Students’ Scientific Reasoning in Physics through Procedural and Conceptual E-Scaffolding in Modelling Instruction: A Quasi-Experimental Study

Authors

DOI:

https://doi.org/10.56059/jl4d.v12i1.1337

Keywords:

conceptual e-scaffolding, modelling instruction, procedural e-scaffolding, scientific reasoning

Abstract

Procedural and conceptual e-scaffolding has been shown to be effective for assisting novice learners in understanding new concepts. Its integration with modelling instructions (E-MI) raises expectations for improving scientific reasoning (SR) in students whose level is still a concern in Indonesia. A quasi-experimental study was conducted to find out if there was a difference between e-scaffolding and a regular modelling instruction (MI) class; how integration affected the shift in students’ SR levels; and the effect size on students’ SR in physics. A total of 70 first-year high school science class students in East Java, Indonesia participated in this study, and were randomly divided into two groups with different treatments. The experimental group with E-MI (n = 35) and the control group with MI (n = 35) received a 15-item scientific reasoning test (α = 0.828), and the data were analysed by t-test. The difference in SR between the E-MI and MI group was found to be statistically significant. As a result, students who learned physics through E-MI exhibited higher levels of SR compared to students who took only an MI course. In the E-MI group, elevating the SR level for students at the transitional level was relatively easier than for students at the concrete level. Integrating procedural and conceptual e-scaffolding in modelling instructions also had a large influence on students’ SR in physics. In conclusion, the findings of this study underscored the importance of technology in education. E-scaffolding facilitated the augmentation of students' SR levels, excluding the operationally concrete SR levels.

Author Biographies

Annisa Ulfa Yana, Universitas Negeri Malang

Annisa Ulfa Yana is a Lecturer in Physics Education at the Universitas Sultan Ageng Tirtayasa, Indonesia. With a background in physics education, her research interests include innovation in physics education learning strategies, development of thinking skills and scientific reasoning. Email: nissaul.annisa@gmail.com (https://orcid.org/0000-0001-8455-0947)

Supriyono Koes-H, Universitas Negeri Malang

Supriyono Koes-Handayanto is a Senior Lecturer of Physics Education at Universitas Negeri Malang, Indonesia. He specialises in research on scaffolding for science learning, innovative learning strategies for physics education, hybrid learning, and the development of higher order thinking skills. Email: supriyono.koeshandayanto.fmipa@um.ac.id (https://orcid.org/0000-0002-5603-7473)

Sahal Fawaiz, Universitas Negeri Malang

Sahal Fawaiz is an independent researcher in Malang, Indonesia. He earned a Masters in Physics Education from Universitas Negeri Malang. His primary research interests include educational assessment and measurement, e-learning, and scientific reasoning. Email: sahalfawaiz@gmail.com (https://orcid.org/0000-0002-8680-5891)

Fauzul Rizal, University of Pécs

Fauzul Rizal is a current Doctoral Researcher at ELI Beamlines, and was formerly a research assistant at the Department of Physics, University of Pécs, Hungary at the time when this paper was written. With a background in Applied Physics, he obtained his master degree from the same university. Email: Fauzul.rizal@eli-beams.eu (https://orcid.org/0000-0002-1265-2167)

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Published

2025-03-24

How to Cite

Yana, A. U., Koes-H, S., Fawaiz, S., & Rizal, F. (2025). Students’ Scientific Reasoning in Physics through Procedural and Conceptual E-Scaffolding in Modelling Instruction: A Quasi-Experimental Study. Journal of Learning for Development, 12(1), 17–32. https://doi.org/10.56059/jl4d.v12i1.1337

Issue

Vol. 12 No. 1 (2025): ISSUE 1

Section

Research Articles

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Copyright (c) 2025 Annisa Ulfa Yana, Supriyono Koes-H, Sahal Fawaiz; Fauzul Rizal

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Received 2024-01-09
Accepted 2025-03-06
Published 2025-03-24