Scaffolding Strategy of Supervisor Teachers in Managing Students' Performative Anxiety in Madrasah Religious Activities

Muhammad Al Fatih; Muhammad Pandu Rizqillah; Purnomo Purnomo

doi:10.63922/ijevss.v5i04.6632

Muhammad Al Fatih Universitas Islam Negeri (UIN) Salatiga, Indonesia
Muhammad Pandu Rizqillah Universitas Islam Negeri (UIN) Salatiga, Indonesia
Purnomo Purnomo Universitas Islam Negeri (UIN) Salatiga, Indonesia

DOI: https://doi.org/10.63922/ijevss.v5i04.6632

Keywords: Scaffolding; Performative Anxiety; Self-Efficacy; Religious Activities; Madrasah.

Abstract

Friday worship activities in madrassas require students to take turns appearing in front of school residents, so this condition has the potential to cause performative anxiety when speaking in public. The application of scaffolding is known to support students' self-efficacy, but its use as a mentoring strategy in religious activities is still limited to study. This study aims to describe the scaffolding strategy of the supervisor teacher, describe the performative anxiety conditions of students before and after mentoring, and analyze the supporting factors and inhibitions of its implementation. The research uses a descriptive qualitative approach with a case study design. Data were collected through participatory observation, semi-structured interviews, and documentation. The results of the study showed six forms of scaffolding applied by teachers, namely identification of readiness and interests, simplification of tasks and gradual exercises, continuous exercises, positive feedback and reinforcement, frustration control, and demonstration, modeling, and fading. The assistance is related to changes in students' conditions, fluency in speech, and students' confidence, although the anxiety response is different for each individual. Its application is supported by continuous practice, time allocation, and the support of teachers and peers, while the obstacles are in the form of limited facilities and time and low confidence of some students. These findings show that scaffolding can be used as a contextual mentoring strategy in madrasah religious activities.

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