Email this article Improving Students' Problem-Solving Ability through E-Scaffolding in Inquiry Learning
Abstract
Abstract: The purpose of this study was to analyze the effect of e-scaffolding on Newton’s law material on student’s problem solving abilities. This research uses a mixed-method type of explanatory design. Subjects in this study were 71 students of class X natural science program Senior High School 5 Malang, 35 students as the experimental group, and 36 students as the comparison group. The results showed that the problem-solving ability of students who received inquiry learning using e-scaffolding was 62.11 higher than students who learned using the usual method of 47.15. E-scaffolding conceptual-procedural provided helps students understand the concept of Newton’s law which guides and directs them to find solutions to a problem.
Abstrak: Tujuan dari penelitian ini adalah menganalisis pengaruh pemberian e- scaffolding pada materi hukum Newton terhadap kemampuan pemecahan masalah siswa. Penelitian ini menggunakan mixed methods jenis explanatory design. Subjek penelitian adalah 71 siswa kelas X IPA SMA Negeri 5 Malang, 35 siswa sebagai kelompok eksperimen dan 36 siswa sebagai kelompok pembanding. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah siswa yang mendapatkan pembelajaran inkuiri dengan e-scaffolding sebesar 62.11, lebih tinggi dibandingkan siswa yang belajar dengan metode biasa sebesar 47.15. E-scaffolding konseptual-prosedural yang diberikan membantu siswa memahami konsep hukum Newton dimana membimbing serta mengarahkan mereka untuk menemukan solusi dari sebuah masalah.Keywords
Full Text:
PDFReferences
Ahghar, G. (2012). Auto-regulation learning of High School Students in Tehran. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 688–694. https://doi.org/10.1016/j.sbspro.2012.11.462
Andrini, V. S. (2016). The Effectiveness of Inquiry Learning Method to Enhance Students ’ Learning Outcome : A Theoritical and Empirical Review. Journal of Education and Practice, 7(3), 38–42.
Belland, B. R., & Evidence, E. (2017). Instructional Scaffolding in STEM Education.
Docktor, J. L. (2009). Development and Validation of a Physics Problem-Solving Assessment Rubric (Nomor September).
Docktor, J. L., Dornfeld, J., Frodermann, E., Heller, K., Hsu, L., Jackson, K. A., Mason, A., Ryan, Q. X., & Yang, J. (2016). Assessing student written problem solutions : A problem-solving rubric with application to introductory physics. 010130, 1–18. https://doi.org/10.1103/PhysRevPhysEducRes.12.010130
Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics - Physics Education Research, 10(2), 1–58. https://doi.org/10.1103/PhysRevSTPER.10.020119
Docktor, J. L., Strand, N. E., Mestre, J. P., & Ross, B. H. (2015). Conceptual problem solving in high school physics. 020106, 1–13. https://doi.org/10.1103/PhysRevSTPER.11.020106
Donnell, A. M. O., Dansereau, D. F., & Hall, R. H. (2002). Knowledge Maps as Scaffolds for Cognitive Processing. 14(1), 71–72.
Eslinger, E., White, Æ. B., & Frederiksen, Æ. J. (2008). Supporting Inquiry Processes with an Interactive Learning Environment : Inquiry Island. 610–617. https://doi.org/10.1007/s10956-008-9130-6
Handono, S., Prastowo, B., Rahayu, M. P., & Jember, U. (2020). Karakteristik Kemampuan Siswa SMA Dalam Menyelesaikan Well dan Ill Structured Problems Pada Pembelajaran Fisika. 6(1).
Hegde, B. (2012). How do they solve it ? An insight into the learner ’ s approach to the mechanism of physics problem solving. 010109, 1–9. https://doi.org/10.1103/PhysRevSTPER.8.010109
Hestenes, D., Wells, M., & Swackhamer, G. (1992). Force concept inventory. 141. https://doi.org/10.1119/1.2343497
Hsu, Y., Lai, T., & Hsu, W. (2014). A Design Model of Distributed Scaffolding for Inquiry-Based Learning. 88. https://doi.org/10.1007/s11165-014-9421-2
Khalaf, B. K., Academy, L., Bt, Z., Zin, M., & Academy, L. (2018). Traditional and Inquiry-Based Learning Pedagogy : A Systematic Critical Review. 11(4), 545–564.
Koes-h, S., Suwasono, P., & Pramono, N. A. (2019). Efforts to improve problem solving abilities in physics through e-scaffolding in hybrid learning Efforts to Improve Problem Solving Abilities in Physics Through E-scaffolding in Hybrid Learning. 030006(March). https://doi.org/10.1063/1.5094004
Ku, K. Y. L. (2014). HKBU Institutional Repository Integrating direct and inquiry-based instruction in the teaching of critical thinking : An intervention study. 42, 251–269.
Lin, S., & Singh, C. (2011). Using isomorphic problems to learn introductory physics. 020104(March), 1–16. https://doi.org/10.1103/PhysRevSTPER.7.020104
Lin, T., Hsu, Y., Lin, S., Changlai, M., Yang, K., & Lai, T. (2012). A review of empirical evidence on scaffolding for science education. October 2011, 437–455. https://doi.org/10.1007/s10763-011-9322-z
Lindstrøm, C., & Sharma, M. D. (2009). Link maps and map meetings : Scaffolding student learning. January, 1–11. https://doi.org/10.1103/PhysRevSTPER.5.010102
Macgregor, S. K., & Lou, Y. (2004). Web-Based Learning : How Task Scaffolding and Web Site Design Support Knowledge Acquisition. 5191, 161–175.
Mistler-jackson, M., & Songer, N. B. (2000). Student Motivation and Internet Technology : Are Students Empowered to Learn Science ? 37(5), 459–479.
Oktavianti, E., Handayanto, S. K., & Saniso, E. (2018). Jurnal Pendidikan IPA Indonesia STUDENTS ’ SCIENTIFIC EXPLANATION IN BLENDED PHYSICS LEARNING WITH E-SCAFFOLDING. 7(2), 181–186. https://doi.org/10.15294/jpii.v7i2.14232
Pisutova-gerber, K., & Malovicova, J. (2009). Critical and Higher Order Thinking in Online Threaded Discussions in the Slovak Context. 10(1).
Rampho, G. J., Ramorola, M. Z., Sutarno, S., Setiawan, A., Saleh, H., Suryadi, D., & Dahlan, J. A. (2018). The profile of students ’ problem-solving skill in physics across interest program in the secondary The profile of students ’ problem-solving skill in physics across interest program in the secondary school.
Ratnasari, D. (2019). JPBI ( Jurnal Pendidikan Biologi Indonesia ) Empowering scientific thinking skills through creative problem solving with scaffolding learning. 5(1), 61–68.
Reif, F., Allen, S., & Reif, F. (2009). Cognition for Interpreting Scientific Concepts : A Study of Acceleration Cognition for Interpreting Scientific Concepts : A Study of Acceleration. February 2015, 37–41. https://doi.org/10.1207/s1532690xci0901
Reiner, M. (2000). Naive Physics Reasoning : A Commitment to Substance-Based Conceptions. March. https://doi.org/10.1207/S1532690XCI1801
Richardson, J. C. (2008). of evidence-based arguments among middle school students. 401–422. https://doi.org/10.1007/s11423-007-9074-1
Seyhan, H. G. (2015). The effects of problem solving applications on the development of science process skills , logical thinking skills and perception on problem solving ability in the science. 16(2), 1–31.
Syafii, W., & Yasin, R. M. (2017). Problem Solving Skills and Learning Achievements through Problem-Based Module in teaching and learning Biology in High. 9(12), 220–228. https://doi.org/10.5539/ass.v9n12p220
Syukri, M., Soewarno, S., Halim, L., & Mohtar, L. E. (2018). Jurnal Pendidikan IPA Indonesia THE IMPACT OF ENGINEERING DESIGN PROCESS IN TEACHING AND LEARNING TO ENHANCE STUDENTS ’ SCIENCE PROBLEM-SOLVING SKILLS. 7(1), 66–75. https://doi.org/10.15294/jpii.v7i1.12297
Trowbridge, D. E., & McDermott, L. C. (1981). Investigation of student understanding of the concept of acceleration in one dimension. American Journal of Physics, 49(3), 242–253. https://doi.org/10.1119/1.12525
Wenning, C. J., Ed, D., Khan, M. A., Lecturer, S., Khan, A., & Secondary, H. (2011). Levels of Inquiry Model of Science Teaching : Learning sequences to lesson plans. 6(2), 17–20.
Yu, F. (2013). ascilite Effects of online procedural scaffolds and the timing of scaffolding provision on elementary Taiwanese students ’ question-generation in a science class. 29(3), 416–433.
DOI: http://dx.doi.org/10.17977/jps.v9i2.15089
Jurnal Pendidikan Sains Journal of Science Education Graduate School of Universitas Negeri Malang, Indonesia
|
