The conceptualization of scaffolding theories has been aforementioned referring

to Kennedy (2005), Smit et al. (2013), as well as Engin (2014) as a compass

to adjust theoretical and empirical research ground in addressing scaffolding
issues. This aims to be in line with the existing concepts of scaffolding, even
though we finally modify them into TBS. In the third group, teacher-based
scaffolding was applied by following these phases: orientation and induction, this
stage consists of two procedures, namely orientation and induction, in orientation
step, need analysis was done to which part of the content knowledge of teachers
which need to be improved, In induction steps, the expert could explain in brief
about the preconceptions built by the teachers Including foster motivation, selfconfidence, self-reliance, explanation of the program to be carried out; identify key
concepts and focus group discussions for understanding, at this stage the facilitator
helped the participants to identify the main concept of every materials that will be
taken in each group to discuss the mind mapping. Group facilitation and peer
mentoring, at this stage the facilitators came to every FGD group to analyze the
difficulties encountered and provide feedback in addition to the facilitator also
provided worksheets which contains a learning support. Assessment and feedback
extending, the result of the FGD was assessed using the rubric that have been
made previously by the facilitator. If the assessment showed good results and there
was a significant development in the mastery of content knowledge then it would be
given problems with different contexts without any learning support. If the
assessments showed not good results and not provide significant development, the
participants then returned to their FGD group and review their work until the
appropriate mastery learning was achieved.