Exploring and Scaffolding Learning Interactions Between Teachers,Students and Museum Educators

2012 ◽  
pp. 115-128 ◽  
Author(s):  
Janette Griffin
Keyword(s):  
Scaffolding Learning ◽  
Museum Educators

The Emotional World of Museum Educators

2011 ◽  
Vol 6 (1) ◽  
pp. 51-58
Author(s):  
Marcos Stafne ◽  
Becky Gaugler
Keyword(s):  
Museum Educators

scholarly journals Pengaruh Penerapan Strategi Pembelajaran Scaffolding terhadap Kemampuan Pemahaman Konsep Matematis Siswa Madrasah Tsanawiyah Al-Hidayah Singingi Hilir ditinjau dari Motivasi Belajar Siswa

2019 ◽  
Vol 5 (1) ◽  
pp. 68
Author(s):  
Saputri Indah Lestari ◽  
Lies Andriani
Keyword(s):  
High School ◽  
Data Analysis ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Learning Motivation ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Scaffolding Learning

This research was instigated by the problem in the field showing that their mathematic concept understanding ability was low at Islamic Junior High School of Al Hidayah Singingi Hilir. One of learning anternative strategy could direct to the students in increasing mathematic concept understanding ability was scoffolding learning straytegy. the research aimed at investigating whether there was or not difference mathematic concept understanding ability between students joining Scaffolding learning strategy and student joining teacher implementing based on their learning motivation at Islamic JuniorHigh School of Al Hidayah Singingi Hilir.  It was quasi experimental research with nonequivalent posttest-only control group design. Population of this research were the students at the eight grade of Islamic Junior High School of Al Hidayah Singingi Hilir. Sample of this research was used sampling purposive technique. VIII of B as experimental group was given Scaffolding learning strategy and VIII of A as the control group given teacher learning implementing.Instrument of collecting data was used decription test to measure their mathematic concept understanding and questionnaire to measure their learning motivation. Two way ANOVA was the technique of data analysis.  Based the data analysis could be concluded that         1) there was a difference student mathematic concept understanding ability joining Scaffolding learning strategy and did not joining Scaffolding learning Strategy. 2) There was no an interaction between Scaffolding learning strategy and their learning motivation toward their mathematic concept understanding abilityKeywords:  Scaffolding, Mathematic Concept Understanding Ability Student Learning, Motivation

EFEKTIVITAS TEKNIK SCAFFOLDING TERHADAP PEMBELAJARAN MENULIS TEKS DESKRIPSI KELAS V SDN 3 SUKAMANAH

2021 ◽  
Vol 1 (1) ◽  
pp. 45-54
Author(s):  
Neneng Samrotul Fuadah ◽  
Dedi Heryadi ◽  
Winarti Dwi Febriani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Posttest Score ◽  
T Test ◽  
Learning Techniques ◽  
The One ◽  
The Given ◽  
Scaffolding Technique ◽  
Scaffolding Learning

Abstract: This research is motivated by the low understanding of students in describing objects, the low understanding of the use of punctuation points and commas and the lack of continuity of one sentence with another. In the Indonesian language learning process, various learning techniques are needed, therefore the Scaffolding learning technique is expected to give effectiveness to the learning outcomes of students. In general, the Scaffolding technique is used to involve students taking an active and independent role in doing the given task. The purpose of this research was carried out to describe the effectiveness of the Scaffolding technique in Indonesian language description learning and learning outcomes using the Scaffolding technique. The location of this research is SDN 3 Sukamanah, Cipedes District, Tasikmalaya City. The sampling technique used was saturated sampling. The data collection used was the observation sheet and the pretest and posttest question writing instruments descriptions. The results of this study are that the average pretest value is 51.76 and the average posttest score is 83.10. Based on the N-gain test using the One Sample T-Test produces a sig value. (2-tailed) of 0,000 in accordance with the sig value testing criteria. (2-tailed) <0.05, then Ha is accepted. The conclusion of this study is that there is a significant effectiveness of using Scaffolding techniques on the learning outcomes of writing descriptions in Indonesian.Keywords: Scaffolding; Learning; Description Text.  Abstrak: Penelitian ini bertujuan untuk mengetahui efektivitas teknik Scaffolding pada pembelajaran menulis teks deskripsi dan prestasi belajar siswa. Pada umumnya teknik Scaffolding digunakan untuk melibatkan peserta didik perperan aktif dan mandiri dalam mengerjakan tugas yang diberikan. Tujuan dilaksanakan penelitian ini untuk mendeskripsikan keefektifan teknik Scaffolding pada pembelajaran deskripsi bahasa Indonesia dan hasil pembelajaran menggunakan teknik Scaffolding. Lokasi penelitian ini di SDN 3 Sukamanah Kecamatan Cipedes Kota Tasikmalaya. Teknik pengambilan sampel yang digunakan adalah sampling jenuh. Pengumpulan data yang digunakan adalah lembar observasi dan instrumen soal pretest dan posttest menulis deskripsi. Hasil penelitian ini adalah di dapat rata-rata nilai pretest 51,76 dan rata-rata nilai posttest 83,10. Berdasarkan uji N-gain menggunakan One Sampel T-Test menghasilkan nilai sig. (2-tailed) sebesar 0,000 sesuai dengan kriteria pengujian nilai sig. (2-tailed) < 0,05, maka Ha diterima. Kesimpulan penelitian ini adalah terdapat keefektifan yang signifikan penggunaan teknik Scaffolding pada hasil pembelajaran menulis deskripsi bahasa Indonesia.Kata Kunci: Scaffolding; Pembelajaran; Teks Deskripsi.

Accessing Science Museum Educators' Discourse Through Multimodal Narratives

2019 ◽  
pp. 340-355
Author(s):  
Susana Afonso ◽  
Ana Sofia Afonso
Keyword(s):  
Professional Development ◽  
Science Communication ◽  
Science Museum ◽  
Modus Operandi ◽  
Intended Audience ◽  
Face To Face ◽  
The Way ◽  
Museum Educators

Museum educators play an important role in science communication, as they connect elements of an exhibit with visitors through emotion-driven experiences that are meaningful to them. Language is their main modus operandi in face-to-face interactions, but little is known of how they use it to communicate science, in part because little attention has been given to their practices and professional development. Nowadays, museums are changing, and science communication has become more demanding as these institutions exhibit hot themes of science. In this context, it is important that museum educators become aware of how they communicate science with an intended audience and reflect on how their practice can be improved. In this chapter, the authors focus on the way multimodal narratives can be used as a tool to access museum educators' discourse as well as how to promote museum educators' reflection about their practice and their professional development.

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