Indian Journal of Public Health Research & Development

Wiwik Widajati ¹, Punaji Setyosari ², I Nyoman S. Degeng ², Sumarmi ², Mustaji ³

Affiliations
1 Postgraduate Doctoral Student of Universitas Negeri Malang, ID
2 Graduate School, State University of Malang, ID
3 Faculty of Education, State University of Surabaya, ID

Abstract

This study aims to examine the effect of guided investigation group scaffolding questions and assignments on improving learning outcomes in solving social problems in Indonesian inclusive schools. It used a quasi-experimental design and took inclusive junior high school students in Surabaya Indonesia. It used test results and inventory self-efficacy. Data were analyzed using two-way ANOVA. The results showed that the learning outcomes of social problem solving students who studied with guided investigation group scaffolding questions and assignments increased more than students who studied with unguided investigation groups, self efficacy significantly affected the increase in social problem solving learning outcomes, students with high self efficacy learning outcomes are higher than students with low self efficacy, there is an interaction between learning strategies with self efficacy in improving the results of learning social problem solving.

Keywords

Guided Group Investigation, Task Question Scaffolding, Self Efficacy, Social Problem Solving.

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