Guided Group Investigation, Scaffolding Task Questions and Self-Efficacy in Learning to Solve Social Problems in Inclusive Schools

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.