This purpose of this research was to analyze the influence of blended physics learning with e-scaffolding on the gas kinetic theory to the students’ scientific explanation. This research used quasi-experimentation with one group pretest-posttest design. The population of this research included the grade XI students of Natural Sciences in SMA Negeri 1 Bangkalan. The proposed hypothesis was that the blended physics learning with e-scaffolding affected the students’ scientific explanation. The research results indicated that the students’ scientific explanation ability significantly increased after they experienced blended physics learning with e-scaffolding. All aspects of scientific explanation, that was the claim, evidence, and reasoning improved significantly.
Scientific reasoning skills are necessary to be achieved high school students to encounter competition in the 21st century. This study aims to explore the students’ scientific reasoning skills in a fluid and its relation to project activities. This research is a qualitative study with a case study design that focuses on students’ scientific reasoning skills on fluid. The subjects in this study were high school class XI students who attended project activities. Data were collected by analyzing the results of students’ written tests, observations, and interviews. The results of the study show the relationship between students’ scientific reasoning skills and project activities in a fluid. These show common mistakes made by students in scientific reasoning, such as testing all variables (including variables that not related to the questions), testing incorrect variables, focusing on one variable, and depending on prior knowledge, could not determine the relationship between dependent and independent variable. Scientific reasoning skills are essential to be trained in learning through project activities. This study recommends teachers to apply project-based learning to explore students’ scientific reasoning skills in large and heterogeneous groups.
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