Scaffolding design to improve pedagogical competence of natural sciences for pre-service biology teachers

Abstract

This research aimed to develop the curriculum and module of natural science curriculum development for junior high school subject. This work is a research and development study. The development model used in this research was ADDIE. The results of validator assessment for the suitability of teacher’s qualification standard for the content knowledge = 3.8 (extremely valid). The suitability of teacher’s qualification standard for the content of pedagogical = 3.9 (extremely valid). Then the curriculum is developed into a module. The design of module is according to the principle of scaffolding. The most basic level contains the most complete example of cross-disciplinary integration. The second level is about the integration between sub-disciplines in science, the completeness of the example is reduced. Scaffolding at the highest level, fewer examples. The third level concerns aspects of pedagogical skills. Examples are given in two forms namely Curriculum 2013. Module 2 and 5 gaining 100% responses liked by the students are categorized practical. The hardest one to be understood is module 4. Module 2 is the most effective one in which the students achieved the highest score of 96. Module 3 is the most difficult one to be completed; the students’ mean was 47.