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Unlike general approaches to learning, the Causalitic-Thinking Approach, aims to construct phenomena that have more than one possible answer. However this approach requires scaffolding strategies. This study aims to investigate the strategy of developing scaffolding in learning with the Causalitic-Thinking Approach to increase students' problem-solving abilities; namely, understanding, selecting, differentiating, determining, applying, and identifying. An embedded experimental two-phase designdoi:10.36681/tused.2020.8 fatcat:aqe5c5ys6fajdpn7whxbagzexe