Scaffolding with Peer Tutoring in the Teacher's Perspective: Could Its Implementation in Learning Programs Improve Scientific Communication Skills and HOTS

Duwita Pangesti Putri; Tri  Jalmo; Agus  Suyatna

doi:10.29303/jppipa.v9i4.3004

Scaffolding with Peer Tutoring in the Teacher's Perspective: Could Its Implementation in Learning Programs Improve Scientific Communication Skills and HOTS

Authors

Duwita Pangesti Putri , Tri Jalmo , Agus Suyatna

DOI:

10.29303/jppipa.v9i4.3004

Published:

2023-04-30

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Vol. 9 No. 4 (2023): April

Keywords:

HOTS, Learning Program, Peer Tutoring, Scaffolding, Scientific Communication Skills

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Putri, D. P., Jalmo, T. ., & Suyatna, A. . (2023). Scaffolding with Peer Tutoring in the Teacher’s Perspective: Could Its Implementation in Learning Programs Improve Scientific Communication Skills and HOTS. Jurnal Penelitian Pendidikan IPA, 9(4), 1902–1908. https://doi.org/10.29303/jppipa.v9i4.3004

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Abstract

This essay's purpose is to provide a summary the perceptions of science teachers towards scaffolding learning programs with peer tutoring in improving scientific communication skills and HOTS. This research was conducted in the province of Lampung, Indonesia, involving 74 middle school science teacher respondents. A mixed method with a sequential explanatory design was used for the study. Data were collected through interviews and surveys, and descriptive analysis was used to analyse the results. The survey findings indicate that science instructors have a favourable opinion of using scaffolding in conjunction with peer tutoring. The analysis's findings indicate that most instructors have not used peer tutoring and scaffolding in the classroom to help students advance from their current competencies to potential competencies. In addition, teachers also have not implemented scaffolding learning programs with peer tutoring.

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Scaffolding with Peer Tutoring in the Teacher's Perspective: Could Its Implementation in Learning Programs Improve Scientific Communication Skills and HOTS

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