Scaffolding strategies in developing students' critical literacy  in social studies learning

Lina Marlina

doi:10.17977/um022v10i22025p172-186

Authors

Lina Marlina

DOI:

https://doi.org/10.17977/um022v10i22025p172-186

Keywords:

scaffolding, critical literacy, social studies learning

Abstract

SMPN 9 South Tangerang City, especially grade VIII students in the critical literacy skills of students in Social Sciences (IPS) subjects, are still relatively low, the problem is that students have difficulty understanding information in depth, analyzing and evaluating information critically and are not skilled in compiling arguments based on evidence, which refers to the research question of how to apply the Scaffolding strategy in developing students' critical literacy in social studies learning. This research aims to explore in depth the experience of students in the process of critical thinking on one problem that arises in social studies learning, in this study the approach used is a phenomenological qualitative approach, in this study students play the role of the main subject, especially grade VIII students and social studies teachers as supporting informants, in the data collection and data analysis techniques of this research use semi-structured interview techniques, observation and documentation, the analysis stage uses thematic analysis (open coding, axial coding, and selective coding and is validated at the triangulation stage of sources, techniques and time through member checking. The results of the reset findings show that students show changes in students' critical thinking skills in students' ability to understand, analyze, and assess information and formulate arguments based on evidence, it can be seen that the application of this strategy can not only lead to changes in students' critical thinking levels but can also offer an organized learning process according to needs.

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