THE EFFECT OF PROSEDURAL SCAFFOLDING IN GROUP INVESTIGATION ON CREATIVE AND CRITICAL THINKING ABILITY OF STUDENTS WITH HIGH AND LOW PRIOR KNOWLEDGE

Abstract

Efforts to improvement are being made to overcome the obstacles in developing students' creativity is to provide assistance (apprenticeship) in the form of a Group Investigation (GI) based procedural scaffolding. The aim of this study is to find the effect of GI-based procedural scaffolding and prior knowledge of students in Creative Thinking Skills and Critical Thinking Skills in physics. This study uses quasi experimental study with factorial design. The instrument used in this study is the prior knowledge tests in multiple choice form, test creative thinking skills and critical thinking in the form of essay. The data collected are analyzed using techniques of inferential statistics with Manova. The results showed that: (1) There is no difference in the ability of creative thinking skills among groups of students who use the strategy of GI-based procedural scaffolding and GI, (2) There is no difference in the ability of creative thinking skill of students who have prior knowledge of high and low, (3 ) There is no interaction effect between learning (strategy of GI-based procedural scaffolding and GI) and prior knowledge of students' creative thinking skills of students, (4) There are differences in the ability of critical thinking skills among groups of students who use the strategy of GI-based procedural scaffolding and GI (5) There is a difference in critical thinking skills of students who have prior knowledge of high and low, and (6) There is no interaction effect between learning (strategy of GI-based procedural scaffolding and GI) and prior knowledge of students' critical thinking skills of students.