Empowering scientific thinking skills through creative problem solving with scaffolding learning

Abstract

Scientific thinking is a crucial skill for students in facing 21st-century challenges. The aim of this study was to analyze the effect of Creative Problem Solving (CPS) with scaffolding learning implementation on students' thinking skills. The study employed quasi-experimental design in which the sample was 96 of population was 270 students. The sampling technique used was cluster random sampling. The data obtained from the test instrument constructed from four aspects observed. The data was analyzed using dependent t-test. The results showed that there was an influence of the CPS with scaffolding on students' scientific thinking skills. Thus, CPS with scaffolding learning effectively empowered the students’ scientific thinking skills.

Enhancing prospective teachers’ creative thinking skills: A study of the transition from structured to open inquiry classes

“…Also, providing students with the opportunity to explore and select experimental problems in their environment helped them develop learning according to their interests and enhance higherorder creative thinking skills (Hugerat & Kortam, 2014;Hwang et al, 2018). Suryawati and Osman (2018) and Ratnasari et al (2019) also stated that observing the phenomena in their environment stimulated students' creativity in order for them to think more scientifically in learning. Meanwhile, students in structured and guided inquiry classes did not significantly differ in creative thinking skills.…”

Perbandingan Penerapan CBL Dipadu Strategi Sl Dengan CPS Dipadu Strategi Sl Pengaruhnya Terhadap Hasil Belajar Iml Pada Siswa Kelas Xi Titl Di SMK

“…Strategi SL memberikan dukungan yang diperlukan untuk siswa dalam proses pembelajaran, dan mendorong mereka untuk mendapatkan peningkatan inisiatif serta secara perlahan akan mengurangi hingga menghilangkan bantuan agar peserta didik dapat bertanggung jawab (Chen, 2021); (Mutiara et al, 2014). Pemberian bantuan pada SL juga dapat dilakukan dengan pendampingan oleh guru atau teman yang lebih mampu kepada siswa yang kesulitan pada tahapan proses pembelajaran, ketika siswa diharuskan kreatif dalam pemecahan masalah (Sari & Surya, 2017); (Ratnasari et al, 2019); (Pero & Marcotte, 2019); (Farangi & Izanlu, 2015). Dukungan juga dapat berupa umpan balik, petunjuk atau pertanyaan yang dapat mengarahkan siswa (Kim et al, 2018) dukungan kemudian akan berhenti ketika siswa sudah mampu mandiri (Ley et al, 2020).…”