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All Journal Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Siti Malika
SMK Negeri 11 Malang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Penerapan Strategi Pembelajaran Scaffolding untuk Meningkatkan Pemahaman Pengoperasian PPD (Sipat Datar) Peserta Didik: Penelitian Fahmi Ismaun; R Machmud Sugandi; Siti Malika; Asih Safitri; Abdullah Wakhid Bakhtiar
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.3352

Abstract

This study aims to evaluate the effectiveness of implementing scaffolding learning strategies in enhancing students' understanding of using the Penyipat Datar (Leveling Instrument) in the subject of Land Surveying. The subjects consisted of 32 tenth-grade students from the Building Information Modeling and Design Vocational Program (DPIB) at SMKN 11 Malang City during the 2024/2025 academic year. The research method employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted over two cycles, each comprising planning, action implementation, observation, and reflection stages. Data collection techniques included observation of student learning activities, formative tests to measure understanding, documentation of learning outcomes, and interviews to gather in-depth insights. The findings revealed that scaffolding strategies—applied through gradual assistance, group discussions, direct demonstrations, and peer mentoring—significantly improved students' conceptual understanding and practical skills. In Cycle I, the average student score was 69, with a learning mastery rate of 40%. After refining the strategy in Cycle II, the average score rose to 82, and the percentage of students achieving mastery increased to 84%. Statistical analysis using a paired sample t-test indicated a significant difference between the results of Cycle I and Cycle II. These findings suggest that scaffolding strategies not only effectively enhance learning outcomes but also foster independence, active participation, and procedural mastery of the instrument. Therefore, this strategy is highly recommended for sustained implementation in vocational school practice-based learning environments.
Co-Authors Abdullah Wakhid Bakhtiar Asih Safitri Fahmi Ismaun R Machmud Sugandi