Jurnal Inovasi Pendidikan IPA


scaffolding, guided inquiry, google classroom, physics conceptual understanding

Document Type



The purpose of this study is to examine the impact of student's conceptual understanding on the topic of elasticity and Hooke's Law utilizing a scaffolding-based technique guided inquiry facilitated by Google Classroom. The quasi-experimental design method is used in this investigation. This study's design includes all class XI students from one of Bandar Lampung's schools for the 2018/2019 academic year. This study employed systematic random sampling to obtain 30 students in each of the experimental and control groups. The research instrument employed was a concept understanding exam consisting of 20 two-tier diagnostic questions with a reliability level of 0.84 in the high category and suitability. The results of this study show an average value of 58.6 in the control group and 73 in the experimental group. The hypothesis results reveal that the significant value of the t-count t-table with the choice H0 is rejected, and the effect size test results suggest that d = 1.08 where d > 0.8. These findings imply that the experimental class outperforms the control class. As a result, the scaffolding-based guided inquiry technique supported by Google Classroom has the potential to alter students' physics conceptual understanding.

First Page


Last Page


Page Range






Digital Object Identifier (DOI)





Alias, N. A. (2012). Design of a motivational scaffold for the malaysian e-Learning environment. Educational Technology and Society, 15(1), 137-151.

Angeli, C., & Valanides, N. (2020). Developing young children's computational thinking with educational robotics: An interaction effect between gender and scaffolding strategy. Computers in Human Behavior, 105. https://doi.org/10.1016/j.chb.2019.03.018

Asyhari, A., & Hartati, R. (2015). Profil Peningkatan Kemampuan Literasi Sains Siswa Melalui Pembelajaran Saintifik. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 4(2), 179-191. https://doi.org/10.24042/jpifalbiruni.v4i2.91

Becerra-Labra, C., Gras-Marti, A., & Martinez Torregrosa, J. (2012). Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems. International Journal of Science Education, 34(8), 1235-1253. https://doi.org/10.1080/09500693.2011.619210

Beek, M., Opdenakker, M., Spijkerboer, A. W., Brummer, L., Ozinga, H. W., & Strijbos, J. (2019). Scaffolding expository history text reading : Effects on adolescents' comprehension , self-regulation , and motivation. Learning and Individual Differences, 74(December 2018), 101749. https://doi.org/10.1016/j.lindif.2019.06.003

Belland, B. R. (2017). Instructional Scaffolding in STEM Education. In Instructional Scaffolding in STEM Education. https://doi.org/10.1007/978-3-319-02565-0

Bigozzi, L., Tarchi, C., Falsini, P., & Fiorentini, C. (2014). "Slow Science": Building scientific concepts in physics in high school. International Journal of Science Education, 36(13), 2221-2242. https://doi.org/10.1080/09500693.2014.919425

Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry possible in light of accountability?: A Quantitative comparison of the relative effectiveness of guided inquiry and verification laboratory instruction. Science Education, 94(4), 577-616. https://doi.org/10.1002/sce.20390

Celik, I., Yurt, E., & Sahin, I. (2015). A Model for Understanding Educational Facebook Use. EURASIA Journal of Mathematics, Science & Technology Education, 11(5), 899-907. https://doi.org/10.12973/eurasia.2015.1447a

Chen, C.-H. (2014). An adaptive scaffolding e-learning system for middle school students' physics learning. Australasian Journal of Educational Technology, 30(3), 342-355. https://doi.org/10.14742/ajet.430

Chu, H. E., Treagust, D. F., Yeo, S., & Zadnik, M. (2012). Evaluation of Students' Understanding of Thermal Concepts in Everyday Contexts. International Journal of Science Education, 34(10), 1509-1534. https://doi.org/10.1080/09500693.2012.657714

Cobern, W. W., Schuster, D., Adams, B., Skjold, B. A., MuÄŸaloÄŸlu, E. Z., Bentz, A., & Sparks, K. (2014). Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations. International Journal of Science Education, 36(13), 2265-2288. https://doi.org/10.1080/09500693.2014.918672

Danielsson, A. T., & Linder, C. (2009). Learning in physics by doing laboratory work: Towards a new conceptual framework. Gender and Education, 21(2), 129-144. https://doi.org/10.1080/09540250802213081

Dawkins, H., Hedgeland, H., & Jordan, S. (2017). Impact of scaffolding and question structure on the gender gap. Physical Review Physics Education Research, 13(2). https://doi.org/10.1103/PhysRevPhysEducRes.13.020117

Despotović-Zrakić, M., Simić, K., Labus, A., Milić, A., & Jovanić, B. (2013). Scaffolding environment for e-learning through cloud computing. Educational Technology and Society, 16(3), 301-314.

Deta, U. A. (2017). Peningkatan Pemahaman Materi Kuantisasi Besaran Fisis pada Calon Guru Fisika menggunakan Metode Diskusi Kelas dan Scaffolding. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(2), 201-207. https://doi.org/10.24042/jipfalbiruni.v6i2.1801

Diani, R., Khotimah, H., Khasanah, U., & Syarlisjiswan, M. R. (2019). Scaffolding dalam Pembelajaran Fisika Berbasis Problem Based Instruction (PBL): Efeknya Terhadap Pemahaman Konsep dan Self Efficacy. Indonesian Journal of Science and Mathematics Education, 2(3), 310-319. https://doi.org/10.24042/ijsme.v2i3.4356

Echeverría, A., Barrios, E., Nussbaum, M., Améstica, M., & Leclerc, S. (2012). Computers & Education The atomic intrinsic integration approach : A structured methodology for the design of games for the conceptual understanding of physics. Computers & Education, 59(2), 806-816. https://doi.org/10.1016/j.compedu.2012.03.025

Farrokhnia, M., Pijeira-díaz, H. J., Noroozi, O., & Hatami, J. (2019). Computers & Education Computer-supported collaborative concept mapping : The e ff ects of di ff erent instructional designs on conceptual understanding and knowledge co-construction. Computers & Education, 142(103640), 1-15. https://doi.org/10.1016/j.compedu.2019.103640

Gibson, V., Jardine-Wright, L., & Bateman, E. (2015). An investigation into the impact of question structure on the performance of first year physics undergraduate students at the University of Cambridge. European Journal of Physics, 36(4). https://doi.org/10.1088/0143-0807/36/4/045014

Gupta, A., & Pathania, P. (2021). To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Education and Information Technologies, 26(1), 843-857. https://doi.org/10.1007/s10639-020-10294-1

Haataja, E., Moreno-esteva, E. G., Salonen, V., Laine, A., Toivanen, M., & Hannula, M. S. (2019). Teacher' s visual attention when scaffolding collaborative mathematical problem solving. Teaching and Teacher Education, 86, 102877. https://doi.org/10.1016/j.tate.2019.102877

Jeong, J. S., Ramírez-Gómez, Á., & González-Gómez, D. (2017). A web-based scaffolding-learning tool for design students' sustainable spatial planning. Architectural Engineering and Design Management, 13(4), 262-277. https://doi.org/10.1080/17452007.2017.1300129

Kang, H., Windschitl, M., Stroupe, D., & Thompson, J. (2016). Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching, 53(9), 1316-1340. https://doi.org/10.1002/tea.21329

Karpudewan, M., Roth, W., & Chandrakesan, K. (2015). Remediating misconception on climate change among secondary school students in Malaysia. Environmental Education Research, 4622, 1-18. https://doi.org/10.1080/13504622.2014.891004

Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education, 56(2), 403-417. https://doi.org/10.1016/j.compedu.2010.08.024

Kumar, J. A., & Bervell, B. (2019). Google Classroom for mobile learning in higher Education : Modelling the initial perceptions of students.

Lu, S., Bi, H., & Liu, X. (2018). The effects of explanation-driven inquiry on students' conceptual understanding of redox conceptual understanding of redox. International Journal of Science Education, 1-17. https://doi.org/10.1080/09500693.2018.1513670

Mamun, M. A. al. (2022). Fostering self-regulation and engaged exploration during the learner-content interaction process: the role of scaffolding in the online inquiry-based learning environment. Interactive Technology and Smart Education, https://doi.org/10.1108/ITSE-11-2021-0195

Molenaar, I., Roda, C., van Boxtel, C., & Sleegers, P. (2012). Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers and Education, 59(2), 515-523. https://doi.org/10.1016/j.compedu.2011.12.006

Pol, J. Van De, Mercer, N., Volman, M., & Mercer, N. (2019). Scaffolding Student Understanding in Small-Group Work : Students' Uptake of Teacher Support in Subsequent Small-Group Interaction Scaffolding Student Understanding in Small-Group Work : Students' Uptake of Teacher Support in Subsequent Small-Group Interaction Janneke van de Pol. Journal of the Learning Sciences, 28(2), 206-239. https://doi.org/10.1080/10508406.2018.1522258

Pratama, R. A., & Saregar, A. (2019). Pengembangan Lembar Kerja Peserta Didik (LKPD) Berbasis Scaffolding Untuk Melatih Pemahaman Konsep. Indonesian Journal of Science and Mathematics Education, 2(1), 84-97. https://doi.org/10.24042/ijsme.v2i1.3975

Sarah, L. L. (2022). The Implementation of Web Based E-Scaffolding Enhance Learning (ESEL) on Centre of Mass Concept Understanding. Jurnal Inovasi Pendidikan IPA, 8(1). https://doi.org/10.21831/jipi.v8i1.46476

Sharma, P., & Hannafin, M. (2007). Scaffolding in technology-enhanced learning environments. Interactive Learning Environments, 15(1), 27-46. https://doi.org/10.1080/10494820600996972

Sumuer, E. (2018). Factors related to college students' self-directed learning with technology. Australasian Journal Of Educational Technology, 34(4), 29-43. https://doi.org/10.14742/ajet.3142

Ustunel, H. H., & Tokel, S. T. (2018). Distributed Scaffolding: Synergy in Technology-Enhanced Learning Environments. Technology, Knowledge and Learning, 23(1), 129-160. https://doi.org/10.1007/s10758-017-9299-y

Wang, C. Y. (2015). Scaffolding Middle School Students' Construction of Scientific Explanations: Comparing a cognitive versus a metacognitive evaluation approach. International Journal of Science Education, 37(2), 237-271. https://doi.org/10.1080/09500693.2014.979378

Wibowo, W. S., Wasana, M. A., & Muhammad, F. N. (2022). Peningkatan Higher Order Thinking Skills Peserta didik Melalui Pembelajaran IPA Berbasis Discovery Learning Berbantuan E-LKPD pada Materi Usaha dan Pesawat Sederhana. Jurnal Inovasi Pendidikan IPA, 8(1). https://doi.org/10.21831/jipi.v8i1.45860