Peer Scaffolding in Promoting Critical Thinking Engagement
Shahizah Shukri1, Zaidatun Tasir2
1Shahizah Shukri, MARA Junior Science College, Jalan Bukit Larut, Taiping, Perak, Malaysia.
2Zaidatun Tasir*, School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malaysia, Skudai, Johor, Malaysia.

Manuscript received on November 19, 2019. | Revised Manuscript received on November 29 2019. | Manuscript published on 30 November, 2019. | PP: 9976-9985 | Volume-8 Issue-4, November 2019. | Retrieval Number: D4422118419/2019©BEIESP | DOI: 10.35940/ijrte.D4422.118419

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Abstract: This study investigates the potential of the peer scaffolding technique in promoting students’ critical thinking engagement. It was conducted using a quantitative descriptive research design. A problem-solving approach was applied in designing the learning activities in Facebook. The Facebook discussion transcripts were analysed using content analysis and social network analysis techniques. The findings showed that offering feedback and offering opinion from the Content dimension were the dominant types of peer scaffolding techniques among students, whereas, for students’ critical thinking engagement, Clarification was the dominant level. Meanwhile, the correlation analysis showed a high and significant relationship between the peer scaffolding applied and the level of critical thinking engagement, compared to the peer scaffolding received and the level of critical thinking engagement. The peer scaffolding patterns applied in promoting high levels of critical thinking engagement were offering cues and offering explanations. In conclusion, peer scaffolding techniques should be utilised in learning, as they encourage students to enhance their critical thinking engagement through the interaction process.
Keywords: Critical Thinking, Facebook, Peer Scaffolding, Social Network Analysis.
Scope of the Article: Behaviour of Structures.