Iqbal Isnan Al-Fayed, Puspanda Hatta, Jumari

Strategi Penerapan Scaffolding Dengan Metode Problem Based Learning Pada Materi Topologi Jaringan Di SMA Negeri 3 Surakarta

Introduction

Strategi penerapan scaffolding dengan metode problem based learning pada materi topologi jaringan di sma negeri 3 surakarta. Pelajari strategi scaffolding dan Problem Based Learning (PBL) yang efektif untuk meningkatkan pemahaman topologi jaringan serta keterampilan berpikir kritis siswa SMA.

Abstract

This study aims to analyze the effectiveness of applying scaffolding strategies with the Problem Based Learning (PBL) method in teaching network topology at SMA Negeri 3 Surakarta. The scaffolding strategy is used to support and enhance students' abilities to understand the basic concepts of network topology through gradual assistance tailored to the individual needs of the students. The PBL method is employed to encourage students to develop problem-solving and critical thinking skills by presenting real-life problem situations that must be solved collaboratively. This research uses a classroom action research (CAR) design with three cycles, each consisting of planning, implementation, observation, and reflection stages. Data were collected through observations, interviews, written tests, and questionnaires. The results of the study indicate that the use of scaffolding strategies with the PBL method significantly improves students' understanding of network topology and enhances their critical thinking and problem-solving abilities. Additionally, students demonstrated increased motivation and active engagement in the learning process. Therefore, scaffolding strategies combined with the PBL method are effective for teaching network topology at the high school level.

Review

This study presents a timely and relevant investigation into the application of combined pedagogical strategies to enhance student learning in a technical subject area. The paper's core objective, to analyze the effectiveness of scaffolding strategies integrated with Problem Based Learning (PBL) for teaching network topology at the high school level, is clearly articulated and highly pertinent given the increasing need for effective STEM education. The chosen combination of scaffolding, which provides tailored, gradual support, and PBL, which fosters critical thinking and problem-solving through real-world scenarios, is theoretically sound and promises a holistic approach to student development. The focus on enhancing both conceptual understanding and practical skills makes this research particularly valuable for educators seeking innovative methods. Methodologically, the use of a Classroom Action Research (CAR) design across three cycles is appropriate for an intervention-based study aiming to refine and assess teaching practices within a specific educational context. The CAR framework, encompassing planning, implementation, observation, and reflection, allows for iterative improvements and a deep understanding of the intervention's dynamics. The multi-modal data collection, including observations, interviews, written tests, and questionnaires, lends credibility to the reported findings by triangulating different perspectives and types of evidence. The abstract asserts significant improvements in students' understanding of network topology, alongside enhanced critical thinking and problem-solving abilities, which are compelling outcomes. The reported results strongly suggest that the synergistic application of scaffolding and PBL methods successfully addresses the complex challenges of teaching intricate subjects like network topology. Furthermore, the abstract highlights increased student motivation and active engagement, which are crucial indicators of successful pedagogical interventions and contribute to a more positive learning environment. These findings offer practical implications for high school educators, particularly those in computer science or ICT fields, by demonstrating a robust and effective strategy for improving both cognitive and affective learning outcomes. This study makes a valuable contribution to the literature on innovative teaching methodologies for technical subjects at the secondary education level.

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