Inclusive Education in Science: Factors Influencing the Development of Reflective Thinking and Problem-Solving

Abd.  Muis; Asham Bin Jamaluddin; Andi Citra Pratiwi

doi:10.48161/qaj.v5n3a1832

Authors

Abd. Muis Department of Biology Education, Universitas Negeri Makassar, Makassar City, South Sulawesi 90222, Indonesia.
Asham Bin Jamaluddin Department of Biology Education, Universitas Negeri Makassar, Makassar City, South Sulawesi 90222, Indonesia.
Andi Citra Pratiwi Department of Biology Education, Universitas Negeri Makassar, Makassar City, South Sulawesi 90222, Indonesia.

DOI:

https://doi.org/10.48161/qaj.v5n3a1832

Keywords:

communication, teacher scaffolding, collaborative learning, learning diversity, reflective thinking and problem solving.

Abstract

The study was to explore the relationship of communication, teacher scaffolding, collaborative learning, and learning diversity to students' reflective thinking and problem-solving in science learning. Through the utilization of quantitative research design and Structural Equation Modelling (SEM), this study collected data from 317 students in six secondary schools by using a validated questionnaire. The findings of this study show that communication has a positive impact on reflective thinking and problem solving, highlighting the role of teachers and students dialogue in enhancing students’ cognitive development. Teacher scaffolding positively influences reflective thinking, but has a negative effect on problem solving, hence indicating the need for a balance between teachers guidance and students autonomy. Collaborative learning enhances reflective thinking, although it shows a limited impact on problem solving. In addition, the significance of inclusive educational practices is suggested because the factors of learning diversity have a quasi-significant effect on reflective thinking. The integrative analysis used in this study produces new insights into combined impacts of communication, teacher scaffolding, collaborative learning, and learning diversity in science classrooms and suggests practical implications for improving the use of efficient instructional strategies that promote students’ cognitive competencies in learning science.

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