PENERAPAN METODE SCAFFOLDING PADA PEMBELAJARAN SENI BUDAYA UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF DAN KETERAMPILAN PESERTA DIDIK KELAS VII A SMPN 4 MALANG
Keywords:
Scaffolding, Learning, Art and cultureAbstract
Vygotsky stated that the development of individual abilities is divided into two levels, namely the level of actual development and the level of potential development. The majority of class VII A students at SMPN 4 Malang are still at the level of potential development which is characterized by an inability to understand design teaching materials in arts and culture subjects independently. The aim of this research is to improve students' cognitive abilities and skills through the application of the scaffolding method. The scaffolding method is guidance given by teachers to students during learning which can lead them to reach their actual development stage. This research uses a qualitative approach. The methods used in this research are literacy studies and field observations. Literacy studies are carried out by analyzing several reference sources such as books, articles or journals. Field observations were carried out by observing the application of the scaffolding method directly over a certain period of time. Based on the data obtained through this research, the application of the scaffolding method is able to help students achieve learning goals more effectively and optimally.
References
Damayanti, N. W. (2016). Praktik pemberian scaffolding oleh mahasiswa pendidikan matematika pada mata kuliah strategi belajar mengajar (sbm) matematika. Jurnal Ilmiah Fakultas Keguruan Dan Ilmu Pendidikan, 18(1), 87–97.
Dewi, L. V., Ahied, M., Rosidi, I., & Munawaroh, F. (2019). Pengaruh aktivitas belajar terhadap hasil belajar siswa menggunakan model pembelajaran discovery learning dengan metode scaffolding. Jurnal Pendidikan matematika dan IPA, 10(2), 299–313.
Hasanah, H. (2017). Teknik-teknik observasi (sebuah alternatif metode pengumpulan data kualitatif ilmu-ilmu sosial). At-Taqaddum, 8(1), 21–46.
Nurhayati, E. (2017). Penerapan scaffolding untuk pencapaian kemandirian belajar siswa. JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika), 3(1), 21–26.
Radiusman, R. (2020). Studi Literasi: Pemahaman konsep anak pada pembelajaran matematika. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 6(1), 1–8.
Retnodari, W., Elbas, W. F., & Loviana, S. (2020). SCAFFOLDING DALAM PEMBELAJARAN MATEMATIKA. LINEAR: Journal of Mathematics Education, 15–21. https://doi.org/10.32332/linear.v1i1.2166
Sa’adah, A., Ningrum, F. Z., & Farikha, N. (2021). Scaffolding dalam pembelajaran trigonometri berbantuan soal HOTS untuk meningkatkan kemampuan literasi numerasi matematika. ProSANDIKA UNIKAL (Prosiding Seminar Nasional Pendidikan Matematika Universitas Pekalongan), 2, 167–174. https://proceeding.unikal.ac.id/index.php/sandika/article/view/556
Simanjuntak, K. S. K., & Siregar, R. S. (2023). PERKEMBANGAN KOGNITIF PESERTA DIDIK DAN IMPLEMENTASI DALAM KEGIATAN PEMBELAJARAN. RIYADHAH - Journal of STAI Nurul Ilmi Tanjungbalai, 1(1), Article 1.
Suardipa, I. P. (2020). PROSES SCAFFOLDING PADA ZONE OF PROXIMAL DEVELOPMENT (ZPD) DALAM PEMBELAJARAN. Widyacarya: Jurnal Pendidikan, Agama dan Budaya, 4(1), Article 1. https://doi.org/10.55115/widyacarya.v4i1.555
Sunanik, S. (2014). Perkembangan Anak ditinjau dari Teori Konstruktivisme. SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education), 2(1), 14–14.
Sunaryo, Y., & Fatimah, A. T. (2018). Implementasi pendekatan kontekstual pada model pembelajaran scaffolding. JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika), 4(2), 85–94.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.