Penerapan Strategi Pembelajaran Scaffolding untuk Meningkatkan Pemahaman Pengoperasian PPD (Sipat Datar) Peserta Didik: Penelitian

Fahmi Ismaun; R Machmud Sugandi; Siti Malika; Asih Safitri; Abdullah Wakhid Bakhtiar

doi:10.31004/jerkin.v5i1.3352

Authors

Fahmi Ismaun Universitas Negeri Malang
R Machmud Sugandi Universitas Negeri Malang
Siti Malika SMK Negeri 11 Malang
Asih Safitri Universitas Negeri Malang
Abdullah Wakhid Bakhtiar Universitas Negeri Malang

DOI:

https://doi.org/10.31004/jerkin.v5i1.3352

Keywords:

Scaffolding PPD, Automatic level Land Surveying SMK DPIB

Abstract

This study aims to evaluate the effectiveness of implementing scaffolding learning strategies in enhancing students' understanding of using the Penyipat Datar (Leveling Instrument) in the subject of Land Surveying. The subjects consisted of 32 tenth-grade students from the Building Information Modeling and Design Vocational Program (DPIB) at SMKN 11 Malang City during the 2024/2025 academic year. The research method employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted over two cycles, each comprising planning, action implementation, observation, and reflection stages. Data collection techniques included observation of student learning activities, formative tests to measure understanding, documentation of learning outcomes, and interviews to gather in-depth insights. The findings revealed that scaffolding strategies—applied through gradual assistance, group discussions, direct demonstrations, and peer mentoring—significantly improved students' conceptual understanding and practical skills. In Cycle I, the average student score was 69, with a learning mastery rate of 40%. After refining the strategy in Cycle II, the average score rose to 82, and the percentage of students achieving mastery increased to 84%. Statistical analysis using a paired sample t-test indicated a significant difference between the results of Cycle I and Cycle II. These findings suggest that scaffolding strategies not only effectively enhance learning outcomes but also foster independence, active participation, and procedural mastery of the instrument. Therefore, this strategy is highly recommended for sustained implementation in vocational school practice-based learning environments.

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