Analysis of problem based learning in the scaffolding design: Students’ creative-thinking skills
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Abstract
This study aims to determine how students’ creative thinking skills are by applying the scaffolding integrated problem based learning (PBL) model in biochemistry learning. The research method used is the mixed method with a sequential explanatory design. The sampling technique used was total sampling and data collection was carried out using creative thinking ability questionnaires, student observation sheets and interviews with students. Based on the results of data analysis carried out, it was found that the results of student observations were in the good category and students’ creative thinking abilities were in the very good category. In addition, there is a significant difference in the average value in each class, namely class A with C, and class B with C. The findings in this study are strengthened by the results of interviews where it can be concluded that the PBL model with integrated scaffolding in learning can improve students’ creative thinking skills.
Keywords: Biochemistry, creative thinking, education, PBL model, scaffolding, vitamin
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Cypriot Journal of Educational Sciences is an Open Access Journal. The copyright holder is the author/s. Licensee Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi, North Nicosia, Cyprus. All articles can be downloaded free of charge. Articles published in the Journal are Open-Access articles distributed under a CC-BY license [Attribution 4.0 International (CC BY 4.0)].
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