Implementation of the scaffolding strategy for inquiry learning in Bible studies for grade 1 students

Valerie, Kelly (2024) Implementation of the scaffolding strategy for inquiry learning in Bible studies for grade 1 students. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

The teacher needs to consider the material and other requirements before teaching as prepared on the happened context in classroom. As the application of IB curriculum, the learning practice using the applicable materials, which leads the students to think and reflect on how they use the concept they learnt before towards the conditions in daily life as enrich the experience of realizing their identity. As God’s creation, we are enabling for expressing ourselves to other beings through our rights for work with our feelings and knowledges. So, in this instructional designed strategy, students would like to have the concrete way to learn about God's plan in Bible Studies as getting the scaffolding and differentiation from the teacher. In the reality, there are many differences that students have, especially in their understanding which categorized them in "HC", "C", and "D" groups, but from it, the teacher could realized on how providing the learning session with the activity that in line with their learning characteristics through the concrete and procedural ways which involve the teacher's instruction and simplify way to explain about God's plan in Jesus' coming to them, so enrich their awareness about their own identity and express in the right acts. Keywords: Bible Studies, scaffolding, concrete approach / Guru perlu mempertimbangkan materi dan komponen persyaratan lainnya sebelum mengajar sebagaimana dipersiapkan pada konteks yang terjadi dalam kelas. Sebagai penerapan kurikulum IB, praktik pembelajarannya menggunakan materi aplikatif, di mana mengarahkan siswa untuk berpikir dan merefleksikan bagaimana mereka menggunakan konsep-konsep yang mereka pelajari sebelumnya terhadap kondisi kehidupan sehari-hari untuk memperkaya pengalaman dalam mewujudkan jati diri mereka. Sebagai ciptaan Tuhan, kita dimungkinkan untuk mengekspresikan diri kita kepada makhluk lain melalui hak kita untuk menggunakan perasaan dan pengetahuan kita. Jadi, dalam strategi pembelajaran yang dirancang ini, siswa ingin memiliki cara konkrit untuk belajar tentang rencana Tuhan dalam Pendidikan Agama Kristen dengan mendapatkan perancah dan diferensiasi dari guru. Pada kenyataannya, banyak perbedaan yang dimiliki oleh siswa, terutama dalam pemahamannya yang mengkategorikan mereka pada kelompok “HC”, “C”, dan “D”, tetapi guru dapat menyadari bagaimana memberikan pembelajaran yang sesuai dengan karakteristik belajar mereka melalui cara-cara konkrit dan prosedural yang melibatkan instruksi guru dan menyederhanakan cara menjelaskan rencana Tuhan dalam kedatangan Yesus kepada mereka, sehingga memperkaya kesadaran mereka tentang jati diri mereka dan mengungkapkannya dengan tindakan yang benar. Kata kunci: Pendidikan Agama Kristen, perancah, pendekatan konkret

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