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Temperature and Heat Learning Through SSCS Model with Scaffolding: Impact on Students’ Critical Thinking Ability

Yıl 2018, Cilt: 6 Sayı: 3, 39 - 54, 15.09.2018

Öz

Lately, the
industrial revolution 4.0 has become an important issue in all countries,
including Indonesia. Indonesia responds quickly to this issue, especially in
the field of education. The Director
ate General of Research and Technology Resources of the Ministry of Higher Education (Kemristekdikti) provide actions to face the industrial revolution 4.0
through
critical thinking, creativity, communication, and collaboration (4C). Critical thinking is important to be applied in all subjects, one of
which is physics. Physic
s learning requires search, solve, create, and
share learning model (SSCS) to stimulate critical thinking. The
aim of
this research is to investigate the
impact of SSCS model
with
scaffolding
toward students’ critical thinking. This
research was done through
quasi-experimental research with non-equivalent control group design
at Al-Huda Vocational High School
, Jati Agung, Lampung, Indonesia. Based on the results of the
statistical
analysis, the SSCS learning model with Scaffolding is influential in increasing students’ critical thinking.
This research can provide one
method
in facing the industrial

revolution 4.0.

Kaynakça

  • Abdurrahman, A., Saregar, A., & Umam, R. (2018). The Effect of Feedback as Soft Scaffolding on Ongoing Assessment Toward the Quantum Physics Concept Mastery of the Prospective Physics Teachers. Jurnal Pendidikan IPA Indonesia, 7(1), 34–40. https://doi.org/10.15294/jpii.v6i2.7239Alan Deta, U. (2017). Peningkatan Pemahaman Materi Kuantisasi Besaran Fisis Pada Calon Guru Fisika Menggunakan Metode Diskusi Kelas dan Scaffolding. Jurnal Ilmiah Pendidikan Fisika Al BiRuNi, 6(2), 201–207. https://doi.org/10.24042/jipfalbiruni.v6i2.1801Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52. https://doi.org/10.1007/s10857-006-9005-9Anwar, C., Saregar, A., & Widayanti. (2018). The Effectiveness of Islamic Religious Education in the Universities : The Effects on the Students â€TM Characters in the Era of Industry 4 . 0. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(1), 77–87. https://doi.org/10.24042/tadris.v3i1.2162Assidiqi, H. (2015). Membentuk Karakter Peserta Didik Melalui Model. Jurnal Pendidikan Matematika, 1(1), 45–55.Belland, B. R. (2017). Instructional Scaffolding in STEM Education. https://doi.org/DOI 10.1007/978-3-319-02565-0Carolina, H. S., Sutanto, A., & Suseno, N. (2017). Pengembangan Buku Ajar Perubahan Lingkungan Berbasis Model Search, Solve, Create, Share (SSCS) untuk Memberdayakan Kemampuan Berpikir Kritis. Didaktika Biologi, 1(2), 79–87.Cheng, H. N. H., Yang, E. F. Y., Liao, C. C. Y., Chang, B., Huang, Y. C. Y., & Chan, T. W. (2015). Scaffold seeking: A reverse design of scaffolding in computer-supported word problem solving. Journal of Educational Computing Research, 53(3), 409–435. https://doi.org/10.1177/0735633115601598Crnjac, M., Veža, I., & Banduka, N. (2017). From Concept to the Introduction of Industry 4.0. International Journal of Industrial Engineering and Management, 8(1), 21–30.Dileklii, Y. (2017). The Relationships Between Critical Thinking Skills. European Journal of Education Studies, 3(4), 69–96. https://doi.org/10.5281/zenodo.344919Ditjen Sumber Daya Iptek Dikti. (2018, May). Formula 4C untuk Bertahan pada Era Revolusi Industri 4.0. Sumber Daya Riset Dikti. Retrieved from http://sumberdaya.ristekdikti.go.id/index.php/2018/05/04/formula-4c-untuk-bertahan-pada-era-revolusi-industri-4-0/Fisher, A. (2008). Berpikir Kritis Sebuah Pengantar. Jakarta: Erlangga.Hardianti, T., & Kuswanto, H. (2017). Difference among Levels of Inquiry : Process Skills Improvement at Senior High School in Indonesia. International Journal of Instruction, 10(2), 119–130. https://doi.org/10.12973/iji.2017.1028aHatari, N., Widiyatmoko, A., Terpadu, J. I. P. A., Matematika, F., Alam, P., & Semarang, U. N. (2016). Keefektifan Model Pembelajaran Search , Solve , Create and Share ( SSCS ) Terhadap Keterampilan Berpikir Kritis Siswa. Unnes Science Education Journal, 5(2), 1240–1247.Huertas, A., Lo, O., & Sanabria, L. (2016). Influence of a Metacognitive Scaffolding for Information Search in B- learning Courses on Learning Achievement and Its Relationship With Cognitive and Learning Style. Journal of Educational Computing, (37). https://doi.org/10.1177/0735633116656634Irwandani, I., & Rofiah, S. (2015). Pengaruh Model Pembelajaran Generatif Terhadap Pemahaman Konsep Fisika Pokok Bahasan Bunyi Peserta Didik MTs Al-Hikmah Bandar Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 4(2), 165–177.Janíková, M., & Kowaliková, P. (2017). Technical Education in the Context of the Fourth Industrial Revolution. Open Online Journal for Research and Education Special, 65–73.Jumaat, N. F., & Tasir, Z. (2016). A framework of metacognitive scaffolding in learning authoring system through Facebook. Journal of Educational Computing Research, 54(5), 619–659. https://doi.org/10.1177/0735633115627824K.Abeli, S., & G.Lederman, N. (2007). Handbook of Research on Science Education. New York: Taylor and Francis Group.Lestari, P. A. S., & Rahayu, S. (2015). Profil Miskonsepsi Siswa Kelas X SMKN 4 Mataram pada Materi Pokok Suhu , Kalor , dan Perpindahan Kalor. Jurnal Pendidikan Fisika Dan Teknologi, I(3), 146–153.Milama, B., Bahriah, E. S., & Mahmudah, A. (2017). The Effect of Search , Solve , Create , and Share ( SSCS ) Learning Model towards Student ’ s Critical Thinking Skills, 3(2), 112–123.Nurhayati, E. (2017). Penerapan Scaffolding Untuk Pencapaian Kemandirian Belajar Siswa. Jurnal Penelitian Pendidikan Dan Pengajaran Matematika, 3(1), 291–295.Rahmatiah, R., H, S. K., & Kusairi, S. (2016). Pengaruh Scaffolding Konseptual dalam Pembelajaran Group Investigation terhadap Prestasi Belajar Fisika Siswa SMA dengan Pengetahuan Awal Berbeda. Jurnal Pendidikan Fisika Dan Teknologi, II(2), 45–54.Reahanah. (2016). Efektifitas Model Pembelajaran Problem Solving Tipe Search Solve Create And Share (SSCS) Dan Cooperative Problem Solving (CPS) Ditinjau Dari Kemampuan Matematis Terhadap Prestasi Belajar. Jurnal Pijar MIPA, XI(2), 1–22. https://doi.org/10.13040/IJPSR.0975-8232.6(2).688-91Reynolds, D. (2017). Interactional Scaffolding for Reading Comprehension. Literacy Research: Theory, Method, and Practice, XX, I-22, 238133691771882. https://doi.org/10.1177/2381336917718820Salma Dewi P, & Eveline, S. (2012). Mozaik Teknologi Pendidikan. Jakarta: Kencana Prenada Media Group.Sanjaya, W. (2013). Penelitian Pendidikan Jenis, Metode dan Prosedur. Jakarta: Kencana.Saregar, A. (2016). Pembelajaran Pengantar Fisika Kuantum dengan Memanfaatkan Media PhET Simulation dan LKM Melalui Pendekatan Saintifik: Dampak pada Minat dan Penguasaan Konsep Mahasiswa. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(1), 53–60. https://doi.org/10.24042/jpifalbiruni.v5i1.105Saregar, A., Latifah, S., & Sari, M. (2016). Efektivitas Model Pembelajaran CUPs: Dampak Terhadap Kemampuan Berpikir Tingkat Tinggi Peserta Didik Madrasah Aliyah Mathla’ul Anwar Gisting Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(2), 233–243. https://doi.org/10.24042/jpifalbiruni.v5i2.123Satriawan, R. (2017). Keefektifan model search, solve, create, and share ditinjau dari prestasi, penalaran matematis, dan motivasi belajar. Jurnal Riset Pendidikan Matematika, 4(1), 87. https://doi.org/10.21831/jrpm.v4i1.7863Selamat, A., Alias, R. A., Hikmi, S. N., Puteh, M., & Tapsir, S. H. (2017). Higher Education 4 . 0 : Current Status and Readiness in Meeting the Fourth Industrial Revolution Challenges. Ministry of Higher Education Malaysia, (August), 23–24.Sugiyono. (2015). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.Usdiyana, D., Purniati, T., Yulianti, K., & Harningsih, E. (2009). Meningkatkan Kemampuan Berpikir Logis Siswa SMP Melalui Pembelajaran Matematika Realistik. Jurnal Pengajaran MIPA, 13(1), 1–14.Yazdi, M. (2012). E-Learning Sebagai Media Pembelajaran. Jurnal Ilmiah Foristek, 2(1), 143–152.Yuberti, & Saregar, A. (2017). Penghantar Metodologi Penelitian Pendidikan Matematika dan Sains. Bandar Lampung: Aura.Yusnaeni, Corebima, A. D., Susilo, H., & Zubaidah, S. (2017). Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy. International Journal of Instruction, 10(2), 245–262.
Yıl 2018, Cilt: 6 Sayı: 3, 39 - 54, 15.09.2018

Öz

Kaynakça

  • Abdurrahman, A., Saregar, A., & Umam, R. (2018). The Effect of Feedback as Soft Scaffolding on Ongoing Assessment Toward the Quantum Physics Concept Mastery of the Prospective Physics Teachers. Jurnal Pendidikan IPA Indonesia, 7(1), 34–40. https://doi.org/10.15294/jpii.v6i2.7239Alan Deta, U. (2017). Peningkatan Pemahaman Materi Kuantisasi Besaran Fisis Pada Calon Guru Fisika Menggunakan Metode Diskusi Kelas dan Scaffolding. Jurnal Ilmiah Pendidikan Fisika Al BiRuNi, 6(2), 201–207. https://doi.org/10.24042/jipfalbiruni.v6i2.1801Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33–52. https://doi.org/10.1007/s10857-006-9005-9Anwar, C., Saregar, A., & Widayanti. (2018). The Effectiveness of Islamic Religious Education in the Universities : The Effects on the Students â€TM Characters in the Era of Industry 4 . 0. Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 3(1), 77–87. https://doi.org/10.24042/tadris.v3i1.2162Assidiqi, H. (2015). Membentuk Karakter Peserta Didik Melalui Model. Jurnal Pendidikan Matematika, 1(1), 45–55.Belland, B. R. (2017). Instructional Scaffolding in STEM Education. https://doi.org/DOI 10.1007/978-3-319-02565-0Carolina, H. S., Sutanto, A., & Suseno, N. (2017). Pengembangan Buku Ajar Perubahan Lingkungan Berbasis Model Search, Solve, Create, Share (SSCS) untuk Memberdayakan Kemampuan Berpikir Kritis. Didaktika Biologi, 1(2), 79–87.Cheng, H. N. H., Yang, E. F. Y., Liao, C. C. Y., Chang, B., Huang, Y. C. Y., & Chan, T. W. (2015). Scaffold seeking: A reverse design of scaffolding in computer-supported word problem solving. Journal of Educational Computing Research, 53(3), 409–435. https://doi.org/10.1177/0735633115601598Crnjac, M., Veža, I., & Banduka, N. (2017). From Concept to the Introduction of Industry 4.0. International Journal of Industrial Engineering and Management, 8(1), 21–30.Dileklii, Y. (2017). The Relationships Between Critical Thinking Skills. European Journal of Education Studies, 3(4), 69–96. https://doi.org/10.5281/zenodo.344919Ditjen Sumber Daya Iptek Dikti. (2018, May). Formula 4C untuk Bertahan pada Era Revolusi Industri 4.0. Sumber Daya Riset Dikti. Retrieved from http://sumberdaya.ristekdikti.go.id/index.php/2018/05/04/formula-4c-untuk-bertahan-pada-era-revolusi-industri-4-0/Fisher, A. (2008). Berpikir Kritis Sebuah Pengantar. Jakarta: Erlangga.Hardianti, T., & Kuswanto, H. (2017). Difference among Levels of Inquiry : Process Skills Improvement at Senior High School in Indonesia. International Journal of Instruction, 10(2), 119–130. https://doi.org/10.12973/iji.2017.1028aHatari, N., Widiyatmoko, A., Terpadu, J. I. P. A., Matematika, F., Alam, P., & Semarang, U. N. (2016). Keefektifan Model Pembelajaran Search , Solve , Create and Share ( SSCS ) Terhadap Keterampilan Berpikir Kritis Siswa. Unnes Science Education Journal, 5(2), 1240–1247.Huertas, A., Lo, O., & Sanabria, L. (2016). Influence of a Metacognitive Scaffolding for Information Search in B- learning Courses on Learning Achievement and Its Relationship With Cognitive and Learning Style. Journal of Educational Computing, (37). https://doi.org/10.1177/0735633116656634Irwandani, I., & Rofiah, S. (2015). Pengaruh Model Pembelajaran Generatif Terhadap Pemahaman Konsep Fisika Pokok Bahasan Bunyi Peserta Didik MTs Al-Hikmah Bandar Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 4(2), 165–177.Janíková, M., & Kowaliková, P. (2017). Technical Education in the Context of the Fourth Industrial Revolution. Open Online Journal for Research and Education Special, 65–73.Jumaat, N. F., & Tasir, Z. (2016). A framework of metacognitive scaffolding in learning authoring system through Facebook. Journal of Educational Computing Research, 54(5), 619–659. https://doi.org/10.1177/0735633115627824K.Abeli, S., & G.Lederman, N. (2007). Handbook of Research on Science Education. New York: Taylor and Francis Group.Lestari, P. A. S., & Rahayu, S. (2015). Profil Miskonsepsi Siswa Kelas X SMKN 4 Mataram pada Materi Pokok Suhu , Kalor , dan Perpindahan Kalor. Jurnal Pendidikan Fisika Dan Teknologi, I(3), 146–153.Milama, B., Bahriah, E. S., & Mahmudah, A. (2017). The Effect of Search , Solve , Create , and Share ( SSCS ) Learning Model towards Student ’ s Critical Thinking Skills, 3(2), 112–123.Nurhayati, E. (2017). Penerapan Scaffolding Untuk Pencapaian Kemandirian Belajar Siswa. Jurnal Penelitian Pendidikan Dan Pengajaran Matematika, 3(1), 291–295.Rahmatiah, R., H, S. K., & Kusairi, S. (2016). Pengaruh Scaffolding Konseptual dalam Pembelajaran Group Investigation terhadap Prestasi Belajar Fisika Siswa SMA dengan Pengetahuan Awal Berbeda. Jurnal Pendidikan Fisika Dan Teknologi, II(2), 45–54.Reahanah. (2016). Efektifitas Model Pembelajaran Problem Solving Tipe Search Solve Create And Share (SSCS) Dan Cooperative Problem Solving (CPS) Ditinjau Dari Kemampuan Matematis Terhadap Prestasi Belajar. Jurnal Pijar MIPA, XI(2), 1–22. https://doi.org/10.13040/IJPSR.0975-8232.6(2).688-91Reynolds, D. (2017). Interactional Scaffolding for Reading Comprehension. Literacy Research: Theory, Method, and Practice, XX, I-22, 238133691771882. https://doi.org/10.1177/2381336917718820Salma Dewi P, & Eveline, S. (2012). Mozaik Teknologi Pendidikan. Jakarta: Kencana Prenada Media Group.Sanjaya, W. (2013). Penelitian Pendidikan Jenis, Metode dan Prosedur. Jakarta: Kencana.Saregar, A. (2016). Pembelajaran Pengantar Fisika Kuantum dengan Memanfaatkan Media PhET Simulation dan LKM Melalui Pendekatan Saintifik: Dampak pada Minat dan Penguasaan Konsep Mahasiswa. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(1), 53–60. https://doi.org/10.24042/jpifalbiruni.v5i1.105Saregar, A., Latifah, S., & Sari, M. (2016). Efektivitas Model Pembelajaran CUPs: Dampak Terhadap Kemampuan Berpikir Tingkat Tinggi Peserta Didik Madrasah Aliyah Mathla’ul Anwar Gisting Lampung. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 5(2), 233–243. https://doi.org/10.24042/jpifalbiruni.v5i2.123Satriawan, R. (2017). Keefektifan model search, solve, create, and share ditinjau dari prestasi, penalaran matematis, dan motivasi belajar. Jurnal Riset Pendidikan Matematika, 4(1), 87. https://doi.org/10.21831/jrpm.v4i1.7863Selamat, A., Alias, R. A., Hikmi, S. N., Puteh, M., & Tapsir, S. H. (2017). Higher Education 4 . 0 : Current Status and Readiness in Meeting the Fourth Industrial Revolution Challenges. Ministry of Higher Education Malaysia, (August), 23–24.Sugiyono. (2015). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.Usdiyana, D., Purniati, T., Yulianti, K., & Harningsih, E. (2009). Meningkatkan Kemampuan Berpikir Logis Siswa SMP Melalui Pembelajaran Matematika Realistik. Jurnal Pengajaran MIPA, 13(1), 1–14.Yazdi, M. (2012). E-Learning Sebagai Media Pembelajaran. Jurnal Ilmiah Foristek, 2(1), 143–152.Yuberti, & Saregar, A. (2017). Penghantar Metodologi Penelitian Pendidikan Matematika dan Sains. Bandar Lampung: Aura.Yusnaeni, Corebima, A. D., Susilo, H., & Zubaidah, S. (2017). Creative Thinking of Low Academic Student Undergoing Search Solve Create and Share Learning Integrated with Metacognitive Strategy. International Journal of Instruction, 10(2), 245–262.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Antropoloji
Bölüm Thinking Skills
Yazarlar

Antomi Saregar 0000-0002-2652-1694

İrwandani Irwandani

Abdurrahman Abdurrahman 0000-0003-4289-6557

Parmin Parmin

Shanti Septiana Bu kişi benim

Rahma Diani Bu kişi benim

Rumadani Sagala Bu kişi benim

Yayımlanma Tarihi 15 Eylül 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 6 Sayı: 3

Kaynak Göster

APA Saregar, A., Irwandani, İ., Abdurrahman, A., Parmin, P., vd. (2018). Temperature and Heat Learning Through SSCS Model with Scaffolding: Impact on Students’ Critical Thinking Ability. Journal for the Education of Gifted Young Scientists, 6(3), 39-54.
AMA Saregar A, Irwandani İ, Abdurrahman A, Parmin P, Septiana S, Diani R, Sagala R. Temperature and Heat Learning Through SSCS Model with Scaffolding: Impact on Students’ Critical Thinking Ability. JEGYS. Eylül 2018;6(3):39-54.
Chicago Saregar, Antomi, İrwandani Irwandani, Abdurrahman Abdurrahman, Parmin Parmin, Shanti Septiana, Rahma Diani, ve Rumadani Sagala. “Temperature and Heat Learning Through SSCS Model With Scaffolding: Impact on Students’ Critical Thinking Ability”. Journal for the Education of Gifted Young Scientists 6, sy. 3 (Eylül 2018): 39-54.
EndNote Saregar A, Irwandani İ, Abdurrahman A, Parmin P, Septiana S, Diani R, Sagala R (01 Eylül 2018) Temperature and Heat Learning Through SSCS Model with Scaffolding: Impact on Students’ Critical Thinking Ability. Journal for the Education of Gifted Young Scientists 6 3 39–54.
IEEE A. Saregar, İ. Irwandani, A. Abdurrahman, P. Parmin, S. Septiana, R. Diani, ve R. Sagala, “Temperature and Heat Learning Through SSCS Model with Scaffolding: Impact on Students’ Critical Thinking Ability”, JEGYS, c. 6, sy. 3, ss. 39–54, 2018.
ISNAD Saregar, Antomi vd. “Temperature and Heat Learning Through SSCS Model With Scaffolding: Impact on Students’ Critical Thinking Ability”. Journal for the Education of Gifted Young Scientists 6/3 (Eylül 2018), 39-54.
JAMA Saregar A, Irwandani İ, Abdurrahman A, Parmin P, Septiana S, Diani R, Sagala R. Temperature and Heat Learning Through SSCS Model with Scaffolding: Impact on Students’ Critical Thinking Ability. JEGYS. 2018;6:39–54.
MLA Saregar, Antomi vd. “Temperature and Heat Learning Through SSCS Model With Scaffolding: Impact on Students’ Critical Thinking Ability”. Journal for the Education of Gifted Young Scientists, c. 6, sy. 3, 2018, ss. 39-54.
Vancouver Saregar A, Irwandani İ, Abdurrahman A, Parmin P, Septiana S, Diani R, Sagala R. Temperature and Heat Learning Through SSCS Model with Scaffolding: Impact on Students’ Critical Thinking Ability. JEGYS. 2018;6(3):39-54.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.