Scaffolding with Peer Tutoring in the Teacher's Perspective: Could Its Implementation in Learning Programs Improve Scientific Communication Skills and HOTS

This essay's purpose is to provide a summary the perceptions of science teachers towards scaffolding learning programs with peer tutoring in improving scientific communication skills and HOTS. research was conducted province Lampung, Indonesia, involving 74 middle school teacher respondents. A mixed method sequential explanatory design used for study. Data were collected through interviews surveys, descriptive analysis analyse results. The survey findings indicate that instructors have favourable opinion using conjunction tutoring. analysis's most not classroom help students advance from their current competencies potential competencies. In addition, also implemented