Relationship analysis of the competence of excellent pre-service teachers: implementation scaffolding argument-driven by via inquiry learning design based on scientific literacy

Abstract

Introduction. This study aimed to measure the effectiveness of learning and analyze the relationship between the competencies of excellent pre-service teachers after applying the Scaffolding ArgumentDriven Inquiry learning design based on scientific literacy. An excellent pre-service teacher can be realized by equipping students with various competencies, skills, and abilities (personal, academic, and social). Research methods. Implementation of an argument driven by inquiry scaffolding learning design based on scientific literacy using a quasi-experimental pretest-posttest control group research with random sampling. The questions given at the pretest and posttest follow the competency indicators of an excellent elementary school pre-service teacher, which include; knowledge competencies (critical thinking and problem-solving), attitudes (scientific attitudes), and skills (teamwork or collaboration), scientific argumentation skills and teaching skills. Furthermore, after the N-gain test was carried out, it was continued with structural equation modeling (SEM) analysis with the help of Smart PLS software. Results. The results of the N-gain test show a difference in the average after applying the scientific literacy-based Scardin design. the results on the Scientific Argumentation Competency show an increase in the N-gain score of 0.22, the Critical Thinking Competency shows an increase in the N-gain score of 0.18 and the problem solving skills show an increase of 0.22 this shows that there is an average difference between pretest and posttest in Scientific Argumentation Competence, Critical Thinking Competence, and Problem Solving Ability. Furthermore, it is known from the results of the SEM analysis that there is a significant relationship between the competence of pre-service elementary school teachers, except for the competence of KDT and KAI, KDT and TS do not have a significant effect. In conclusion, based on data analysis, it was concluded that there was a relationship between the competence of excellent pre-service elementary school teachers after applying scaffolding argumentation which was driven by inquiry learning designs based on scientific literacy.