The Effect of E-Scaffolding in Guided Inquiry Learning on Concept Understanding in Reaction Rate Material

Authors

Zaza Fikrati Auliyani , R. Usman Rery , Asmadi M. Noer

DOI:

10.29303/jppipa.v9i6.3646

Published:

2023-06-25

Issue:

Vol. 9 No. 6 (2023): June

Keywords:

Concept Understanding, E-scaffolding, Guided Inquiry, Reaction Rate

Research Articles

Downloads

How to Cite

Auliyani, Z. F. ., Rery, R. U. ., & Noer, A. M. . (2023). The Effect of E-Scaffolding in Guided Inquiry Learning on Concept Understanding in Reaction Rate Material. Jurnal Penelitian Pendidikan IPA, 9(6), 4417–4422. https://doi.org/10.29303/jppipa.v9i6.3646
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Understanding the concept of an object is needed by students, because the understanding of a concept applies in general so that students can solve more complex problems. This study aims to determine the effect of E-scaffolding in guided inquiry learning on conceptual understanding of reaction rate in class XI IPA MAN 1 Indragiri Hilir E-scaffolding is cognitive assistance in electronic form that given in the guided inquiry learning stage as a cognitive tool to support students. The quasi-experimental research method is used to see the effect of E-scaffolding in guided inquiry learning on conceptual understanding in the control class and the experimental class. The results of the two-way ANOVA hypothesis test with a significance value (0.000) <0.05 indicate that there is a difference in conceptual understanding between the control class and the experimental class. Thus, E-scaffolding can be used as a cognitive assistance for students who have difficulty doing inquiry and cannot be completed independently while in the zone of proximal development (ZPD).

References

Ahmadi, R. (2015). Pengantar pendidikan : asas & filsafat pendidikan. Alfabeta.

Annafy, N., Perkasa, M., Agustina, S., Sari, E. P., & others. (2021). Pengaruh Model Pembelajaran Inquiry Terbimbing Terhadap Pemahaman Konsep Kimia Siswa Di Man 2 Kota Bima Tahunpelajaran 2019/2020. Jurnal Redoks: Jurnal Pendidikan Kimia Dan Ilmu Kimia, 4(1), 17–24. https://doi.org/10.33627/re.v4i1.542

Arnold, J. C., Kremer, K., & Mayer, J. (2014). Understanding Students’ Experiments—What kind of support do they need in inquiry tasks? International Journal of Science Education, 36(16), 2719–2749. https://doi.org/10.1080/09500693.2014.930209

Azis, E., Asfar, A. M. I. T., Asfar, A. M. I. A., Rianti, M., Hasanuddin, & Nur, A. S. A. (2020). ROAR: Solusi peningkatan pemahaman konsep pembelajaran. CV Jejak Publisher.

Azizah, L. N., Munzil, M., & Fajaroh, F. (2020). Pengaruh Model Pembelajaran Level of Inquiry Berbantuan Animasi terhadap Kemampuan Berpikir Kritis dan Pemahaman Konsep Siswa pada Materi Asam Basa. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(4), 554–558. https://doi.org/10.17977/jptpp.v5i4.13414

Bernard, P., Dudek-Rozycki, K., & Orwat, K. (2019). Integration of Inquiry-Based Instruction with Formative Assessment: The Case of Experienced Chemistry Teachers. Journal of Baltic Science Education, 18(2), 184–196. Retrieved from https://www.ceeol.com/search/article-detail?id=950370

Castro, J. A. F., & Morales, M. P. E. (2017). “Yin†in a Guided Inquiry Biology Classroom--Exploring Student Challenges and Difficulties. Journal of Turkish Science Education, 14(4), 48–65. Retrieved from https://www.tused.org/index.php/tused/article/view/173

Cuccio-Schirripa, S., & Steiner, H. E. (2000). Enhancement and analysis of science question level for middle school students. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 37(2), 210–224. https://doi.org/10.1002/(SICI)1098-2736(200002)37:2<210::AID-TEA7>3.0.CO;2-I

Desi, N., Sabri, M., Karim, A., Gonibala, R., & Wekke, I. S. (2021). Environmental Conservation Education: Theory, Model, and Practice. Psychology and Education Journal, 58(3), 1149–1162. http://repositori.uin-alauddin.ac.id/23425/

Gabel, D. (2003). Enhancing the conceptual understanding of science. Educational Horizons, 81(2), 70–76. Retrieved from https://www.jstor.org/stable/42925990

Gopalan, M., Rosinger, K., & Ahn, J. Bin. (2020). Use of quasi-experimental research designs in education research: Growth, promise, and challenges. Review of Research in Education, 44(1), 218–243. https://doi.org/10.3102/0091732X20903302

Hariani, N. R., Nuswowati, M., & Winarno, W. (2020). Pengaruh penerapan model inkuiri terbimbing berbantuan e-modul terhadap pemahaman konsep hidrolisis garam. Jurnal Inovasi Pendidikan Kimia, 14(1), 2561–2571. https://doi.org/10.15294/jipk.v14i1.21553

Iskandar, S., & Susdiani, I. (2018). Pengalaman Belajar dan Materi Pembelajaran. In Modul Pengembangan Keprofesian Berkelanjutan. Kementerian Pendidikan dan Kebudayaan.

Kanari, Z., & Millar, R. (2004). Reasoning from data: How students collect and interpret data in science investigations. Journal of Research in Science Teaching, 41(7), 748–769. https://doi.org/10.1002/tea.20020

Kirna, I. M. (2010). Determinasi proposisi pembelajaran pemahaman konsep kimia melalui implementasi pembelajaran sinkronisasi kajian makroskopis dan submikroskopis. Jurnal Pendidikan Dan Pengajaran, 43(3). Retrieved from https://ejournal.undiksha.ac.id/index.php/JPP/article/view/120

Ladachart, L., & Ladachart, L. (2019). Thai science educators’ perspectives on students’ prior knowledge: a documentary research. Science Education International, 30(2). Retrieved from https://www.icaseonline.net/journal/index.php/sei/article/view/96

Madleňáková, L., & Madleňák, R. (2021). Education and quality of life. EDULEARN21 Proceedings, 11918–11928. https://doi.org/10.21125/edulearn.2021.2494

Maggin, D. M. (2022). Group Experimental and Quasi-Experimental Research Designs for Special Education Intervention Validation. In Handbook of Special Education Research, Volume I, Routledge.

Marthafera, P., Melati, H. A., & Hadi, L. (2018). Deskripsi Pemahaman Konsep Siswa Pada Materi Laju Reaksi. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa (JPPK), 7(1). https://doi.org/10.26418/jppk.v7i1.23493

Muhali, M., Asy’ari, M., & Sukaisih, R. (2021). Model Pembelajaran Inquiry Terbimbing Terintegrasi Laboratorium Virtual untuk Meningkatkan Pemahaman Konsep dan Keterampilan Metakognitif Siswa. Empiricism Journal, 2(2), 73–84. https://doi.org/10.36312/ej.v2i2.594

Nasir, M., Cari, C., Sunarno, W., & Rahmawati, F. (2022). The effect of STEM-based guided inquiry on light concept understanding and scientific explanation. EURASIA Journal of Mathematics, Science and Technology Education, 18(11), em2175. https://doi.org/10.29333/ejmste/12499

Quintana, C., & Fishman, B. (2006). Supporting science learning and teaching with software-based scaffolding. American Educational Research Association (AERA), 7–11. Retrieved from https://www.hi-ce.org/papers/2006/AERA06-Scaffolding-FINAL.pdf

Rizal, D. A. P., & Aini, F. Q. (2023). Development of an assessment instrument to evaluate the concepts of chemical equilibrium at macroscopic, sub-microscopic, and symbolic representation levels using the rasch model. Jurnal Pijar Mipa, 18(2), 208–218. https://doi.org/10.29303/jpm.v18i2.4720

Simonson, S. R. (2019). POGIL: An introduction to process oriented guided inquiry learning for those who wish to empower learners. Stylus Publishing, LLC.

Srisawasdi, N., & Panjaburee, P. (2019). Implementation of game-transformed inquiry-based learning to promote the understanding of and motivation to learn chemistry. Journal of Science Education and Technology, 28, 152–164. https://doi.org/10.1007/s10956-018-9754-0

Sundari, T., Pursitasari, I. D., & Heliawati, L. (2017). Pembelajaran inkuiri terbimbing berbasis praktikum pada topik laju reaksi. JPPS (Jurnal Penelitian Pendidikan Sains), 6(2), 1340–1347. https://doi.org/10.26740/jpps.v6n2.p1340-1347

Suratno, T. (2012). Pengembangan Kreativitas Siswa Dalam Pembelajaran Sains Di Sekolah Dasar. Sampoerna Fondation Institut.

Sweller, J. (2020). Cognitive load theory and educational technology. Educational Technology Research and Development, 68(1), 1–16. https://doi.org/10.1007/s11423-019-09701-3

van Uum, M. S. J., Peeters, M., & Verhoeff, R. P. (2021). Professionalising primary school teachers in guiding inquiry-based learning. Research in Science Education, 51, 81–108. https://doi.org/10.1007/s11165-019-9818-z

Wartono, Y. F. A., Batlolona, J. R., & Mahapoonyanont, N. (2019). Inquiry-scaffolding learning model: Its effect on critical thinking skills and conceptual understanding. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 8(2). https://doi.org/10.24042/jipfalbiruni.v8i2.4214

Windyariani, S. (2019). Pembelajaran Berbasis Konteks Dan Kreativitas:(Strategi Untuk Membelajarkan Sains Di Abad 21). Deepublish

Author Biographies

Zaza Fikrati Auliyani, Master of Chemistry, Postgraduate Programme, Riau University

R. Usman Rery, Master of Chemistry, Postgraduate Programme, Riau University

Asmadi M. Noer, Master of Chemistry, Postgraduate Programme, Riau University

License

Copyright (c) 2023 Zaza Fikrati Auliyani, R. Usman Rery, Asmadi M. Noer

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).