DEVELOPING STUDENTS' DESCRIPTIVE READING SKILLS AND CRITICAL THINKING THROUGH THE SCAFFOLDING STRATEGY USING GOOGLE WORKSPACE FOR EDUCATION (GWE)
Abstract
The use of technology remains a need to integrate into the teaching-learning process. Meanwhile, the students are still weak in reading skills with their low critical thinking capacity and engage more activities not being tied and integrated into the learning process at school. The aim of this study was to explain the effectiveness of the scaffolding strategy using GWE on the students’ descriptive reading skills and critical thinking and to inquire about the relationship between those two variables. This study used a quasi-experimental design with two research instruments, namely a standardized descriptive text test sourced from the National Examination from 2005-2019 and a 21-critical thinking questionnaire items that had been validated by the expert. The subjects of this research were the tenth grade of senior high students of an integrated public school in Tana Tidung and were taken randomly to be an experimental class and a control class with 32 students for each of these classes. The results revealed that the implementation of the scaffolding strategy with the use of GWE could develop the students’ descriptive reading skills and critical thinking. Additionally, their descriptive reading skills and Greenstein’s critical thinking across four dimensions, namely: (a) critical thinking, multiple viewpoints; (b) analysing information; (c) using data to develop critical insight; and (d) using data to develop advanced clarification indicated stronger relationship. Thus, the implementation of the scaffolding strategy had to be supported to develop in the teaching learning process and to research in a broader scope for continual development.
Keywords
References
Ahmadi, D. M. R. (2018). The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education, 3(2), 115–125. https://doi.org/10.29252/ijree.3.2.115
Clark, K. F., & Graves, M. F. (2005). Scaffolding Students’ Comprehension of Text. The Reading Teacher, 58(6), 570–580. https://doi.org/10.1598/rt.58.6.6
Clements, D. H., & Sarama, J. (2000). Strip mining for gold: Research and policy in educational technology — A response to “Fool’s Gold.” Association for the Advancement of Computing in Education (AACE), 11(1), 7–69. http://www.editlib.org.ezproxy.csu.edu.au/f/17793
Cole, M. (2009). Using Wiki technology to support student engagement: Lessons from the trenches. Computers and Education, 52(1), 141–146. https://doi.org/10.1016/j.compedu.2008.07.003
Cook, C. W., & Sonnenberg. (2014). Technology And Online Education: Models For Change. Contemporary Issues In Education Research, 7(3), 171–188.
Costley, K. C. (2014). The Positive Effects of Technology on Teaching and Student Learning. https://api.semanticscholar.org/CorpusID:147500491
D’Angelo, C. (2018). The Impact of Technology: Student Engagement and Success. https://api.semanticscholar.org/CorpusID:195454155
Dillenbourg, P., Schneider, D., & Synteta, P. (2015). Virtual learning environments. Proceedings of the 3rd Hellenic Conference Information & Communication Technologies in Education, 2002, 1.
Diprossimo, L., Ushakova, A., Zoski, J., Gamble, H., Irey, R., & Cain, K. (2023). The associations between child and item characteristics, use of vocabulary scaffolds, and reading comprehension in a digital environment: Insights from a big data approach. Contemporary Educational Psychology, 73, 102165. https://doi.org/https://doi.org/10.1016/j.cedpsych.2023.102165
Dudduan, C., Nirat, & Sumalee, C. (2015). Development of learning management model based on constructivist theory and reasoning strategies for enhancing the critical thinking of secondary students. Educational Research and Reviews, 10(16), 2324–2330. https://doi.org/10.5897/err2015.2193
Eiland, L. S., & Todd, T. J. (2019). Considerations when incorporating technology into classroom and experiential teaching. Journal of Pediatric Pharmacology and Therapeutics, 24(4), 270–275. https://doi.org/10.5863/1551-6776-24.4.270
Emzir. (2015). Metodologi Penelitian Pendidikan: Kuantitatif dan Kualitatif (Revisi). Rajawali Pers.
Gokcearslan, S., & Ozcanb, S. (2011). Place of wikis in learning and teaching process. Procedia - Social and Behavioral Sciences, 28(December 2011), 481–485. https://doi.org/10.1016/j.sbspro.2011.11.092
Gökçearslan, Ş., Solmaz, E., & Coşkun, B. K. (2019). Critical Thinking and Digital Technologies: An Outcome Evaluation. In Rapid Automation: Concepts, Methodologies, Tools, and Applications (pp. 1407–1433). IGI Global. https://doi.org/10.4018/978-1-5225-8060-7.ch066
Google Workspace Admin. (2023a). Get started with Google Workspace for Education. Https://Support.Google.Com/. https://support.google.com/a/answer/2856827?hl=en
Google Workspace Admin. (2023b). Ringkasan Google Workspace for Education. Https://Edu.Google.Com/. https://edu.google.com/intl/ALL_id/workspace-for-education/editions/education-fundamentals/%0A
Greenstein, L. (2012). Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning. SAGE Publications. https://books.google.co.id/books?id=ysK9HX-i9qQC
Hake, R. R. (1999). Analyzing Change/ Gain Scores. chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://web.physics.indiana.edu/sdi/AnalyzingChange-Gain.pdf
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(February), 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Kemdikbud, S. (2022). Perjanjian Kinerja Tahun 2022 Kepala Pusat Data dan Teknologi Informasi Dengan Sekretaris Jenderal. 11, 2–4.
Laser-Freeman, D. (2001). Techniques and Principles in Langauge Teaching: 2nd Edition. Journal of English Studies, 3(2), 277–281.
Law, V. T. S., Yee, H. H. L., Ng, T. K. C., & Fong, B. Y. F. (2023). Transition from Traditional to Online Learning in Hong Kong Tertiary Educational Institutions During COVID-19 Pandemic. Technology, Knowledge and Learning, 28(3), 1425–1441. https://doi.org/10.1007/s10758-022-09603-z
Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72. https://doi.org/10.4103/aca.ACA_157_18
Narina, L. R. (2022). Scaffolding Technique in Reading Comprehension in The Junior High School. Journal of Educational Study, 2(2), 142–150. https://doi.org/10.36663/joes.v2i2.275
Niederhauser, D. S. (2013). Learning from technology or learning with technology theoretical perspectives on the nature of using technology in the classroom. In The Nature of Technology: Implications for Learning and Teaching (pp. 249–268). Sense Publishers. https://doi.org/10.1007/978-94-6209-269-3_14
Nurkhin, A., & Rohman, A. (2023). Using Google Workspace for Education to Engage Accounting Students. Jurnal Pendidikan Ekonomi Dan Bisnis (JPEB), 11(01), 80–88. https://doi.org/10.21009/jpeb.011.1.7
Nuryadi, Astuti, T. D., Utami, E. S., & Budiantara, M. (2017). Dasar-dasar Statistik Penelitian (1st ed.). Mercu Buana.
Obilor, E. I., & Amadi, E. C. (2018). Test for Significance of Pearson’s Correlation Coefficient. International Journal of Innovative Mathematics, Statistics & Energy Policies, 6(1), 11–23. www.seahipaj.org
Ocak, M. A., Gökçearslan, Ş., & Solmaz, E. (2020). Investigating Turkish Pre-service Teachers’ Perceptions of Blogs: Implications for the FATIH Project. Contemporary Educational Technology, 5(1). https://doi.org/10.30935/cedtech/6113
Ouyang, J. R., & Stanley, N. (2014). Theories and Research in Educational Technology and Distance Learning Instruction through Blackboard. Universal Journal of Educational Research, 2(2), 161–172. https://doi.org/10.13189/ujer.2014.020208
R. Armstrong, G., M. Tucker, J., & J. Massad, V. (2009). Interviewing the Experts: Student Produced Podcast. Journal of Information Technology Education: Innovations in Practice, 8, 079–090. https://doi.org/10.28945/174
Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: appropriate use and interpretation. Anesthesia & Analgesia, 126(5), 1763–1768.
Siregar, S. (2013). Metode Penelitian Kuantitatif Dilengkapi Perbandingan Perhitungan Manual dan SPSS (1st ed.). Prenadamedia Group.
Surbakti, F. Y., & Hasibuan, V. U. (2022). The Effectiveness Of Video Media Development To Improve Results Student Learning With Material Classification of Substances And the Changes. Jurnal Pendidikan LLDIKTI Wilayah 1 (JUDIK), 2(02), 49–56. https://doi.org/10.54076/judik.v2i02.255
Tarchi, C., & Mason, L. (2020). Effects of critical thinking on multiple-document comprehension. European Journal of Psychology of Education, 35(2), 289–313. https://doi.org/10.1007/s10212-019-00426-8
Thuan, P. D. (2022). Employment of Google Tools in English Language Education: A Review. British Journal of Multidisciplinary and Advanced Studies, 3(2), 70–77. https://doi.org/10.37745/bjmas.2022.0073
Thuan, P. D., & Hanh, N. T. H. (2024). Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom. International Journal of Evaluation and Research in Education , 13(2), 1287–1292. https://doi.org/10.11591/ijere.v13i2.27215
Townsend, A. M. (2002). Mobile Communications in the Twenty-first Century City BT - Wireless World: Social and Interactional Aspects of the Mobile Age (B. Brown, N. Green, & R. Harper (eds.); pp. 62–77). Springer London. https://doi.org/10.1007/978-1-4471-0665-4_5
Tutkun, O. F. (2011). Internet Access, Use and Sharing Levels among Students during the Teaching-Learning Process. Turkish Online Journal of Educational Technology, 10, 152–160. https://api.semanticscholar.org/CorpusID:7733811
Wadhwa, R. R., & Marappa-Ganeshan, R. (2023). T-test. https://www.ncbi.nlm.nih.gov/books/NBK553048/
Wolhuter, C., & Jacobs, L. (2021). COVID-19, the global education project and technology: Disrupting priorities towards rethinking education. Research in Social Sciences and Technology, 6(2), 96–109. https://doi.org/10.46303/ressat.2021.13
Yukawa, J. (2006). Co-reflection in online learning: Collaborative critical thinking as narrative. International Journal of Computer-Supported Collaborative Learning, 1, 203. https://doi.org/10.1007/s11412-006-8994-9
DOI: http://dx.doi.org/10.26418/jvip.v16i2.78267
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Jurnal Visi Ilmu Pendidikan
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
website: http://jurnal.untan.ac.id/index.php/jvip
Jurnal Visi Ilmu Pendidikan is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.