180, 2017, doi: 10.29303/jpft.v3i2.397.
H. D. Ayu, H. Y. Pratiwi, S. Kusairi, and M. Muhardjito, “Developing e-scaffolding to improve the quality of process and learning outcomes,” Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, vol. 1, no. 2, pp. 223179, 2017.
N. K. Erna Muliastrini, D. Nyoman, and D. Gede Rasben, “Pengaruh model pembelajaran inkuiri dengan teknik scaffolding terhadap kemampuan literasi sains dan prestasi belajar IPA [The influence of inquiry learning model with scaffolding technique on science literacy ability and science learning achievement],” J. Ilm. Sekol. Dasar, vol. 3, no. 3, p. 254, 2019, doi: 10.23887/jisd.v3i3.14116.
Nadirah, A. D. R. Pramana, and N. Zari, Metodologi Penelitian Kualitatif, Kuantitatif, Mix Method Mengelola. 2022.
N. Wulandari and R. Vebrianto, “Studi literatur pembelajaran kimia berbasis masalah ditinjau dari kemampuan menggunakan laboratorium virtual [Literature study of problem-based chemistry learning reviewed from the ability to use virtual laboratories],” Semin. Nas. Teknol. Inf. Komun. dan Ind., vol. 0, no. 0, pp. 709–715, 2017.
A. Sholikhah, “Statistik deskriptif dalam penelitian kualitatif [Descriptive statistics in qualitative research],” Komun. Islam, vol. 10, no. No. 2 (2016), pp. 1–21, 2016.
M. Wayudi, S. Suwatno, and B. Santoso, “Kajian analisis keterampilan berpikir kritis siswa sekolah menengah atas [Analysis study of critical thinking skills of high school students],” J. Pendidik. Manaj. Perkantoran, vol. 5, no. 1, pp. 67–82, 2020, doi: 10.17509/jpm.v5i1.25853.
M. Agustina, Efektivitas Penerapan Model Problem Based Learning (PBL) Dengan Teknik Scaffolding terhadap hasil belajar matematika peserta didik kelas VIII SMP Negeri 1 Bandar Lampung Ditinjau dari motivasi belajar. Lampung, 2017.
R. Rahayu, R. Rosita, Y. S. Rahayuningsih, A. H. Hernawan, and P. Prihantini, “Implementasi kurikulum merdeka belajar di sekolah penggerak [Implementation of the independent learning curriculum in driving schools],” J. Basicedu, vol. 6, no. 4, pp. 6313–6319, 2022, doi: 10.31004/basicedu.v6i4.3237.
Samsul Adianto and Rony Budyanto, “Penerapan model problem based learning untuk meningkatkan keterampilan berfikir kritis dan hasil belajar kognitif ipa siswa sekolah dasar [Implementation of problem based learning model to improve critical thinking skills and cognitive science learning outcomes of elementary school students],” Pendas Mahakam J. Pendidik. dan Pembelajaran Sekol. Dasar, vol. 6, no. 2, pp. 162–172, 2021, doi: 10.24903/pm.v6i2.911.
H. Sofyan and K. Komariah, “Pembelajaran problem based learning dalam implementasi kurikulum 2013 di smk [Problem based learning in the implementation of the 2013 curriculum in vocational schools],” J. Pendidik. Vokasi, vol. 6, no. 3, p. 260, 2016, doi: 10.21831/jpv.v6i3.11275.
T. P. Astuti, “Model problem based learning dengan mind mapping dalam pembelajaran IPA abad 21 [Problem based learning model with mind mapping in 21st century science learning],” Proceeding Biol. Educ., vol. 3, no. 1, pp. 64–73, 2019, doi: 10.21009/pbe.3-1.9.
A. S. H, P. Setyosari, and Sumarmi, “Penerapan model pembelajaran problem based learning dalam meningkatkan motivasi dan hasil belajar IPA [Implementation of problem based learning model in improving science learning motivation and outcomes],” Educ. J. Pendidik., vol. 1, no. 1, pp. 334–341, 2022, doi: 10.56248/educativo.v1i1.58.
S. Rohaendi and N. I. Laelasari, “Penerapan teori piaget dan vygotsky ruang lingkup bilangan dan aljabar pada siswa Mts Plus Karangwangi [Application of Piaget and Vygotsky's theories on the scope of numbers and algebra to students at Mts Plus Karangwangi],” Prisma, vol. 9, no. 1, p. 65, 2020, doi: 10.35194/jp.v9i1.886.
I. P. Suardipa, “Proses scaffolding pada zone of proximal development (ZPD) dalam pembelajaran [The scaffolding process in the zone of proximal development (ZPD) in learning],” Widyacarya, vol. 4, no. 1, pp. 79–92, 2020.
S. Kamelia and H. Pujiastuti, “Penerapan strategi pembelajaran metakognitif-scaffolding untuk meningkatkan kemampuan pemecahan masalah matematis dan self regulated learning siswa [Implementation of metacognitive-scaffolding learning strategies to improve students' mathematical problem solving and self-regulated learning abilities],” JURING (Journal Res. Math. Learn., vol. 3, no. 4, p. 385, 2020, doi: 10.24014/juring.v3i4.9454.
M. Khoiruzzadi, and T. Prasetya, “Perkembangan kognitif dan implikasinya dalam dunia pendidikan [Cognitive development and its implications in education],” Madaniyah, vol. 11, no. 1, pp. 1-14, 2021.
I. Magdalena, A. Fatakhatus Shodikoh, A. R. Pebrianti, A. W. Jannah, I. Susilawati, and U. M. Tangerang, “Pentingnya media pembelajaran untuk meningkatkan minat belajar siswa sdn meruya selatan 06 pagi [The importance of learning media to increase students' interest in learning at SDN Meruya Selatan 06 Pagi],” Ed. J. Edukasi dan Sains, vol. 3, no. 2, pp. 312–325, 2021.
Copyright (c) 2025 Yusnidar Yusnidar, Haryanto Haryanto, Fuldiaratman Fuldiaratman, Sri Wina Oktavia, Sinta Marliya
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
