Implementation of Hard-Scaffolding in Building Basic Teaching Skills for Prospective Biology Teachers

Abstract

This study aims to determine the effect of implementing the strategy of hard scaffolding to build the basic teaching skills of prospective biology teacher. This research used a Quasi-Experimental - Posttest-Only Control Group Design. Saturated sampling was used, with Class A as the experimental class, consisting of 43 students, and Class B as the control class, consisting of 39 students. Quantitative data consisted of mid-term exams, final semester exams, and basic teaching skill. The mid-term exams and final semester exams data were measured using tests, while the basic teaching skills data were measured using observation sheets. All three data sets were analyzed using Mann–Whitney U statistical tests. Qualitative data in the form of student opinions were measured using observation sheets and analyzed descriptively. The results of the study showed that the abilities of students in the experimental class were higher and significantly different than those in the control class (Mann-Whitney U Test: 0.023 < 0.05 for mid-term exams and 0.000 < 0.05 for final exams). The students' ability to practice basic teaching skills in the experimental class was also higher and significantly different compared to the control class (Mann-Whitney U Test : 0.000 < 0.05). Among the three stages of learning, only the experimental class's lesson opening skills were higher and significantly different compared to the control class. Thus, it is concluded that the implementation of the strategy hard scaffolding able to develop the basic teaching skills of prospective biology teachers. This result is supported by the opinion of almost all students that LKM (as hard scaffolding) effectively helps students master basic teaching skills.