Improving Learning Outcomes of Ecological Concept Using Scaffolding Strategy on Scientific Approach

Learning about the environment for prospective teachers in public primary schools with thelecture method does not equip students how the direct impact of pollution on aquaticorganisms and provide little opportunity for undergraduate students learn design ofexperiments. This study aims to assess the use of scaffolding strategies IMWR(inspiring-modeling-writing-reporting) on the scientific approach to improving the mastery ofconcepts. The study was conducted in the department of elementary education from the StateIslamic University Sunan Ampel Surabaya Indonesia. Students are given a pretest before thenext lesson scaffolding strategy applied on the scientific approach and given a post-test afterthe lesson. The data recorded is the improvement of learning outcomes, implementationstrategies IMWR in the learning process with a scientific approach, and the response fromstudents about learning. Data analysis was performed to determine learning outcomes bycalculating the gain n (gain normalized). The results showed that the use of scaffoldingstrategies IMWR on the scientific approach can improve environmental concept with n gainof 0.68 (medium category), implementation of the strategy IMWR goes well, and the positiveresponse from the students after learning.