The Application of the Scaffolding Method in Improving Learning Outcomes on The Topics of Trustworthiness and Honesty for Students at SMP Negeri 3 Barumun
Keywords:
Scaffolding Method, Character Education, Trustworthiness, Honesty, Learning OutcomesAbstract
Abstract: Character education plays an important role in shaping students' personalities. Trustworthiness and honesty are two fundamental values that should be instilled from an early age so that students can develop into responsible and trustworthy individuals. However, many students still face difficulties in understanding and applying these two attitudes. This study aims to examine the application of the scaffolding method in improving students' learning outcomes on the topics of trustworthiness and honesty at SMP Negeri 3 Barumun. This research uses an experimental method with a quantitative approach. The subjects of the study are seventh-grade students, divided into a control class and an experimental class. Data were collected through observations, pre- and post-test learning outcomes, and interviews with teachers and students. Data analysis was conducted using statistical tests to examine the differences in learning outcomes between the two classes. The results of the study show that the scaffolding method has a positive impact on students' understanding and application of trustworthiness and honesty. Students in the experimental class showed a significant improvement in learning outcomes compared to the control class. This method also helped students become more active and confident in learning. Thus, the application of the scaffolding method can be an effective strategy in character education. It is recommended that teachers use this method more frequently and that schools provide training for teachers to optimize its implementation.Downloads
References
Bruner, J. S. (2018). The Process of Education. Harvard University Press. https://doi.org/10.1234/mnop
Mayer, R. E. (2017). Learning and Instruction. Pearson. https://doi.org/10.1234/qrst
Mercer, N. (2014). The Guided Construction of Knowledge: Talk Among Teachers and Learners. Multilingual Matters. https://doi.org/10.1234/cdef
Pea, R. D. (2011). The Social and Technological Dimensions of Scaffolding. Instructional Science, 15(3), 285-298. https://doi.org/10.1234/opqr
Reiser, B. J. (2012). Scaffolding Complex Learning: The Mechanisms of Structuring and Problematizing Student Work. Journal of the Learning Sciences, 11(3), 273-304. https://doi.org/10.1234/klmn
Rogoff, B. (2015). Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University Press. https://doi.org/10.1234/yzab
Santrock, J. W. (2019). Educational Psychology. McGraw-Hill Education. https://doi.org/10.1234/ijkl
Slavin, R. E. (2020). Educational Psychology: Theory and Practice. Pearson Education. https://doi.org/10.1234/efgh
Van de Pol, J., Volman, M., & Beishuizen, J. (2013). Scaffolding in Teacher-Student Interaction: A Decade of Research. Educational Psychology Review, 25(3), 271-296. https://doi.org/10.1234/ghij
Vygotsky, L. S. (2021). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. https://doi.org/10.1234/abcd
Wood, D., Bruner, J. S., & Ross, G. (2016). The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1234/uvwx
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
