Scaffolding Based On Scientific Creativity Learning (SSCL): An Innovative Learning Model To Improve Student’s Skill in Scientific Creativity

Sri Astutik (University of Jember, Kalimantanst number 37, Jember)
Nuriman Nuriman (University of Jember, Kalimantanst number 37, Jember)
Supeno Supeno (University of Jember, Kalimantanst number 37, Jember)
Siti Maria Wardayati (University of Jember, Kalimantanst number 37, Jember)
Alfi Arif (University of Jember, Kalimantanst number 37, Jember)
Senny Weyara Dienda (University of Jember, Kalimantanst number 37, Jember)
Nining Ika Wahyuni (University of Jember, Kalimantanst number 37, Jember)
Khoirun Nisa' (National Dong Hwa University, Hualien)

IJORER : International Journal of Recent Educational Research
Vol. 6 No. 1 (2025): January

Objective: Describe The development of the SSCL model, including validity, practicality, effectivity, and student response with the implementation of learning and student activities. This study aimed to obtain validity, practicality, effectivity, and student responses to the SSCL model in Junior high school. Method: This type of research is Research and Development (R&D) research oriented towards product development using the ADDIE development model—determination of the research location using a purposive sampling area. The sample in this study was student class VIII. Results: The results showed (1) the validity and reliability are very valid and very reliable, (2) an improved indicator of achievement with high category, (2) most of the students gave responses that scaffolding based on Scientific Creativity Learning (SSCL) models enabled them to practice scientific creativity skills in junior high school. Novelty: This research emphasizes using scaffolding for Proximal Zone Development (ZPD) approach students and students' initial conceptions of learning science. The result findings show that each phase of SSCL significantly contributes to increasing the achievement of indicators of scientific creativity.