ENHANCING PRE SERVICE SCIENCE TEACHERS’ ABILITY IN IMPLEMENTING INQUIRY-BASED SCIENCE INSTRUCTION WITH SCAFFOLDING

Vitta Yaumul Hikmawati

Abstract


Inquiry-based instruction is one of the instructional processes that were mandated by the curriculum. Scaffolding for pre-service science was conducted to enhance pre-service teachers’ ability in implementing inquiry-based instruction. Science Teacher Inquiry Rubric (STIR), lesson plan scoring rubric and questionnaires were employed to obtain students’ response toward scaffolding activity. Findings revealed that the understanding of pre-service science teachers toward inquiry-based instruction was improved from non-inquiry level to exemplary inquiry. In summary, scaffolding could improve pre-service science teachers’ ability in implementing inquiry-based science instruction.

Keywords


scaffolding; science instruction; pre-service teacher; inquiry



DOI: http://dx.doi.org/10.18269/jpmipa.v22i2.8693

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