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

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Title: Students' Scientific Reasoning in Physics through Procedural and Conceptual E-Scaffolding in Modelling Instruction: A Quasi-Experimental Study
Language: English
Authors: Annisa Ulfa Yana (ORCID 0000-0001-8455-0947), Supriyono Koes-Handayanto (ORCID 0000-0002-5603-7473), Sahal Fawaiz (ORCID 0000-0002-8680-5891), Fauzul Rizal (ORCID 0000-0002-1265-2167)
Source: Journal of Learning for Development. 2025 12(1):17-32.
Availability: Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Science Process Skills, Thinking Skills, Abstract Reasoning, Physics, Science Instruction, Scaffolding (Teaching Technique), High School Students, Foreign Countries, Modeling (Psychology), Science Tests
Geographic Terms: Indonesia
ISSN: 2311-1550
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 ([alpha] = 0.828), and the data were analysed by t-test. The difference in SR between the EMI 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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1465401
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Students' Scientific Reasoning in Physics through Procedural and Conceptual E-Scaffolding in Modelling Instruction: A Quasi-Experimental Study
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  Data: <searchLink fieldCode="AR" term="%22Annisa+Ulfa+Yana%22">Annisa Ulfa Yana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8455-0947">0000-0001-8455-0947</externalLink>)<br /><searchLink fieldCode="AR" term="%22Supriyono+Koes-Handayanto%22">Supriyono Koes-Handayanto</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5603-7473">0000-0002-5603-7473</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sahal+Fawaiz%22">Sahal Fawaiz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8680-5891">0000-0002-8680-5891</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fauzul+Rizal%22">Fauzul Rizal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1265-2167">0000-0002-1265-2167</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+for+Development%22"><i>Journal of Learning for Development</i></searchLink>. 2025 12(1):17-32.
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  Data: Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
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  Data: <searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Abstract+Reasoning%22">Abstract Reasoning</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Modeling+%28Psychology%29%22">Modeling (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Tests%22">Science Tests</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2311-1550
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  Data: 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 ([alpha] = 0.828), and the data were analysed by t-test. The difference in SR between the EMI 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.
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  Data: 2025
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  Data: EJ1465401
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 17
    Subjects:
      – SubjectFull: Science Process Skills
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Abstract Reasoning
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Modeling (Psychology)
        Type: general
      – SubjectFull: Science Tests
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Students' Scientific Reasoning in Physics through Procedural and Conceptual E-Scaffolding in Modelling Instruction: A Quasi-Experimental Study
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            NameFull: Annisa Ulfa Yana
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            NameFull: Supriyono Koes-Handayanto
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            – TitleFull: Journal of Learning for Development
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