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All Journal Al Ishlah Jurnal Pendidikan Jurnal Didaktik Matematika
Ramadian Radite
Universitas Negeri Yogyakarta
Education Languange, Linguistic, Communication & Media Mathematics Other

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Effectiveness of Scaffolding Technique in Scientific Learning Model on Students Mathematics Critical Thinking Skills and Self-Regulated Learning Lalu Irfan Abdul Manaf; Dhoriva Urwatul Wutsqa; Ramadian Radite
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5862

Abstract

This study examines the effectiveness of a scientific learning model incorporating scaffolding techniques on students' critical thinking skills and self-regulated learning, as well as identifying contributing factors to its success. A mixed-methods approach with a quasi-experimental design was applied, involving 62 students randomly selected from two groups in a State Senior High School in Praya Regency. Critical thinking skills were assessed using essay tests based on defined indicators, while self-regulated learning data were collected through questionnaires. Observations of learning activities aligned with the lesson plan provided qualitative data. Quantitative data were analyzed using multivariate inferential analysis, while qualitative data were triangulated between observations and test results. The findings demonstrate that the scientific learning model with scaffolding techniques significantly enhances students' critical thinking skills and self-regulated learning compared to models without scaffolding. Scaffolding techniques, such as providing examples during observation, guiding questioning, modeling reasoning, and supporting communication through reporting findings, foster independent critical thinking habits. The results highlight the importance of scaffolding in guiding students through the stages of scientific learning. By systematically supporting their learning processes, students become better equipped to think critically and regulate their learning independently. The scientific learning model with scaffolding techniques is effective in improving critical thinking and self-regulated learning. Future research should explore its application across varied subjects and educational contexts to generalize its impact.
Mathematics Teacher Competencies and Self-Efficacy in Implementing National Curriculum Ramadian Radite; Heri Retnawati
Didaktik Matematika Vol 10, No 2 (2023): October 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v10i2.32653

Abstract

The new Indonesia National Curriculum, the Merdeka Curriculum, was officially implemented in the 2022/2023 academic year. There are differences between public and private schools regarding facilities and teachers' employment status. Most teachers in public schools are Civil Servants (CST), while most private teachers are non-CST. This research analyzes the mathematics teachers' competence and self-efficacy of CST and non-CST in implementing the Merdeka Curriculum. This research used mixed methods of survey correlational and expos facto. The number of teacher respondents attained by purposive sampling was 34 CST and 54 non-CST. Teachers' competence data were collected using multiple-choice tests on professional and pedagogical competence. Self-efficacy data were collected using a questionnaire adapted from Bandura, while factors causing teachers' self-efficacy were collected using interviews. The research finding shows that in implementing the Merdeka Curriculum, (1) teachers' competence from both teachers' group was low, whereas self-efficacy were moderate, (2) there is no difference in competence between CST and non-CST, but there are differences in self-efficacy, and (3) factors that affect the differences in the self-efficacy are beliefs towards the success of implementing Merdeka Curriculum, support from the headmaster and the government, salary eligibility, and difficulties aspects.
Co-Authors Dhoriva Urwatul Wutsqa Heri Retnawati Lalu Irfan Abdul Manaf