Abstract
The purpose of this study was to design scaffolding that is connected to an ICT system (e-scaffolding) which was implemented with blended learning to improve students’ physics problem solving skills (PSS). The research method used is Borg & Gall research method and the effectiveness test used is T-test in analyzing whether there are differences physics PSS in the experimental and control classes. This article describes scaffolding systems that focus in procedural types which using prompt questions and facts found during the implementation of this product. The results showed that the developed e-scaffolding was appropriate to be used for several examinations after being evaluated by experts and practitioners. In a limited implementation, e-scaffolding has proven not to be out of the social constructivist scope and adapted to the actual abilities of students. At effectiveness test, e-scaffolding is able to connect between students in solving problems both in synchronous and asynchronous collaboration. In addition, e-scaffolding is able to split problem categories that students are experts and beginners, giving shape to performance and increasing students’ physics PSS. So, it can be concluded that e-scaffolding has been successfully developed. Suggestions for further research have been presented in this article.
Highlights
Problem Solving Skills (PSS) is an important domain in supporting "life capabilities" to lead to a knowledge era "21st century" (Antonenko et al, 2014; National Research Concuil, 2010; Trilling & Fadel, 2009)
If the peer scaffolding activity is claimed to have met a meaningful solution in solving particle dynamics problems, students can directly answer the problems, but if there is solution on the problem solving solution or the solution they input is wrong, students can accesses e-scaffolding 2
E-scaffolding feasibility evaluation data was collected after validated by 2 experts and 4 practitioners who experienced applying technology in physics learning
Summary
Problem Solving Skills (PSS) is an important domain in supporting "life capabilities" to lead to a knowledge era "21st century" (Antonenko et al, 2014; National Research Concuil, 2010; Trilling & Fadel, 2009). PSS is not enough if it is only owned by each individual, but it needs a routine to be honed and improved because the problems that will be encountered in the environment tend to have different levels of difficulty. Students often have difficulty in solving physics problems so that it becomes an obstacle to improving their PSS. In line with this interpretation, a number of studies show several reasons that make physics PSS difficult to improve because it requires complex mathematics (Prahani et al, 2016), requires high metacognition (Saputri & Wilujeng, 2017), often occur misconceptions (Halim, et al, 2014; Alwan, 2011) and lost the concepts (Von Aufschnaiter & Rogge, 2010)
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