Pengaruh Problem Based Learning dengan Scaffolding Kognitif Terhadap Ketermapilan Menulis Ilmiah Siswa SMP dalam Pembelajaran IPA

Abstract

Scientific writing skills play an essential role in science learning because they help students organize and structure their ideas, connect concepts, and communicate their understanding in a clear and systematic way. However, junior high school students’ scientific writing abilities are still not fully developed, so an instructional strategy that provides structured cognitive support is needed. The purpose of this study was to examine the scientific writing skills of students who learned through Problem-Based Learning combined with cognitive scaffolding and compare them with students who were taught using the Discovery Learning model. The research applied a quantitative approach with a quasi-experimental design using a post-test- only control group format. The participants were two eighth-grade classes at SMP Negeri 10 Jember, each consisting of 32 students. Data on scientific writing skills were collected through portfolio assessment based on student worksheets, which measured several indicators of scientific writing ability. After meeting the assumptions of normality and homogeneity, parametric statistical tests were used to analyze the data. The results showed that the average scientific writing score of students who experienced Problem-Based Learning with cognitive scaffolding was higher than that of students in the Discovery Learning class. This difference was statistically significant (p < 0.05). These findings indicate that integrating Problem-Based Learning with cognitive scaffolding support positively contributes to students’ ability to organize ideas, construct arguments, and express scientific concepts more systematically in science learning.