Improving Learning Outcomes of Ecological Concept Using Scaffolding Strategy on Scientific Approach

Abstract

Learning about the environment for prospective teachers in public primary schools with the
lecture method does not equip students how the direct impact of pollution on aquatic
organisms and provide little opportunity for undergraduate students learn design of
experiments. This study aims to assess the use of scaffolding strategies IMWR
(inspiring-modeling-writing-reporting) on the scientific approach to improving the mastery of
concepts. The study was conducted in the department of elementary education from the State
Islamic University Sunan Ampel Surabaya Indonesia. Students are given a pretest before the
next lesson scaffolding strategy applied on the scientific approach and given a post-test after
the lesson. The data recorded is the improvement of learning outcomes, implementation
strategies IMWR in the learning process with a scientific approach, and the response from
students about learning. Data analysis was performed to determine learning outcomes by
calculating the gain n (gain normalized). The results showed that the use of scaffolding
strategies IMWR on the scientific approach can improve environmental concept with n gain
of 0.68 (medium category), implementation of the strategy IMWR goes well, and the positive
response from the students after learning.