NADIA, PUTRI (2025) PENERAPAN SCAFFOLDING KONSEPTUAL DALAM MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI ENERGI ALTERNATIF. S1 thesis, Universitas PGRI Madiun.
![[img]](https://eprint.unipma.ac.id/style/images/fileicons/text.png) |
Text
Halaman Depan.pdf Download (604kB) |
|
Text
Abstrak.pdf Download (141kB) |
|
Text
BAB I.pdf Download (87kB) |
|
Text
BAB II.pdf Download (221kB) |
|
Text
BAB III.pdf Restricted to Repository staff only Download (312kB) | Request a copy |
|
Text
BAB IV.pdf Restricted to Repository staff only Download (1MB) | Request a copy |
|
Text
BAB V.pdf Download (9kB) |
|
Text
DAFTAR PUSTAKA.pdf Download (168kB) |
|
Text
LAMPIRAN.pdf Restricted to Repository staff only Download (13MB) | Request a copy |
Abstract
Critical thinking is an essential 21st-century skill however, international assessments such as PISA indicate that Indonesian students’ critical thinking ability remains low. One contributing factor is the dominance of teacher-centered learning models with limited opportunities for conceptual exploration. This study aims to describe the implementation of conceptual scaffolding in a Problem-Based Learning (PBL) model and to analyze its effect on improving high school students’ critical thinking skills in the topic of alternative energy. The study employed a mixed-method approach with an exploratory sequential design, beginning with a qualitative exploration through interviews with teachers and students to design the intervention, followed by quantitative data collection through pretest–posttest assessments, student response questionnaires, and classroom observations. Qualitative data were analyzed thematically, while quantitative data were examined using descriptive statistics, N-gain analysis, and paired sample t-test. The results show that the implementation of conceptual scaffolding within PBL improved students’ critical thinking skills, as indicated by an increase in the average score from 31 to 57. The N-gain score of 0.38 fell into the medium category, and the t-test results with a significance value of < 0.05 indicated a statistically significant improvement. Furthermore, students’ responses toward the learning process were categorized as very positive. Thus, the integration of conceptual scaffolding into PBL is proven to gradually, systematically, and contextually enhance students’ critical thinking skills.
| Item Type: | Thesis/Skripsi/Tugas Akhir (S1) |
|---|---|
| Kata Kunci: | Conceptual Scaffolding, Critical Thinking, Problem-Based Learning |
| Subjects: | L Education > L Education (General) Q Science > Q Science (General) Q Science > QC Physics |
| Divisions: | Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Fisika |
| Depositing User: | PUTRI NADIA PUTRI |
| Date Deposited: | 02 Sep 2025 03:39 |
| Last Modified: | 02 Sep 2025 03:39 |
| URI: | http://eprint.unipma.ac.id/id/eprint/4736 |
Actions (login required)
 |
View Item |
