The Effect of Scaffolding Approach Assisted by PhET Simulation on Students’ Conceptual Understanding and Students’ Learning Independence in Physics

Abstract

The aim of this study was to investigate the effect of learning with scaffolding approach assissted by PhET simulation on students’ conceptual understanding and students’ learning independence. Research design using experimental design with one group pretest posttest study. The sample was 27 grade 10th senior high school students. Sample was chosen by purposive sampling technique. A test utilized as the pretest and posttest to collect data students’ conceptual understanding. Students also observed during the interventions to know students learning independence. Data analysis utilized quantitative and qualitative analysis techniques. The results of this study indicated that there is difference between students’ conceptual learning before and after learning in the scaffolding approach assisted by PhET simulation. However, this difference was not have a significant effect on students’ conceptual understanding. It also revealed that learning in the scaffolding approach assisted PhET simulation has effect on students’ learning independence. Students’ learning independence were in good enough and good category. Besides, students activities were increased during learning. Students became more active in seeking knowledge and interaction among students were increased. It provides communication and collaboration activities. The scaffolding and simulation were appropriate with the Indonesian curriculum and 21st century learning. These results suggest that within high school, scaffolding approach with PhET simulation can be use to improve students’ learning independence.