Abstract
Effective teaching is an ideal form of instruction that optimizes students’ abilities. Various instructional strategies can be applied to achieve optimal learning outcomes, one of which is scaffolding. This study aimed to analyze the implementation of scaffolding within the Zone of Proximal Development (ZPD) in history instruction for Grade X Social Sciences 3 at SMA Laboratorium UM and to evaluate its impact on students’ understanding and learning independence. The study used a qualitative descriptive approach. Data were obtained through observation, interviews, and document analysis. The findings showed that scaffolding was highly important in history learning because students still required teacher assistance to complete learning tasks. The support provided through scaffolding was effective in gradually improving both students’ understanding and their learning independence. These findings emphasize the important role of teachers as facilitators who support student development in accordance with each learner’s ZPD.
First Page
540
Last Page
548
Recommended Citation
Antisna, I.,
&
Sayono, J.
(2025).
Penerapan Scaffolding pada Zone of Proximal Development dalam Pembelajaran Sejarah Kelas X IPS.
Journal of Innovation and Teacher Professionalism, 3(3), 540-548.
DOI: https://doi.org/10.17977/um084v3i32025p540-548
Available at:
https://citeus.um.ac.id/jitpro/vol3/iss3/6