Validation of Scaffolding in STEM-Based Open Inquiry Learning Design Rusdi (a), Maison (b) and Cicyn Riantoni (c*)
a) Department of Chemistry Education, Faculty of Teacher Training and Education, Universitas Jambi, Indonesia.
b) Department of Physics Education, Faculty of Teacher Training and Education, Universitas Jambi, Indonesia.
c) Department of Information Systems, Faculty of Computer Science, Universitas Dinamika Bangsa Jambi, Indonesia.
This article reports the results of research in the form of expert validation of scaffolding design in STEM-based Open Inquiry learning. The expert validators in this study were 3 lecturers from the Malang State University, Bengkulu University, and Jambi University. The validation process used an open-ended questionnaire. The results of the validation in this study were analyzed qualitatively by reducing the data obtained from 3 expert validators. The results of the validation in this study indicate that five important parts must be considered in designing learning based on the concept of scaffolding in STEM-based Open Inquiry learning, namely (1) the STEM concept in open inquiry must be designed as a whole, not separate things- (2) The role of lecturers must be minimized in the learning scheme- (3) The initial orientation stage in open inquiry does not contain complete information, but information that triggers students to think- (4) The whole series of learning activities are carried out by students- and (5) the type and form of delivery of scaffolding must be predicted according to the needs of students. The results of this study provide an important contribution to designing scaffolding learning in STEM-based open inquiry.
