The Effect of Inquiry Learning with Scaffolding on Misconception of Light Material among Fourth-Grade Students

Haidar, Dimas Abdi; Yuliati, Lia; Handayanto, Supriyono Koes

doi:10.15294/jpii.v9i4.22973

Cited by 8 publications

(6 citation statements)

References 33 publications

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“…responsive learning conditions so that these activities are visible steps of the inquiry learning approach, namely orientation. The orientation stage of the inquiry approach explains the teacher preparing students to be ready and open to learning by exploring (Haidar et al, 2020).…”

Section: Resultsmentioning

confidence: 99%

Application of the Inquiry Based Icare Learning Model Toward Cognitive Learning Outcomes on Salt Hydrolysis Material

Sabila Fatkhi,

Solihah

2023

insecta

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The implementation of chemistry learning that is teacher centered and the lessons are in the last hour making students lack concentrated so that it is difficult to understand the material delivered by the teacher, one of which is salt hydrolysis. This makes the test results of many students who have not reached the minimum completeness criteria (KKM) of the school is 70. Therefore, the purpose of this study is to find out differences in cognitive learning outcomes between students SMA N 01 Godong who used the inquiry-based ICARE model and the conventional model on salt hydrolysis material after being controlled by initial abilitiy (pre test). This study used a randomized pretest-posttest control group design and cluster random sampling. Data collection techniques using tests, observation, documentation, and interviews. The research data were analyzed using covariance analysis (anakova). Based on the results of the study, it was found that there were differences in cognitive learning outcomes that significant between the application of the inquiry-based ICARE learning model with conventional models after controlling the initial ability (pre-test) indicated from the sig value. 0.000. The value is smaller from 0.05 so that Ha of the study was accepted. The results can be concluded that the inquiry-based ICARE learning model can be used to make students' cognitive learning outcomes better than conventional learning models.

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Section: Resultsmentioning

confidence: 99%

Application of the Inquiry Based Icare Learning Model Toward Cognitive Learning Outcomes on Salt Hydrolysis Material

Sabila Fatkhi,

Solihah

2023

insecta

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“…The study by [24] found that e-scaffolding positively impacts students' academic ability by enhancing their conceptual understanding of the subject matter and the selection of strategies implemented when solving problems. E-scaffolding has also been proven to prevent misconceptions [25] and improve science process skills [26], problem-solving skills [27], and student learning outcomes [28]. Implementing e-scaffolding allows students to engage and acquire skills in independently solving complex problems [29].…”

Section: Introductionmentioning

confidence: 99%

Influence of E-Scaffolding in Problem-Based Learning on Students’ HOTS in Standing Wave

Muslimin,

Supriyono Koes Handayanto,

Ismi Novita Sari

2024

Int. J. Interact. Mob. Technol.

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In the 21st century, students’ higher-order thinking skills (HOTS) are crucial, as they focus on students’ capacity to identify problems and think analytically to solve them. Therefore, students were required to have higher-order thinking skills. The purpose of this research was to assess the impact of e-scaffolding in problem-based learning (PBL) on students’ HOTS in the context of standing waves. This study utilized a quasi-experimental approach employing a non-equivalent control group design. The experimental group, which was taught with e-scaffolding in PBL, consisted of 31 students, while the control group, taught only with the PBL model, had 29 students. A total of eight multiple-choice questions that had been proven valid with a reliability of 0.752 were used to assess students’ HOTS. The data were then analyzed using ANCOVA, with pretest scores as covariates. The results showed statistically significant differences among students with increased higher-order thinking skills in favor of using e-scaffolding in PBL: 0.000 (α < 0.005). The eta squared statistic (0.785) indicates a large effect size. By employing PBL with electronic scaffolding, students actively participate in collaborative activities focused on successful problem-solving, resulting in a high success rate. Consequently, it is recommended to consider e-scaffolding as a primary method for developing higher-order thinking skills.

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“…Meanwhile, textbooks can cause students misconceptions (Suparno, 2013). It may underlie that misconceptions about light and vision are often found at the elementary school level (Haidar et al, 2020;Ravanis, 2019;Ravanis et al, 2009). Textbooks can include various representations to develop students' knowledge (Bergqvist et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Students’ Visual Representation of Lights and Visions

Adi,

Widodo,

Sopandi

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Visual representations are used by scientists to communicate scientific conceptions and are used by teachers to teach science in the classroom. The 2013 Curriculum textbook reduces this visual representation. Meanwhile, visual representations will help students develop a comprehensive understanding of the concept. This case study research aims to reveal cases of misconceptions in the visual representation of students at an X elementary school. We used observations of fifty-nine fourth-grade elementary school students to find students with different cases of misconceptions. Eleven students were further identified using interviews and drawing tests. We analysed the data qualitatively based on the collection of these two types of data. We found misconceptions in the representation of luminous objects and how students draw visions of luminous objects and non-luminous objects. Research results showed that we found cases of misconceptions similar to the findings from previous studies. While light and vision are prerequisite concepts, a student's conception of vision is affected when he has a misconception about light. Content can be developed by paying attention to the various modes of representation, conceptual change, and learning progression in the future. The pattern of learning progression can be studied in more detail using the microgenetic method.

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The Effect of Inquiry Learning with Scaffolding on Misconception of Light Material among Fourth-Grade Students

Cited by 8 publications

References 33 publications

Application of the Inquiry Based Icare Learning Model Toward Cognitive Learning Outcomes on Salt Hydrolysis Material

Application of the Inquiry Based Icare Learning Model Toward Cognitive Learning Outcomes on Salt Hydrolysis Material

Influence of E-Scaffolding in Problem-Based Learning on Students’ HOTS in Standing Wave

Students’ Visual Representation of Lights and Visions

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