The Effect of Scaffolding-Assisted Group Investigation Learning and Self-Efficacy on Social Problem-Solving Ability

• Published in: International journal of information systems and social change Vol. 11; no. 4; pp. 1 - 18
• Main Author: Wiwik, Wiwik
• Format: Journal Article
• Language: English
• Published: Hershey IGI Global 01.10.2020
• Subjects: Analysis; Book publishing; Design of experiments; Effectiveness; Factorial design; Group work in education; Investigations; Learning; Learning strategies; Problem solving; Scaffolding; Self-efficacy; Skills; Social aspects; Students; Team learning approach in education; United States; Indonesia
• ISSN: 1941-868X; 1941-8698
• DOI: 10.4018/IJISSC.2020100101

The purpose of this study is to examine the effect of group investigation learning assisted by scaffolding and self-efficacy on social problem-solving skills. The experimental design used in this study was a quasi-factorial design experiment pretest-posttest nonequivalent control group design with a 2x2 factorial version. Data were analyzed with two-way ANOVA. The research subjects involved 67 students of class 9 SMP Negeri 36 Surabaya. Learning applies two different treatments, the investigation group learning strategy assisted by scaffolding which is applied to 9A students and group investigation learning strategies without scaffolding applied to students in 9B. There are two findings in this research: (1) The group of students who learned by the investigation group learning strategy assisted by scaffolding was better than without scaffolding. (2) The group of students who have high self-efficacy gets better social problem-solving learning outcomes. The originality of this research is the learning of scaffolding-assisted group investigation to improve social problem-solving skills.