SCAFFOLDING DEVELOPMENT MODEL IN METACOGNITIVELY-ORIENTED HISTORY TEACHING
Abstract
To establish a qualified history teaching-learning equipped with a good constructivistic nuance requires teachers’ knowledge towards teaching-learning process. Besides comprehending subject matter, chosen teaching model, classroom management, and teaching media, teachers also need to comprehend scaffolding. Teachers’ knowledge towards the importance of scaffolding in history teaching in senior high school level is an important thing to get a good history teaching quality. The scaffolding implementation model in history teaching was the aim of the research.The development towards the metacognitively-oriented scaffolding implementation model in this study was conducted using teacher questionnaire analyzed through SmartPLS. The hipotetical model proposed on the first phase was confirmed by teachers’ response data that generated theoretical model. The next analytical model was then developed through model optimizing phase.Findings of the study show that the optimal model was the suittest scaffolding implementation model in metacognitively-oriented history teaching. Based on the optimal model, the changes on metacognitive construct can be explained by 63.2% of students’ activity construct. The changes on students’ activity construct can be defined by 73.9% of the scaffolding implementation construct. The changes on scaffolding implementation construct can be defined by 46.69% of the scaffolding development effort construct and by 41.8% of scaffolding comprehension construct. The improvement of teachers’ ability in the context of scaffolding was suggested to be one of important considerartions in the implementation of scaffolding in metacognitively-oriented history teaching in the classroom.
Keywords
Full Text:
PDFReferences
Alhusin, S. (2002). Aplikasi Statistik Praktis dengan Menggunakan SPSS 10 for Windows. Yogyakarta: J & J Learning.
Ajeyalemi, D.A. (1993). Teacher Strategies Used by Exemplary STS Teachers. What Research Says to the Science Teaching, VII. Washington D.C.: National Science Teachers Association.
Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston, Ltd.
Barron, B.J., Schwartz, D.L., Vey, N.J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D., & The Cognition and Technology Group at Vanderbilt. 1998. Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning. The Journal of the Learning Science, 7, 271—311.
Brook, J.G., & Brook, M.G. (1999). The Contructivist Classroom. The Courage to Be Constructivist. Readyroom, 57(3) November 1999. http://www.ascd.org/readyroom/edlead/9911/brooks.html
Brown, J.S, Collin, A., & Duguid, P. (1988). Situated Cognition and the Culture of Learning. Educational Reseacher, 18(1), 32—42.
Carr, E.H. (1972). What is History. New York: Alfred AKnoff.
Collingwood, R.G. (1961). The Idea of History. New York: Oxford University Press.
Dickinson, A.K., Lee, P.J. (1980). History Teaching and History Comprehending. London: Heinemann Educational Books.
Driver, R., & Leach, J. (1993). AConstructivist View of Learning: Children’s Conceptions and the Nature of Science. What Research Says to the Science Teaching, VII. Washington, D.C.: National Science Teachers Association, 103-112.
Fitzgerald, J. (1977). “Towards a Theory of History Teaching” dalam Norman Little and Judy Macinolty (eds). ANew Look at History Teaching. Sydney: The History Teachers Association of New South Wales.
Ghozali, I, (2006). Structural Equation Modeling. Metode alternatif dengan Partial Least Square (PLS). Semarang: Badan Penerbit Universitas Diponegoro. ISBN: 979.704.250.9.
Gibb, J. (2003). What impact is implementing a quality system having on the vocational education and training classroom?. Australia: National Centre for Vocational Education Research Ltd.
Gunning, D. (1978). The Teaching of History. London: Croom Helm.
Hasan, S. H. 1989. “Kurikulum Sejarah Untuk Tingkat Sekolah”. Makalah disampaikan pada Seminar tanggal 8 - 11 Nopember 1989 di Balitbang Depdikbud.
Hill, C.P. (1956). Saran Saran Tentang Mengajarkan Sejarah. Terj. Haksan Wirasutisna. Jakarta: Perpustakaan Perguruan Kementerian P.P dan K.
Hills J.A. (1998). Total Quality Management in the Classroom: Blue-ribbon standards for teaching. United States of America: Fairplay Services and Publications. ISBN: 0-916449-00-9.
Hung, D.W., & Wong, A.F.L. (2000). Activity Theory as a Framework fo Project Work in Learning Environments. Educational Technology, 40(2), 33—37.
Jonassen, D.H. (1991). Objectivism versus Constructivsm: Do We Need a New Philosophical Paradigm? Educational Technology Research and Development, 39(3), 5—14.
Jenkins, L. (2003). Improving Student Learning: Applying Deming’s Quality Principles in Classrooms. Second Edition. United States of America: ASQ Quality Press. ISBN 0-87389-569-X.
Joyce, B, MW, (2009). Model of Teaching. Upper Saddle River, New Jersey, USA.
Kartodirdjo, S. (1982). Pemikiran dan Perkembangan Historiografi Indonesia Suatu Alternatif. Jakarta: Gramedia.
Krech, D.,C. R.S. & Ballachey, E.L. (1962). Individual in Society: ATextbook of Social Psychology. Tokyo: McGraw Hill Kogakusha. Ltd.
Marzano, R.J. (1992). A Different Kind of Classroom: Teaching with Dimensions of Learning. Virginia: ASCD.
Mayer, R.E. (1992). Cognition and Instruction: Their Historic Meeting Within Educational Psychology. Journal of Educational Psychology, 84(4), 405-412.
Mudjanto, G. (1985). Pengembangan Konsep Diri Lewat Pengajaran Sejarah. Jakarta: Depdikbud.
Myers, R.J., & Botti, J.A. (2000). Exploring the Environment: Problem-Based Learning in Action. http: www.cet.edu/research/conference.html.
Sallis E. (2006). Total Quality Management in Education: Manajemen Mutu Pendidikan. Alih Bahasa: Ahmad Ali Riyadi dan Fahrurrozi. Yogyakarta: IRCiSod.
Surachmad, W. (1980). Mewujudkan Nilai Nilai Hidup Dalam Tingkah Laku. Bandung: Tarsito.
Utomo, C.B. (2008). Implementasi Model Siklus PDSA dan Analisis Tulang Ikan dalam Pembelajaran Sejarah SMA Di Semarang. [Laporan Penelitian Implementan] Lembaga Penelitian UNNES, November 2008.
Utomo, C.B. (2009). Implementasi TQM Berorientasi Hard Skill dan Soft Skill dalam Pembelajaran Sejarah SMA Di Kota Semarang. [Laporan Penelitian Implementan] Lembaga Penelitian UNNES, November 2009.
Vygotsky, L.S. 1978. Mind in Society. Cambridge, MA : Harvard University Press.
Waras, K. (2001). Pembelajaran Berbasis Proyek: Model Potensial untuk Peningkatan Mutu Pembelajaran. Jurnal Gentengkali, 3(11-12).
Wilson, B.G. (1995). Metaphors for Instruction: Why We Talk About Learning Environments. Educational Technology, September-Oktober, 25—30.
DOI: https://doi.org/10.17509/historia.v11i2.12383
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Historia: Jurnal Pendidik dan Peneliti Sejarah
INDEXED
TOOLS
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Alamat Redaksi: Gedung Numan Soemantri, FPIPS UPI, Departemen Pendidikan Sejarah, Lantai 2, Jl. Dr. Setiabudhi No 229 Bandung, 40154