Scaffolding Dalam Program Pengajaran Mikro Kimia - Nussu, Abdullatif (2011)
Penelitian ini menerapkan scaffolding dalam program pengajaran mikro kimia menggunakan model R & D. Penelitian bertujuan untuk menemukan karakteristik model scaffolding, mengetahui kemampuan mahasiswa menulis RPP dan peer teaching masing-masing untuk model pengajaran langsung (MPL), model pengajaran kooperatif (MPK), dan model siklus belajar (MSB). Pada tahap implementasi dan evaluasi digunakan one group pretest-posttest design. Tahap implementasi dilakukan pada tahun ajaran 2007/2008 dan tahap evaluasi pada tahun ajaran 2008/2009 masing-masing pada semester enam. Subjek penelitian terdiri dari 42 orang pada tahap implementasi dan 21 orang pada tahap evaluasi yang semuanya berasal dari jurusan pendidikan kimia FKIP di salah satu LPTK Kendari Sulawesi Tenggara. Data dianalisis deskriptif dan statistik. Pada tahap implementasi model, ketuntasan klasikal dan efektivitas scaffolding penulisan RPP berkembang seiring dengan peningkatan scaffolding. Hasil one way anova pada taraf signifikansi α = 0.05 terhadap N-Gain penulisan RPP didapatkan bahwa peningkatan efektivitas scaffolding berpengaruh signifikan sampai pada tingkat scaffolding II. Skor peer teaching MPL, MPK, dan MSB scaffolding IV tahap implementasi model semuanya tuntas, selanjutnya pada tahap evaluasi model efektivitas scaffolding peer teaching MPL dan MPK scaffolding V dalam kategori "sedang" sedangkan MSB dalam kategori "tinggi". Disimpulkan bahwa karakteristik scaffolding dalam program pengajaran mikro kimia adalah bimbingan bertahap menulis RPP dan melaksanakan peer teaching menggunakan rubrik, serta melatih kemampuan refleksi mahasiswa. Kendala yang muncul adalah ketidak mampuan mengontrol kemandirian mahasiswa menulis RPP dan melakukan refleksi. Respon mahasiswa terhadap model scaffolding adalah baik. Abstract Scaffolding on micro teaching chemistry program was applied in this research by using R & D model. The goal of this research was to find the ability of student on writing lesson plan and peer teaching on direct instructional, cooperative learning, and learning cycle. The implementation stage of the research was conducted in the sixth semester of academic year of 2007/2008 and meanwhile the evaluation stage was conducted in the sixth semester of academic year of 2008/2009. The subject of the research from one LPTK in Kendari, South East of Celebess. consist of 42 students for the implementation stage and 21 students for the evaluation stage. Both data of implementation and evaluation stages were analysed descriptively and statistically. The level mastery of score on writing lesson plan and N-Gain at the implementation stage was growing up as well as increasing of scaffolding. One way anova of N-Gain at level significant of α = 0.05 was conducted and resulted that the effectivities of scaffolding were significantly up to 2nd scaffolding. The score of peer teaching scaffolding 4th at implementation stage on direct instructional, cooperative learning, and learning cycle were at mastery level, and the other hand the effectiveness of scaffolding 5th on peer direct instructional and cooperative learning teaching in an average category, and meanwhile the learning cycle in high category. It was concluded that the characteristic of scaffolding on micro teaching chemistry program was stages guidance on writing lesson plan and peer teaching by using rubric and get reflection ability of students. Independently student on writing lesson plan and doing reflection could not be controlled. Students responded well the program.