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This research is concerned with measuring the contribution of the instructional scaffolding effectiveness through research-based learning to achieve creative and innovative thinking skills. The effectiveness of learning is largely determined by several factors including the supporting classroom atmosphere, learning opportunities, curricular alignment, formation of learning orientations, coherent content, thoughtful discourse, practice and application activities, scaffolding of student task involvement, strategy teaching, collaborative learning, goal-oriented assessment and achievement of expectation. This research used qualitative approach to describe a general picture of instructional scaffolding usage through research-based learning to achieve the ability of thinking creatively and innovatively. Data collecting was conducted in-depth investigation of one individual, group, or event to explore the causes of the underlying principles. The results are found to provide broader descriptions on: (1) planning of instructional scaffolding through research-based learning; (2) types of documents prepared and used in learning; (3) the ways the research-based learning are implemented; and (4) patterns of creative and innovative thinking as student learning outcomes. The impact of this reserach is students have a great motivation to learn actively and creatively through learning strategies are provided.

Classroom Management: Managing Instructional Scaffolding Through Research-Based Learning to Achieve Creative and Innovative Thinking Abilities