PERSONAL SCAFFOLDING ADAPTIF PADA PROSES REMEDIAL UNTUK MENCAPAI KETUNTASAN BELAJAR
Kata Kunci:
computer-Based Scaffolding, Belajar Mandiri, Belajar Tuntas, learning lossAbstrak
Rencana pembukaan sekolah kembali setelah masa pandemi membutuhkan persiapan khusus terkait “learning loss”. Scaffolding berbasis komputer dapat menjadi pendamping pembelajaran hybrid, saat pemnbukaan sekolah kembali. Computer-Based Scaffolding (CBS) dalam pembelajaran tuntas merupakan bentuk usaha untuk mendukung pembelajaran mandiri. Berdasarkan hasil analisis literatur ditemukan dua gap penelitian pada scaffolding adaptif berbasis komputer. Pertama, perancah adaptif saat ini hanya merekomendasikan kembali materi non spesifik yang harus dipelajari jika siswa gagal mencapai asesmenkompetensi minumum pada tes formatif. Harus mempelajari semua materi uji dari awal membutuhkan banyak waktu, dan siswa dengan self regulated learning (SRL) yang rendah akan merasa bosan. Kedua, penelitian CBS terkait Flipped the Classroom (FTC) hanya berfokus di luar dan di dalam kelas, hal ini berpotensi menjadi kegagalan FTC. Dalam makalah ini, tantangan penelitian sehubungan dengan masalah tersebut diuraikan, dan kami mengusulkan metode untuk menyelesaikan masalah perancah non-spesifik dengan mengembangkan peta topik terarah untuk memberikan perancah adaptif berdasarkan diagnostik yang dipersonalisasi. Pada kerangka ini, memanfaatkan “test effect” dengan memberikan pembelajaran berbasis latihan soal (asesmen) sebagai perancah selangkah demi selangkah untuk membimbing siswa yang gagal dalam proses belajar secara mandiri dan fokus langsung pada topik yang belum dikuasainya. permasalahan FTC disolusikan dengan mengusulkan metode pembelajran setelah, selama kelas dan sebelum kelas.
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