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The enhancement of critical thinking skills (CTS) is one of the learning targets of universities. Although research on enhancing CTS has been achieved, the improvement of CTS through physics instruction is still becoming a problem. This study attempts to find out the integration of conceptual scaffolding to group investigation (GI) and its influence on students’ CTS. This mixed-method research used an explanatory design by involving 59 students in the Fundamental Physics III course in the Department of Physics, State University of Malang. The experimental group received treatment of conceptual scaffolding in GI, whereas the control group received conventional instruction. The instrument used was the prior knowledge test consisting of 17 multiple-choice items (Cronbach Alpha = 0.72) and the tests of CTS consisting of 11 essay items (Cronbach Alpha = 0.67), interview guidelines, and think-aloud protocol. The results of the study show that there are no differences in CTS between the experimental group and the control group. However, for the low prior-knowledge students, CTS of students who use conceptual scaffolding in GI higher than that of students who study with conventional instruction. Low prior-knowledge students who use scaffolding in the GI can use high-level strategies and exhibit more focused actions in solving problems.

Integration conceptual scaffolding in the group investigation: its influence on students’ critical thinking skills