Application of Scaffolding Method To Improve Learning Outcomes Of The Material On Praiseable Morals at MTS Masyarqul Anwar Mekar Jaya Tanjung Raja
DOI:
https://doi.org/10.62945/jcii.v1i1.152Keywords:
Scaffolding Method, commendable Morals, Learning, Character EducationAbstract
This study aims to analyze the application of the scaffolding method in improving learning outcomes of commendable moral material at MTS Masyarqul Anwar Mekar Jaya Tanjung Raja. The scaffolding method is a learning approach that provides gradual support to students until they are able to learn independently. In this study, the scaffolding method was applied through several stages, namely identifying students' proximal development zones, providing initial support, discussion and reflection, providing gradual challenges, and evaluation and reinforcement. The results of the study showed that this method was effective in improving understanding and application of commendable moral values, such as honesty, patience, and responsibility. In addition, this method also contributes to increasing students' learning motivation and building their confidence in making decisions based on moral values. Therefore, the scaffolding method is recommended to be applied in moral learning in order to form better student character.
Downloads
References
Alexander, R. (2008). Essays on Pedagogy. Routledge.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.
Cole, M. (1996). Cultural Psychology: A Once and Future Discipline. Harvard University Press.
Daniels, H. (2001). Vygotsky and Pedagogy. Routledge.
Engeström, Y. (2001). Expansive Learning at Work: Toward an Activity-Theoretical Reconceptualization. Journal of Education and Work, 14(1), 133-156.
Fisher, R. (2005). Teaching Children to Think. Nelson Thornes.
Gallimore, R., & Tharp, R. G. (1990). Teaching Mind in Society. In L. C. Moll (Ed.), Vygotsky and Education. Cambridge University Press.
Hammond, J., & Gibbons, P. (2005). Putting Scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education. Prospect, 20(1), 6-30.
Hardman, J. (2016). Tutor–Child Interaction in the Zone of Proximal Development. Learning, Culture and Social Interaction, 8, 1-12.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99-107.
Hogan, K., & Pressley, M. (1997). Scaffolding Student Learning: Instructional Approaches and Issues. Brookline Books.
Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. Routledge.
Moll, L. C. (2014). L. S. Vygotsky and Education. Routledge.
Murphy, P. K., & Alexander, P. A. (2002). What Counts? The Predictive Powers of Subject-Matter Knowledge, Strategic Processing, and Interest in Domain-Specific Performance. Journal of Experimental Education, 70(3), 197-214.
Maybin, J., Mercer, N., & Stierer, B. (1992). Scaffolding Learning in the Classroom. In K. Norman (Ed.), Thinking Voices: The Work of the National Oracy Project. Hodder & Stoughton.
Mercer, N., & Littleton, K. (2007). Dialogue and the Development of Children's Thinking: A Sociocultural Approach. Routledge.
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities. Cognition and Instruction, 1(2), 117-175.
Pritchard, A. (2009). Ways of Learning: Learning Theories and Learning Styles in the Classroom. Routledge.
Puntambekar, S., & Hübscher, R. (2005). Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained and What Have We Missed?. Educational Psychologist, 40(1), 1-12.
Reiser, B. J. (2004). Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work. The Journal of the Learning Sciences, 13(3), 273-304.
Reiser, B. J. (2004). Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work. The Journal of the Learning Sciences, 13(3), 273-304.
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University Press.
Sawyer, R. K. (2006). The Cambridge Handbook of the Learning Sciences. Cambridge University Press.
Sawyer, R. K. (2014). The Cambridge Handbook of the Learning Sciences (2nd ed.). Cambridge University Press.
Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson.
Tharp, R. G., & Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge University Press.
van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in Teacher–Student Interaction: A Decade of Research. Educational Psychology Review, 22, 271–296.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological P rocesses. Harvard University Press.
Wells, G. (1999). Dialogic Inquiry: Towards a Sociocultural Practice and Theory of Education. Cambridge University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Wertsch, J. V. (1985). Vygotsky and the Social Formation of Mind. Harvard University Press.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
