Improving learning outcomes of ecological concept using scaffolding strategy on scientific approach

Learning about the environment for prospective teachers in public primary schools with the lecture method does not equip students how the direct impact of pollution on aquatic organisms and provide little opportunity for undergraduate students learn design of experiments. This study aims to assess the use of scaffolding strategies IMWR (inspiring-modeling-writing-reporting) on the scientific approach to improving the mastery of concepts. The study was conducted in the department of elementary education from the State Islamic University Sunan Ampel Surabaya Indonesia. Students are given a pretest before the next lesson scaffolding strategy applied on the scientific approach and given a post-test after the lesson. The data recorded is the improvement of learning outcomes, implementation strategies IMWR in the learning process with a scientific approach, and the response from students about learning. Data analysis was performed to determine learning outcomes by calculating the gain n (gain normalized). The results showed that the use of scaffolding strategies IMWR on the scientific approach can improve environmental concept with n gain of 0.68 (medium category), implementation of the strategy IMWR goes well, and the positive response from the students after learning.