THE SCAFFOLDING CAUSALITIC-THINKING APPROACH TO INCREASE THE PROBLEM-SOLVING ABILITY OF STUDENTS ON FLUIDS

Scaffolding causalitic-thinking is a specific approach to facilitate students in analyzing cause and effect of a phenomenon and in establishing reason where some assistance stages are given. Patterns of the assistance include informing number of causes, effects, or both, some example of causes, effects, or both (causes and effects), or some of its arguments. This scaffolding orientation was to facilitate students to increase their Problem-solving Ability (PSA) and had been implemented on fluid in Senior High School (SHS). The PSA includes understanding, selecting, differentiating, determining, applying and identifying. This research aimed to investigate an impact of the approach on the PSA that is related to gender and Junior High School (JHS) origin of the students, Sekolah Menengah Pertama (SMP) and other (non-SMP). This research used mixed method of embedded experimental two-phase design and with sample of 33 students, 22 females and 11 males, for control class and 32 students, 17 females and 15 males, for experiment class. Total score of the six abilities were tested with ANAVA two factor design. The results, among 6 pairs of F counted and F table showed 67% that indicate F counted > F table . The results indicated that the approach affects PSA of students and the effect was different between male and female, also the interaction between the origin of JHS students and the approach. Next, patterns of the scaffolding approach are considerably used as reference when arranging worksheet to conduct Physics or other discipline learning with this approach in practice or further research.    This work is licensed under a  Creative Commons Attribution-ShareAlike 4.0 International License