Wawan Gunawan, I. Nyoman Sudana Degeng, Sugeng Utaya, Sulton
This study aims to determine the differences in teaching with responsiveness and expository to conceptual and procedural understanding. Achievement motivation aims to describe the characteristics of students. The method in this study is Quasy Eksprimen Design. Data collection utilises interviews, tests, and questionnaires. The data analysis technique used is a multivariate analysis test. The results of the data analysis are (1) students taught by scaffolding with a relatively good expository obtained an average of 69.43 (2) students taught by scaffolding with a relatively better response obtained an average of 77.81. It can be concluded that the learning outcomes obtained through scaffolding with responsiveness better impact than through scaffolding with expository. © 2019 Primrose Hall Publishing Group.
State University of Malang, Indonesia
