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Journal articles on the topic 'Scaffolding techniques'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Thavornyutikarn, Boonlom, Nattapon Chantarapanich, Kriskrai Sitthiseripratip, George A. Thouas, and Qizhi Chen. "Bone tissue engineering scaffolding: computer-aided scaffolding techniques." Progress in Biomaterials 3, no. 2-4 (2014): 61–102. http://dx.doi.org/10.1007/s40204-014-0026-7.

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Wulandari, Yunita Oktavia, Fitria Khasanah, and Eko Yuniarto. "Problem-based scaffolding for prospective mathematics teachers in graph theory course." International Journal of Trends in Mathematics Education Research 6, no. 3 (2023): 198–205. http://dx.doi.org/10.33122/ijtmer.v6i3.253.

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This study aimed to give a scaffolding process to improve the preservice teachers' ability in graph theory class. The present study implemented scaffolding techniques by administering graph theory questions. Four scaffoldings are used: (1) questioning, (2) prompting, (3) cueing, and (4) direct explanation. The choice of this problem can be observed through students' comprehension of graph theory. This research indicates that problem-based scaffolding can benefit students with challenges understanding graph theory. The students exhibit enthusiasm as they explore the interconnection between road

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Almeida Obando, María Esther, Norma Cecilia Bastidas Guevara, Paola Nathaly Mantilla Carrera, Javier Guillermo Solís Mejía, and Lourdes Elizabeth Bejarano Urquizo. "Scaffolding techniques and speaking skill." Arandu UTIC 11, no. 2 (2024): 206–25. http://dx.doi.org/10.69639/arandu.v11i2.258.

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The use of scaffolding techniques in the classroom help students improve the development of their language skills. The present study aimed to analyze the influence of Scaffolding techniques on the development of speaking skill in students of seventh semester in “Pedagogia de los Idiomas Nacionales y Extranjeros.” The research developed a quantitative approach and it was experimental. The population in the study were 24 students of seventh semester. The instruments used during the investigation were a preand posttest, the researcher used part 3 of B1 preliminary test to assess students before a

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Mirahmadi, Seyyed Hassan, and Sayyed Mohammad Alavi. "The Role of Traditional and Virtual Scaffolding in Developing Speaking Ability of Iranian EFL Learners." International Journal of English Linguistics 6, no. 2 (2016): 43. http://dx.doi.org/10.5539/ijel.v6n2p43.

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<p>The present study attempted to investigate the effect of the four scaffolding techniques, namely Hard, Soft (Saye &amp; Brush, 2002), Reciprocal (Holton &amp; Clarke, 2006), and Virtual (Yelland &amp; Masters, 2007), on the speaking ability of the Iranian EFL language learners and their fluency, lexicon, grammar and pronunciation. To this end, the four scaffolding techniques were classified into the two groups of Traditional (Hard, Soft and Reciprocal) and technology-mediated (Virtual). 120 Maritime students at Kharg Azad University (IAU-Kharg) were selected as participant

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Rustemovna, Kalmuratova Juldiz. "The Implementation of Scaffolding Techniques Worldwide to Improve English Reading Proficiency In TEFL." American Journal of Philological Sciences 05, no. 04 (2025): 85–89. https://doi.org/10.37547/ajps/volume05issue04-21.

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This article aims to provide a general understanding of the term scaffolding, emphasizing its significance in education and its role in enhancing reading comprehension. A central objective of this study is to explore the experiences of international educators and scholars in applying scaffolding strategies to develop reading skills within the context of Teaching English as a Foreign Language (TEFL). To achieve this, the study reviews two scholarly articles from Jambi University in Indonesia and Islamic Azad University in Iran. In both institutions, professional educators and linguists conducte

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Vonitasari, Adinda Rheyna, and Mohammad Faizal Amir. "The Effectiveness of Guided Inquiry with Scaffolding Techniques in Enhancing Primary Students' Self-Efficacy in Mathematics." Jurnal Pendidikan MIPA 26, no. 1 (2025): 539–55. https://doi.org/10.23960/jpmipa.v26i1.pp539-555.

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Students' self-efficacy towards mathematics is still low. High self-efficacy is an essential factor in supporting learning success. Guided inquiry elaborated with scaffolding techniques is thought to affect students' self-efficacy. Therefore, this study aims to identify the effect of guided inquiry with scaffolding techniques on students' self-efficacy. The study design used was the posttest-only control group. In this study, data collection techniques were used using a questionnaire containing 20 questions to measure students' self-efficacy (magnitude, generality, and strength) in facing and

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Cunningham, Merrilee, and Ruth Robbins. "Instructional Scaffolding." International Journal of Web-Based Learning and Teaching Technologies 7, no. 3 (2012): 20–36. http://dx.doi.org/10.4018/jwltt.2012070102.

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This article addresses the use of embedded scaffolding to enhance web-based learning in an online course which covers an introduction to multiple programming languages, utilizing selected resources and strategies as scaffolding techniques. This programming languages class is taught at the junior level in the Information Systems discipline as an online elective class, in a public institution located in a large, urban setting. Low to high knowledge learners are guided in the development of programs and implementation of systems through the use of four different programming languages. Learners wi

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Jumaniyazova, Lobar Sirojiddin qizi. "THE EFFECTIVENESS OF SCAFFOLDING TECHNIQUES IN TEACHING ENGLISH WRITING." ACTIVE RESEARCHER 2, no. 1 (2025): 4–7. https://doi.org/10.5281/zenodo.15375563.

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<em>      Scaffolding techniques, rooted in Vygotsky’s sociocultural theory, have been widely adopted in English as a Foreign Language (EFL) classrooms to enhance students’ writing skills. This study investigates the impact of various scaffolding strategies on EFL learners’ writing proficiency. Through a mixed-methods approach involving pre-tests, post-tests, classroom observations, and student surveys, the research examines how techniques such as modeling, guided practice, and feedback influence students’ writing performance. Findings indicate

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Mariadoss, Anandaraj, and Balamurugan Munusamy. "Critical View of Scaffolding Techniques in Teaching and Learning of Mathematics." RESEARCH REVIEW International Journal of Multidisciplinary 03, no. 07 (2018): 83–88. https://doi.org/10.5281/zenodo.1306055.

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Scaffolding technique involves changing the level of support for learning. A teacher of more advanced peer increases or decreases the level of guidance or support according to the students’ need for the desirable learning outcome. It is based on social learning which takes place with more capable person’s support or guidance with social interactions until the successful completion of the task. The aim of the present study is to discuss the definitions of scaffolding and its meaning and types of scaffolding techniques. Also, discuss Vygotsky’s theory of social learning of stud

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Esparcia, Rizel, Brando Piñero, and Maria Chona Futalan. "Learners' Scaffolding Techniques: Their Advantages in Learning Mathematics." Journal of Interdisciplinary Perspectives 2, no. 7 (2024): 76–86. https://doi.org/10.5281/zenodo.11185028.

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<strong>Abstract. </strong>This study aimed to examine the extent of advantages of the scaffolding techniques and how they relate to the academic performance of learners in Mathematics. The respondents of the study were the 312 randomly selected Grade 7 learners from a public secondary school in the Division of Negros Oriental during the academic year 2023- 2024. The study employed the descriptive-correlational research design and utilized a validated questionnaire. Statistical methods employed in this study encompassed percentage, mean, weighted mean, and Multiple Regression Analysis. The fin

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Nguyen, Thi Nhung. "Scaffolding Techniques in Teaching Writing to First-Year University Students: An Empirical Study at a University in Hanoi." International Journal of Social Science and Human Research 07, no. 09 (2024): 7195–206. https://doi.org/10.5281/zenodo.13840242.

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This study explores the application and effectiveness of various scaffolding techniques in improving the writing performance of first-year university students. The research focuses on three key questions: (1) how are scaffolding techniques applied in teaching writing? (2) What impact do these techniques have on students' writing performance? (3) Which scaffolding techniques are most effective in enhancing writing skills? A quantitative research design was employed, collecting data from 114 first-year students through pre-test and post-test assessments, as well as a survey among 12 teachers. Th

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THURATHAM, Wadinlada. "ENHANCING ENGLISH CONDITIONAL SENTENCES AMONG EFL UNDERGRADUATES THROUGH SCAFFOLDING TECHNIQUES." Issues in Language Studies 13, no. 1 (2024): 145–65. http://dx.doi.org/10.33736/ils.5712.2024.

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Students have the potential to progress to a higher level in their language learning and development. To test this hypothesis, this research aims to 1) examine how scaffolding techniques improve English as a Foreign Language (EFL) students’ understanding of conditional sentences, and 2) investigate the students’ attitudes towards the use of scaffolding techniques in the if-conditional instruction. The participants were 27 English major students in a public university in Thailand. Two instruments were used to collect the data: two sets of tests on conditional sentences and a questionnaire. The

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Erdoğan, Abdulkadir, and Emel Özdemir Erdoğan. "Scaffolding students in non-routine problem solving environment: The case of two mathematics teachersRutin olmayan problem çözme sürecinde öğrencilerin desteklenmesi: İki matematik öğretmeninin durumu." Journal of Human Sciences 14, no. 4 (2018): 4850. http://dx.doi.org/10.14687/jhs.v14i4.5016.

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The task of the teacher in designing learning environments and in guiding students throughout learning activities can be generally defined as scaffolding. Most of the students have difficulties in solving non-routine problems and cannot effectively use problem solving strategies. In this study, scaffoldings offered by the teachers for solving non-routine problems were examined using scaffolding techniques determined by Roehler and Cantlon (1997). Two mathematics teachers were participated in the study and the data were collected in an optional mathematics course for sixth graders via video-rec

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Nurul Alam, A. M. M., Chan-Jin Kim, So-Hee Kim, et al. "Scaffolding fundamentals and recent advances in sustainable scaffolding techniques for cultured meat development." Food Research International 189 (August 2024): 114549. http://dx.doi.org/10.1016/j.foodres.2024.114549.

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Anwar, Aamir, Ijaz Ul Haq, Imdad Ahmad Mian, et al. "Applying Real-Time Dynamic Scaffolding Techniques during Tutoring Sessions Using Intelligent Tutoring Systems." Mobile Information Systems 2022 (June 22, 2022): 1–9. http://dx.doi.org/10.1155/2022/6006467.

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An intelligent tutoring system (ITS) is a computer system or software application that is built to replicate human tutors by supporting the theory of “learning by doing.” Even though ITSs have been proven to be successful in academic studies, they still have not found large adoption by the industry due to the complexities of building such systems due to the high technical expertise and domain knowledge requirements. Attempts have been made to build authoring tools that can provide assistance in building tutoring systems; however, most of these tools are targeted toward authors that have consid

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Pereira, Hélder, Ibrahim Fatih Cengiz, Sérgio Gomes, et al. "Meniscal allograft transplants and new scaffolding techniques." EFORT Open Reviews 4, no. 6 (2019): 279–95. http://dx.doi.org/10.1302/2058-5241.4.180103.

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Clinical management of meniscal injuries has changed radically in recent years. We have moved from the model of systematic tissue removal (meniscectomy) to understanding the need to preserve the tissue. Based on the increased knowledge of the basic science of meniscal functions and their role in joint homeostasis, meniscus preservation and/or repair, whenever indicated and possible, are currently the guidelines for management. However, when repair is no longer possible or when facing the fact of the previous partial, subtotal or total loss of the meniscus, meniscus replacement has proved its c

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Narina, Luh Rita. "Scaffolding Technique in Reading Comprehension in The Junior High School." Journal of Educational Study 2, no. 2 (2022): 142–50. http://dx.doi.org/10.36663/joes.v2i2.275.

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The general objective of this research is to describe and analyze the steps in implementing scaffolding technique in reading comprehension and the students reading comprehension implemented through the scaffolding technique in seventh grade student in SMP Negeri 4 Busungbiu in the 2021/2022 academic year. This research is classroom action research. The research subjects were 31 seventh grade students. The researcher used two methods, namely quantitative (student ability in reading comprehension) and qualitative data (data on the implementation of reading comprehension sessions through scaffold

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Fathima, Dr M. Parimala, Dr N. Sasikumar, and Dr S. Sumithra. "The Effectiveness of Cognitive Scaffolding Techniques in Improving Teaching Competency among B.Ed. Trainees." International Journal of Emerging Knowledge Studies 4, no. 2 (2025): 42–48. https://doi.org/10.70333/ijeks-04-02-s-009.

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This study examines the effectiveness of cognitive scaffolding techniques in enhancing the teaching competency of B.Ed. trainees specializing in Physical Science at Alagappa University College of Education, Karaikudi, Tamil Nadu, India. A single-group pre-test, treatment, and post-test design was employed, involving 40 pre-service trainees with academic backgrounds in Physics and Chemistry. Cognitive scaffolding strategies, including concept mapping, guided questioning, and iterative feedback loops, were integrated into a three-week training intervention. The Teaching Competency Assessment Sca

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Editia, Qushayyi Akbar, Faisal Mahmoud Adam Ibrahim, and Zakiyah Arifa. "Metacognitive Skills in Writing Essays Using Scaffolding Techniques of Arabic Language Education Students of Maulana Malik Ibrahim State Islamic University." Alsuna: Journal of Arabic and English Language 7, no. 2 (2025): 295–307. https://doi.org/10.31538/alsuna.v7i2.5987.

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Purpose - The purpose of this article is to explain the application of scaffolding techniques in helping students write in Arabic so as to achieve integrated, coherent, and cohesive criteria. This research aims to explore how scaffolding techniques can support the development of metacognitive skills in writing an essay. Design/methodology/approach - This article uses a qualitative method with a descriptive design. The research instruments used include observation and interviews, and the data were analyzed using interactive analysis. Findings/results – The results showed that scaffolding techni

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Wu, Yang, Yi Han, Yoke San Wong, and Jerry Ying Hsi Fuh. "Fibre-based scaffolding techniques for tendon tissue engineering." Journal of Tissue Engineering and Regenerative Medicine 12, no. 7 (2018): 1798–821. http://dx.doi.org/10.1002/term.2701.

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Noor, Naili Luma'ati. "Scaffolding Process Based on Error Analysis in Solving the Problem: Second Order Differential Equation." Jurnal Pendidikan Matematika (Kudus) 5, no. 1 (2022): 79. http://dx.doi.org/10.21043/jpmk.v5i1.14418.

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<p class="06ContentAbstract">Error analysis in solving mathematics problems is needed to be done so that the lecturer and the students can find out the students’ error in solving the problems. So, in the future the lecturer will administer the more appropriate scaffolding. The aim of this research is to analyze the appropriate scaffolding administered for the students based on error identification according to the Newman procedure of the students in solving second order differential equation. The method of this research was qualitative research case study design. The subject of the resea

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Tsojon, Jifin Danbeki. "Determination and Utilization of Mentoring and Scaffolding Mechanisms by Lecturers for Teaching Vocational Agricultural Education to Students in Tertiary Institutions of Taraba State, Nigeria." International Journal of Vocational and Technical Education Research 9, no. 3 (2023): 45–55. http://dx.doi.org/10.37745/ijvter.15/vol9n34555.

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The study was to determine the utilization of mentoring and scaffolding techniques by lecturers for teaching Vocational Agricultural Education to students in Tertiary Institutions in Taraba State. The study adopted descriptive survey research design. Four research questions guided the study. The areas of the study were the Tertiary Institutions in Taraba State that offer Vocational Agriculture. The institutions include; College of Education, Zing, Taraba State University Jalingo, College of Agriculture Science and Technology and Federal University Wukari. The population of the study was 200 le

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Huiling Zhang and Charanjit Kaur Swaran Singh. "Scaffolding and Reading Comprehension: A Literature Review." International Journal of Modern Languages and Applied Linguistics 9, no. 2 (2025): 89–109. https://doi.org/10.24191/ijmal.v9i2.4671.

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This literature review critically examined the role of scaffolding in enhancing reading comprehension amongEnglish as a Foreign Language and English as a Second Language learners. Grounded in Vygotskian theory,which posited that scaffolding provides temporary support enabling learners to perform tasks beyond theircurrent capabilities, the review aimed to synthesise findings from 17 past studies. The guiding researchquestions included: What are the relevant past studies related to scaffolding and reading comprehension?What were the interventions used? What insights can be drawn from the results

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Arora, Bani, Hasan Al-Wadi, and Ernest Afari. "Scaffolding instruction for improvement in learning English language skills." International Journal of Evaluation and Research in Education (IJERE) 13, no. 2 (2024): 1265–75. https://doi.org/10.11591/ijere.v13i2.26659.

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Students who learn English as a foreign language (EFL) or English as a second language (ESL) often struggle with limited vocabulary and poor reading comprehension skills. This action research explores the effectiveness of implementing scaffolding instruction for university level EFL/ESL students in improving their language learning skills, namely critical reading, and study skills for reading. A sample of 36 foundation year students was involved in two cycles of intervention. Triangulation of data collection was done after each cycle through student survey (SS), language learning assessment (L

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Sofiatun, Siti, Pinta Deniyanti Sampoerna, and Lukman El Hakim. "The effect of scaffolding techniques on the ability of studentâ€™s reasoning ability and mathematics anxiety reviewed from gender." Unnes Journal of Mathematics Education 7, no. 1 (2018): 63–71. http://dx.doi.org/10.15294/ujme.v7i1.22574.

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The research conducted in Madrasah Aliyah Negeri (MAN) Insan Cendekia Serpong with quasi-experimental design aims to find out the effect of scaffolding technique on studentsâ€™ ability of mathematical reasoning (KPM) and mathematical anxiety (KM) viewed from gender. The research sample is class X of science students (MIPA) which consist of 87 students; 41 male and 46 female obtained by cluster random sampling technique. The research data was obtained from the KPM test result and KM questionnaire filling and processed with two-track anava and t-test to answer the research hypothesis. The findin

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Erna muliastrini, Ni ketut. "Pengaruh Model Pembelajaran Inkuiri dengan Teknik Scaffolding terhadap Kemampuan Literasi Sains dan Prestasi Belajar IPA." Jurnal Ilmiah Sekolah Dasar 2, no. 3 (2018): 230. http://dx.doi.org/10.23887/jisd.v2i3.16137.

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This study aimed at investigating the effect of inquiry learning model with scaffolding techniques toward ability of science literacy and natural science learning achievement. The design used in this study was using basic pattern Single Factorial Independent Group Design with quasi-experiment type. The sample used was 58 students. The data collected were ability of science literacy and naural science learning achievement. The data were analyzed by using MANOVA used SPSS 17.00 for windows. Research results showed that: First, the ability of science literacy students who were taught by using inq

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Babu, K.V.B. Ravindra. "Enhancing Listening Skills by Using Scaffolding Techniques in TBLT." International Journal of Research 10, no. 10 (2023): 104–18. https://doi.org/10.5281/zenodo.10051232.

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<i>Listening is an essential skill required for information reception and conversational participation. Though it is a primary skill acquired by all of us at the early stages of life, it is not often verified to enhance its effectiveness in the learners. Effective listening involves a complex mental process which is not trainable easily.  Task-based Language Teaching (TBLT) provides an opportunity to learners for real life language use. In the acquisition of second language learning, scaffolding techniques help the learners to accomplish the tasks with the help of 'More Knowledgeable Othe

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Sidky, Gihan. "Developing Students’ Writing through Scaffolding Techniques in a Workshop Forum." Journal of Language Teaching and Research 10, no. 5 (2019): 963. http://dx.doi.org/10.17507/jltr.1005.07.

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This study aimed at enhancing students’ essay writing skills at the secondary stage through scaffolding techniques in a workshop forum. The participants of the study were 40 students at the first secondary stage in a governmental language school. Qualitative methods were used in data analysis; a sample of students’ writings was analyzed in light of the academic writing assessment criteria (Rose et al. 2008). A pre-posttest was administered to highlight progress in students’ writing in the three genres. Scaffolding techniques proved to be effective in improving students’ writing skills, specifi

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Dey, Paramita, Soumik Bhunia, and Soumyojit Dey. "TISSUE SCAFFOLDING: AN UPCOMING TISSUE FABRICATION TECHNIQUE." International Journal of Advanced Research 11, no. 12 (2023): 793–802. http://dx.doi.org/10.21474/ijar01/18046.

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Tissue engineering (TE) is a multidisciplinary research that combines clinical medicine, biology, biochemistry, and materials science. TE involves the creation of scaffolds that can replicate the characteristics of the extracellular matrix (ECM) of tissues to ensure complete and whole regeneration. During the past decade, a wide range of materials have been chosen for bone tissue engineering and combined with these production techniques. Several production methods, including electro-spinning, freeze-drying, bio-printing, and de-cellularization, have been used to create scaffolds for tissue eng

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Susilowati, Puji Lestari, and Novisita Ratu. "ANALISIS KESALAHAN SISWA BERDASARKAN TAHAPAN NEWMAN DAN SCAFFOLDING PADA MATERI ARITMATIKA SOSIAL." Mosharafa: Jurnal Pendidikan Matematika 7, no. 1 (2018): 13–24. http://dx.doi.org/10.31980/mosharafa.v7i1.337.

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AbstrakTujuan penelitian ini adalah untuk mengidentifikasi kesalahan siswa berdasarkan Tahapan Newman dan scaffolding pada materi aritmatika sosial. Penelitian ini merupakan penelitian tindakan. Subjek penelitian ini adalah siswa SMP Pangudi Luhur Salatiga kelas VII. Teknik pengumpulan data yang digunakan adalah tes dan wawancara klinis. Instrumen penelitian dalam penelitian ini adalah peneliti sendiri dan dibantu oleh instrumen pendukung berupa soal tes dan pedoman wawancara. Teknik analisis data yang digunakan mencakup transkrip hasil wawancara, reduksi data, analisis, dan triangulasi. Hasil

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Kirova, Anna, and Nicole M. Jamison. "Peer scaffolding techniques and approaches in preschool children’s multiliteracy practices with iPads." Journal of Early Childhood Research 16, no. 3 (2018): 245–57. http://dx.doi.org/10.1177/1476718x18775762.

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This article presents findings from a 4-month qualitative intrinsic case study that examined 25 preschool children’s early multiliteracy experiences and technology uses within the context of their homes and classroom. First, to find out about the different forms of technology and literacy practices the children participated in within their homes and classroom, we surveyed 13 parents and the two classroom teachers. Next, we conducted regular in-class observations, interviewed seven children about their digital experiences, and analyzed digital artifacts created on the iPads. Vygotsky’s sociocul

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Subiyakto, Agus, Intan Sari Rufiana, and Dwi Avita Nur Hidayah. "Peningkatan Kemampuan Komunikasi Matematis Siswa Menggunakan Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS) Berbantuan Teknik Scaffolding." Jurnal Edukasi Matematika dan Sains 8, no. 1 (2020): 7. http://dx.doi.org/10.25273/jems.v8i1.5673.

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The aim of this study is to describe the implementation of Two Stay Two Stray (TSTS) cooperative learning assisted by Scaffolding techniques. This study is also to determine students' mathematical communication skills and student learning outcomes after the implementation of Two Stay Two Stray (TSTS) cooperative learning assisted by Scaffolding techniques. This research was conducted in class VIIIC of SMPN 1 Siman at 2019/2020 academic year. The Classroom Action Research (CAR) design was carried out in 2 cycles, in which the data collection instruments were in the form of test questions and ob

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Sari, Septi Retno, Teguh Wibowo, and Nila Kurniasih. "Use of Scaffolding Techniques in Mathematical Problem Solving in Students Who Have Mathematics Anxiety." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 3, no. 1 (2024): 768–75. http://dx.doi.org/10.57235/aurelia.v3i1.1755.

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Solving mathematical problems is important in mathematics. This research aims to determine the mathematical problem solving abilities of students who have moderate levels of mathematics anxiety by using scaffolding techniques. This type of research is qualitative with a case study approach. The research subjects were 3 class VIII students at a junior high school in Purworejo, Central Java. The research instruments used included problem-solving ability test questions, mathematics anxiety questionnaires, and interview guides. Data is analyzed by reducing data, presenting data, and drawing conclu

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Hattan, Courtney, and Patricia Alexander. "Scaffolding Reading Comprehension for Competent Readers." Literacy Research: Theory, Method, and Practice 67, no. 1 (2018): 296–309. http://dx.doi.org/10.1177/2381336918786885.

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Scaffolding has been shown to facilitate students’ text comprehension and task performance. Yet less is known about the necessity of scaffolding for competent students reading unfamiliar content. To explore that question, we investigated the effects of two knowledge scaffolding techniques (i.e., mobilization and concept mapping) versus control on undergraduates’ comprehension overall and by question type. The 118 undergraduates were randomly assigned to a condition and read a text about cellular biology. Results indicated a significant effect of scaffolding on students’ comprehension after con

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Takaria, Johannis. "Peningkatan Self Concept Siswa Sekolah Dasar Melalui Teknik Scaffolding." Jurnal Bimbingan dan Konseling Terapan 3, no. 2 (2019): 11. http://dx.doi.org/10.30598/jbkt.v3i2.1023.

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AbstractThe purpose of the study was to analyze the differences in the increase in self-concept of elementary school students through scaffolding techniques in Saparua District, Central Maluku Regency, Maluku Province. The method used was a quasi-experimental design with one group pretest-posttest and involved 30 elementary school students as research samples. The test uses paired sample t-test and it is identified that there are differences in students' self concepts before and after scaffolding techniques are applied. Self-concept enhancement was analyzed using N-gain, where each self-concep

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Adytia Putri, Aulia, Nanang Priatna, and Kusnandi Kusnandi. "Analysis of Student Errors in Solving Mathematics Problems Based on Newman Procedure and Providing Scaffolding." Numerical: Jurnal Matematika dan Pendidikan Matematika 7, no. 2 (2023): 321–32. http://dx.doi.org/10.25217/numerical.v7i2.3993.

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This error analysis can help teachers identify errors often made by students and provide appropriate solutions to overcome these errors. By knowing and understanding the mistakes students make, ways can be found to minimize or find the right solution to reduce these mistakes. This research aims to describe how students make errors based on Newman's procedural error analysis in solving SPLDV questions and providing Scaffolding based on the cause and type of error to reduce these errors. This research is a qualitative descriptive study. The research subjects were 9 class VIII students at SMPN 15

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Asrial, Asrial, Silvina Noviyanti, Dwi Agus Kurniawan, et al. "Problem-Based Learning Model in Classroom Management with Scaffolding Techniques on Learning Outcomes and Student Independence." International Journal of Elementary Education 5, no. 4 (2021): 657. http://dx.doi.org/10.23887/ijee.v5i4.39621.

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There are still many students who get scores below the average. It is because students have difficulty in learning. This study examines the effect of problem-based learning models with scaffolding techniques, the effect of independent learning on student learning outcomes, and the level of differences in learning outcomes between students who apply problem-based learning models and problem-based learning models with scaffolding techniques rather than conventional learning models. This study uses a quantitative research type with a quasi-experimental design with a 3 x 3 factorial design, using

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Ar-Rafi, M. Whyan Hafizh, and Dirasti Novianti. "Pengaruh Pembelajaran Berbasis Masalah Kontekstual Matematika dengan Teknik Scaffolding terhadap Kemampuan Komunikasi Matematis Siswa SMA ditinjau dari Self Efficacy." Circle: Jurnal Pendidikan Matematika 3, no. 2 (2023): 201–11. http://dx.doi.org/10.28918/circle.v3i2.1139.

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This research aims 1) to determine the differences in the mathematical communication abilities of students who are given contextual problem-based learning with scaffolding techniques and conventional learning, 2) to determine the differences in the mathematical communication abilities of students with high, medium and low self-efficacy. This research uses a quantitative approach with a quasi-experimental type of research with a pretest posttest control group research design. Data analysis techniques are descriptive statistics and inferential statistics. The results of data analysis show that 1

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Risaaldi, Hafidh Muhammad, and Ika Wahyu Widyawati. "Strategi Scaffholding pada Prinsip Zone of Proximal Development dalam Materi Seni Patung pada Kelas IX." Journal of Innovation and Teacher Professionalism 2, no. 1 (2024): 110–16. http://dx.doi.org/10.17977/um084v2i12024p110-116.

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Penelitian ini bertujuan untuk menerapkan strategi scaffolding pada prinsip Zone of Proximal Development (ZPD) dalam materi seni patung pada kelas IX-A di SMPN 12 Kota Malang, dengan menggunakan metode penelitian kualitatif dengan desain penelitian studi kasus. Teknik pengumpulan data dilakukan melalui observasi, dan dokumentasi. Data dianalisis dengan menggunakan teknik analisis data kualitatif. Dengan hasil penelitian menunjukkan bahwa penerapan strategi Scaffolding pada prinsip ZPD dalam materi seni patung pada kelas IX-A di SMPN 12 Malang dapat meningkatkan hasil belajar siswa. Hal ini di

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Fuadah, Neneng Samrotul, Dedi Heryadi, and Winarti Dwi Febriani. "EFEKTIVITAS TEKNIK SCAFFOLDING TERHADAP PEMBELAJARAN MENULIS TEKS DESKRIPSI KELAS V SDN 3 SUKAMANAH." PIWURUK: Jurnal Sekolah Dasar 1, no. 1 (2021): 45–54. http://dx.doi.org/10.36423/pjsd.v1i1.642.

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Abstract: This research is motivated by the low understanding of students in describing objects, the low understanding of the use of punctuation points and commas and the lack of continuity of one sentence with another. In the Indonesian language learning process, various learning techniques are needed, therefore the Scaffolding learning technique is expected to give effectiveness to the learning outcomes of students. In general, the Scaffolding technique is used to involve students taking an active and independent role in doing the given task. The purpose of this research was carried out to d

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Ewing, Gillian. "From Neuroplasticity to Scaffolding." International Journal of User-Driven Healthcare 2, no. 2 (2012): 24–43. http://dx.doi.org/10.4018/ijudh.2012040104.

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This paper is a review of cognitive aging research centred on the Scaffolding Theory of Aging and Cognition (STAC), a theory which brings together much of the previous research into cognitive aging over the past century and suggests directions for future work. From Santiago Ramon y Cajal, with his microscope and talented drawings, to today’s researchers with psychological and neurobiological methods and technology, particularly neuroimaging techniques, such as fMRI, sMRI, PET, etc., enormous progress has been made, through cognitive reserve, dedifferentiation, compensation, hemispherical asymm

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Shawqi Malla, Naznaz. "The Attitude of EFL University Students towards the Application of Scaffolding in Writing Classes." Twejer 7, no. 3 (2024): 1204–34. https://doi.org/10.31918/twejer.2473.44.

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This paper aims to investigate the learners' attitudes and perceptions about scaffolding instruction and the development of English writing skills in EFL writing classes at the university level. For the purpose of data collection, a quantitative method through a questionnaire was adopted. The questionnaire was distributed among students who received scaffolding instruction in writing for 12 weeks. Regarding the sample of the study, thirty-one (out of sixty-one) English major sophomores were purposively selected from the faculty of Arts at Soran University in the academic year 2022-2023. The fi

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Nurhayati, Dwi Astuti Wahyu. "The Students’ Responses on Learning English Phonology Deploying Scaffolding: How does This Technique Support Higher Linguistics Stages?" IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 7, no. 1 (2022): 199. https://doi.org/10.21093/ijeltal.v7i1.1271.

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The indicated research aimed to identify pupils’ reactions to the deploying scaffolding technique to learn English phonology. In this research, the data were assembled for 5 months, starting from February to June 2022, and they were gained through observation and distributing questionnaires by individual and group assessment. It involved 48 Indonesian college students in the second semester who were majoring in English and joining English phonology classes as well. The students and lecturers conducted demonstrative school room reciprocal action in English interaction phases in UIN SATU Tulunga

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Amanullah, Akhmad Syah Roni, Endang Sri Wulaningsih, and Indrayani Nurdiana Sari. "Implementasi Teknik Scaffolding Untuk Mengembangkan Kecerdasan Kognitif Anak Usia Dini." Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah 5, no. 1 (2022): 82–93. http://dx.doi.org/10.58518/awwaliyah.v5i1.928.

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This study departs from the problem where early childhood experiences delays in cognitive development. The delay in cognitive development is due to the learning model provided by parents or teachers which is still limited to providing advice and "warnings", even though early childhood in the pre-operational period needs an example of real actions so that children are easier to understand and take action. This study aims to develop AUD cognitive intelligence through scaffolding techniques so that children's cognitive development can develop well and quickly. This study uses descriptive qualitat

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Nicole Tatum, Marlynn, and Tonya Huber. "Universal ESL Scaffolding for the K-12 Teacher: A Literature Review." Research Journal of Education, no. 66 (June 25, 2020): 57–62. http://dx.doi.org/10.32861/rje.66.57.62.

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This review of the literature analyzes scaffolding as it relates to best practices in the English as a second language (ESL) classroom, grades K-12. As defined by many professional educators, instructional scaffolding is temporary support provided to students on an individual basis based on their needs. Despite the ever-increasing population of ESL students in K-12 classrooms, the ESL instructional approach lacks consistency from country to country, state to state, and classroom to classroom. There is a wealth of research on ESL instructional techniques, but a lack of studies on the impact of

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Nuriavani, Dina, Dwi Rahmawati, and Rina Agustina. "EFEKTIVITAS STRATEGI PEMBELAJARAN SCAFFOLDING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA." EMTEKA: Jurnal Pendidikan Matematika 5, no. 2 (2024): 556–66. https://doi.org/10.24127/emteka.v5i2.5326.

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This aim of the research to determine the effectiveness of the scaffolding learning strategy on mathematical problem solving abilities at UPTD SMPN 1 Sekampung Udik. The research method used is quantitative with a quasi-experimental type. The sampling technique used cluster sampling involving 7 classes so that class VIII C was obtained as an experimental class using scaffolding learning with a number of students, namely 30 and class VIII D as a control class using expository learning with a number of students, namely 29. This research instrument used ability test questions. mathematical proble

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Tieku, Ebenezer, Emma Sarah Eshun, and Bliss Acheampong. "Assessing teachers’ knowledge and application of the scaffolding model for teaching reading comprehension: The case of new Juaben South Municipality." Adom Social Science and Humanities Journal 1, no. 1 (2025): 17–44. https://doi.org/10.60129/asshj.v1i1.00525.

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This study seeks to assess teachers’ level of knowledge and application of the scaffolding model in teaching reading comprehension lessons at basic six within the new Juaben South Municipality of the Eastern Region of Ghana. Forty (40) public primary school teachers in the Ogua Circuit were purposively sampled for the study. The mixed methods sequential explanatory design was used to assess the knowledge and techniques of the usage of the scaffolding model in reading comprehension lessons. The quantitative data was gathered via a questionnaire while the qualitative data was done using observat

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Isoeva, Begimkhon. "SCAFFOLDING. NURTURING LEARNERS' PROFICIENCY IN CONTENT AND LANGUAGE INTEGRATED CLASSROOM." Oriental Renaissance: Innovative, educational, natural and social sciences 4, no. 24 (2024): 83–87. https://doi.org/10.5281/zenodo.14185307.

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<em>In the field of education, scaffolding refers to the instructional technique that provides temporary support to learners as they acquire new knowledge, skills, or competencies. Originally developed by psychologist Lev Vygotsky, scaffolding has proven to be a powerful approach in language teaching, enabling educators to guide students through challenging tasks and gradually withdraw support as learners gain independence. This paper explores the concept of scaffolding in teaching English as L2, its benefits and practical strategies to implement it effectively in a content and language integr

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Hargis, Paige Ashley, Austin Fletcher, and Ambarish Bhat. "Coil embolization of a complex renal artery aneurysm using a new scaffold (Comaneci) device – A case report." Journal of Clinical Imaging Science 12 (September 27, 2022): 55. http://dx.doi.org/10.25259/jcis_57_2022.

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Advances in endovascular approaches have resulted in increasing utilization of minimally invasive techniques to treat visceral artery aneurysms including renal artery aneurysms (RAAs), with high rates of success. The basic endovascular approach to treating RAAs includes stent graft exclusion or coil embolization. Treatment of RAAs with wide necks or at the bifurcation of the main vessel is facilitated by scaffolding techniques, which have been previously described. These techniques have their limitations and cannot be used in all situations. We describe a scaffolding technique using the Comane

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Abbasi Mojdehi, Hamed, and Abbas Ali Zarei. "Vertical Grammatical Variability in Writing." BELT - Brazilian English Language Teaching Journal 14, no. 1 (2023): e44578. http://dx.doi.org/10.15448/2178-3640.2023.1.44578.

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The present study aimed to investigate the effects of scaffolding techniques on eliminating the grammatical variability in IELTS. 120 IELTS candidates were selected randomly and placed in a control, and three experimental groups. Prior to the course, the candidates and teachers were interviewed regarding the effectiveness of scaffolding techniques. The teachers were also asked to keep a diary and report every session. On the first, 10th, 20th, and 30th sessions, three essay writing topics were given to all the candidates, and their grammatical accuracy and variability were rated by official IE

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