THE INFLUENCE OF V DIAGRAM PROCEDURAL SCAFFOLDING IN GROUP INVESTIGATION TOWARDS STUDENTS WITH HIGH AND LOW PRIOR KNOWLEDGE
ABSTRACT: The learning
achievement of high school students of Malang city in physics was still low,
thus the appropriate learning strategies was necessaryto optimize the physics
learning achievement. V diagram procedural scaffoldingin Group Investigation
was designed with the aim to optimize student learning achievement. The purpose
of this study was to examine differences in learning achievement of groups of
students who learn through Scaffolding Procedural strategies in Group
Investigation and groups of students who are studying with Group Investigation,
to examine differences in student achievement between thosewith high and low
prior knowledge levels, and to examine the interaction between learning
strategies (procedural scaffolding in GI and GI) and initial knowledge of
students towardlearning achievement. The method used in this study
wasquasi-experimental.The design used in this study was Two Factorial Design
consisted of two experimental classes and two control classes each. The results
indicated that learning achievement group of students who learn through
proceduralscaffolding in Group Investigation was higher than the group of
students who are studying with Group Investigation. The learning achievements
of students with high prior knowledge surpassed those with low prior knowledge.
Last, there was an interaction between the learning strategies and prior
knowledge of students toward learning achievement.
Keywords: Group Investigation,
Learning Achievement, Prior Knowledge, Procedural Scaffolding, V Diagram
Author: R. Amelia, Supriyono
Koes H., Muhardjito
Journal Code: jppendidikangg160016
