The effectiveness of blended learning-based scaffolding strategy assisted by google classroom toward the learning outcomes and students’ self-efficacy

Abstract

This study was aimed to determine the effectiveness of a blended learning-based scaffolding strategy assisted by Google Classroom to improve students’ learning outcomes and self-efficacy in the Physics Lesson Planning course. This study employed the quasi-experimental method with one group pretest-posttest design. The samples of the study were 77 students of Physics Education, UIN Raden Intan Lampung in the academic year of 2019/2020. The instruments used were a questionnaire to investigate students’ responses toward the learning process, a questionnaire to measure students’ self-efficacy, and a test to measure students’ learning outcomes. The data were analyzed using descriptive analysis techniques, n-gain analysis, and effect size analysis. The results showed that the blended learning-based scaffolding strategy assisted by Google Classroom was effective in improving students’ learning outcomes with the n-gain and the effect size in medium category. The percentages of students’ self-efficacy in class A, class B, and class C were 68%, 60%, and 59% respectively. It was concluded based on the indicators of students’ learning outcomes improvement, students’ high self-efficacy, and students’ positive responses (84%). For further research, the researcher suggests to apply blended learning-based scaffolding strategy assisted by Google Classroom in other branches of science.

Promoting Self-Regulation Progress and Knowledge Construction in Blended Learning via ChatGPT-Based Learning Aid

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Analysis of the Difficulties of High School Students in Improving Problem Solving Ability in Physics Learning

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Efektivitas Google Classroom Terhadap Hasil Belajar Tematik Siswa SD

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