The influence of e-scaffolding in blended learning on prospective teacher’s scientific explanation

Abstract

Science is not only about facts and concepts, but also involves a scientific way of thinking and reasoning. The ability of scientific reasoning in science consists of explaining the facts in a problem (claim), connecting these facts with related concepts (evidence), and explaining the problem scientifically (reasoning). Scientific reasoning ability is a crucial ability in a prospective teacher. The results of observations at Islamic Primary School Teacher Education UIN Maulana Malik Ibrahim Malang found that the scientific reasoning abilities of prospective Islamic Primary School Teacher Education were still not developed. One of the strategies that can optimize students’ linking between concepts is scaffolding in blended learning. This study aims to examine the influence of e-scaffolding in blended learning on prospective teacher’s scientific explanation. This research was a quasi-experimental research with a pre-test - post-test control group design. The research sample was taken using purposive sampling technique. The sample of this study consisted of 30 prospective Islamic Primary School Teacher with science concentration. The instrument for measuring scientific reasoning ability was description questions. The data analysis of this research used a t-test. The result of this study found out that e-scaffolding in blended learning influences the prospective teacher’s scientific explanation.