How Scaffolding Integrated with Problem Based Learning Can Improve Creative Thinking in Chemistry?

Autor/inn/en	Ernawati, M. Dwi Wiwik; Sudarmin; Asrial; Damris, Muhammad; Haryanto; Nevriansyah, Eko; Fitriani, Riska; Putri, Wita Ardina
Titel	How Scaffolding Integrated with Problem Based Learning Can Improve Creative Thinking in Chemistry?
Quelle	In: European Journal of Educational Research, 11 (2022) 3, S.1349-1361 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ernawati, M. Dwi Wiwik) ORCID (Sudarmin) ORCID (Asrial) ORCID (Damris, Muhammad) ORCID (Haryanto) ORCID (Fitriani, Riska) ORCID (Putri, Wita Ardina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Chemistry; Science Instruction; Problem Based Learning; Scaffolding (Teaching Technique); Creative Thinking; Thinking Skills; Integrated Activities; Undergraduate Students; Skill Development; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problem-based learning; Problemorientiertes Lernen; Kreatives Denken; Denkfähigkeit; Integrierender Unterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Indonesien
Abstract	This study aimed to describe the differences in students' creative thinking skills in a problem-based learning model with scaffolding in the biochemistry course. This study was designed using a quantitative explanatory research design with a sample of 113 students of the Jambi University Chemistry Education Study Program. In this study, the researcher used the experimental class and control class. The sampling technique used is total sampling and purposive sampling. The research data was taken by observation, test, and interview methods. The quantitative data analysis used was the ANOVA test and continued with the Post-Hoc Scheffe's test. The findings of this study indicate that the results of the ANOVA test indicate a significant difference in the average creative thinking results in terms of psychomotor aspects with the acquisition of significance scores of 0.000. In addition, the results of this study indicate that class A students have higher creative thinking skills than class B and class C. This is because class A students use a problem-based learning model integrated with scaffolding in their learning. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01