Effect of Conceptual Scaffolding in the E-Recitation Program on Students Conceptual Understanding
DOI:
10.29303/jpm.v21i2.11686Published:
2026-04-14Downloads
Abstract
Conceptual understanding is a fundamental aspect of physics learning because each concept is interrelated and becomes the basis for mastering subsequent materials. However, students often experience misconceptions that lead to low conceptual mastery. This study aims to analyze the effect of conceptual scaffolding in the E-Recitation program on students' conceptual understanding of temperature and heat. This study uses a quantitative, experimental approach with a One-Group Pretest-Posttest Design, which involves a single group without a control group. The research subjects were 29 grade XI Science students. The research procedure consisted of three main stages: administering a pretest to measure students' initial abilities, providing treatment by implementing conceptual scaffolding in the E-Recitation program, and administering a posttest to measure changes in conceptual understanding after treatment. The instrument used was a conceptual understanding test comprising 20 multiple-choice questions, validated by experts. The data were analyzed using the Shapiro-Wilk normality test followed by a paired sample t-test to test the hypothesis, as well as to calculate the effect size. The average pretest score of 55.00 increased to 77.24 in the posttest. The analysis results indicate that the data are normally distributed, and the paired-samples t-test is significant (p = 0.000 < 0.05), indicating a significant difference between the pretest and posttest results. In addition, the effect size of 2.07 falls in the very large category. The novelty of this study lies in the direct application of conceptual scaffolding to each answer choice through guiding questions and conceptual feedback videos in the E-Recitation system. Thus, it can be concluded that the application of conceptual scaffolding in the E-Recitation program has a very significant effect on improving students' conceptual understanding of temperature and heat.
Keywords:
Conceptual Scaffolding; Conceptual understanding; E-RecitationReferences
M. Junaid, Salahuddin, and R. Anggraini, “Pengaruh Model Pembelajaran Problem Based Learning Terhadap Pemahaman Konsep Ipa Siswa Di SMPN 17 Tebo,” Phys. Sci. Educ. J. ( PSEJ), vol. 1, no. April, pp. 16–21, 2021.
T. N. A. Azizah, S. Arifin, and I. Puspitasari, “Penerapan Media Pembelajaran Wordwall dalam Menunjang Pemahaman Konsep Siswa,” JIIP - J. Ilm. Ilmu Pendidik., vol. 6, no. 5, pp. 3168–3175, 2023, doi: 10.54371/jiip.v6i5.1655.
T. Suherly, A. Azizahwati, and M. Rahmad, “Kemampuan Pemahaman Konsep Awal Siswa dalam Pembelajaran Fisika : Analisis Tingkat Pemahaman pada Materi Fluida Dinamis,” J. Paedagogy J. Penelit. dan Pengemb. Pendidik., vol. 10, no. 2, p. 494, 2023, doi: 10.33394/jp.v10i2.7239.
M. A. Shidik, “Hubungan Antara Motivasi Belajar Dengan Pemahaman Konsep Fisika Peserta Didik Man Baraka,” J. Kumparan Fis., vol. 3, no. 2, pp. 91–98, 2020.
Y. Yulisa, L. Hakim, and L. Lia, “Pengaruh Video Pembelajaran Fisika Terhadap Pemahaman Konsep Siswa Smp,” J. Lumin. Ris. Ilm. Pendidik. Fis., vol. 1, no. 1, pp. 37–44, 2020, doi: 10.31851/luminous.v1i1.3445.
P. D. Sundari and E. Rimadani, “Peningkatan Penalaran Ilmiah Siswa melalui Pembelajaran Guided Inquiry Berstrategi Scaffolding pada Materi Suhu dan Kalor,” J. Eksakta Pendidik., vol. 4, no. 1, p. 34, 2020, doi: 10.24036/jep/vol4-iss1/402.
I. H. Iswanto, A. Y. R. Wulandari, D. B. R. A. Putera, M. C. Sutarja, and H. Huzairi, “Identifikasi Pemahaman Konsep Siswa pada Materi Suhu dan Kalor di MTS Agung Mulia,” J. Nat. Sci. Educ. Res., vol. 5, no. 2, pp. 129–137, 2022, [Online]. Available: https://journal.trunojoyo.ac.id/nser/article/view/17588
S. M. Purwasih and E. Rahmadhani, “Penerapan Scaffolding Sebagai Solusi Meminimalisir Kesalahan Siswa Dalam Menyelesaikan Masalah Spldv,” FIBONACCI J. Pendidik. Mat. dan Mat., vol. 7, no. 2, p. 91, 2021, doi: 10.24853/fbc.7.2.91-98.
R. Purwanto, “Pengaruh Scaffolding Terhadap Penguasaan Konsep Fisika,” J. Glob. Multidiscip., vol. 2, no. 4, pp. 2060–2065, 2024.
B. Musthofa, D. Setyo, and C. Muali, “Pengaruh Scaffolding Konseptual pada Kemampuan Pemecahan Masalah Pemula,” J. Rev. Pendidik. dan Pengajaran, vol. 7, no. 1, pp. 2578–2585, 2024, [Online]. Available: http://journal.universitaspahlawan.ac.id/index.php/jrpp
M. A. Wardana, “PENERAPAN SCAFFOLDING UNTUK MENGUATKAN PEMAHAMAN MATERI DALAM PEMBELAJARAN SEJARAH KELAS X SMAN 6 MALANG,” J. Integr. dan Harmon. Inov. Ilmu-Ilmu Sos., vol. 4, no. 7, 2024, doi: 10.17977/um063.v4.i7.2024.1.
D. D. Rochmania, K. H. Pramono, and H. Setiawan, “Pengaruh Metode Resitasi terhadap Peningkatan Hasil Belajar Siswa Sekolah Dasar,” J. Basicedu, vol. 6, no. 3, pp. 3482–3491, 2022, doi: 10.31004/basicedu.v6i3.2631.
M. Hermawati, A. Hidayat, and S. Sutopo, “Pengembangan Program Resitasi Materi Listrik Statis untuk Siswa SMA,” J. Pendidik. Teor. Penelitian, dan Pengemb., vol. 6, no. 1, p. 79, 2021, doi: 10.17977/jptpp.v6i1.14392.
S. I. Zulfa, G. S. F, D. A. L. Isnaini, and V. Rahmasari, “Pengembangan Media Pembelajaran Menggunakan Program Resitasi Untuk Meningkatkan Kemampuan Siswa Dalam Mengerjakan Soal Ujian Nasional di SMA,” J. Fis. Indones., vol. 24, no. 1, p. 33, 2020, doi: 10.22146/jfi.v24i1.52405.
A. Dewi Febryanti and M. R. Arief Taqwa, “Pengembangan Program Resitasi Berbasis Web dengan Multirepresentasi pada Materi Kinematika,” J. Geliga Sains J. Pendidik. Fis., vol. 9, no. 1, pp. 1–11, 2021, doi: 10.31258/jgs.9.1.1-11.
S. Susilawati, N. Asyiah, and M. N. Iskandar, “Pelatihan Penyusunan Lembar Kerja Peserta Didik Interaktif Menggunakan Aplikasi Liveworksheet bagi Guru SD,” J. War. LPM, vol. 25, no. 3, pp. 388–396, 2022, doi: 10.23917/warta.v25i3.1034.
R. Diani, H. Khotimah, U. Khasanah, and M. R. Syarlisjiswan, “Scaffolding dalam Pembelajaran Fisika Berbasis Problem Based Instruction (PBL): Efeknya Terhadap Pemahaman Konsep dan Self Efficacy,” Indones. J. Sci. Math. Educ., vol. 2, no. 3, pp. 310–319, 2019, doi: 10.24042/ijsme.v2i3.4356.
B. Hasan, “Kesulitan Siswa Dan Scaffolding Dalam Menyelesaikan Masalah Geometri Ruang,” J. Numer., vol. 7, no. 1, pp. 49–64, 2020, doi: 10.46244/numeracy.v7i1.998.
C. ayu M. S. pada Z. O. P. D. ( Z. ) dalam P. T. C. B. S. K. X. S. I. S. A. 3 S. P. Kuncoro and T. Turahmat, “Strategi Scaffolding pada Zone Of Proximal Development (ZPD) dalam Pembelajaran Teks Cerpen Berlatar Sejarah Kelas XI SMA Islam Sultan Agung 3 Semarang,” DEIKTIS J. Pendidik. Bhs. dan Sastra, vol. 5, no. 2, pp. 1049–1061, 2025.
Z. F. Auliyani, R. U. Rery, and A. M. Noer, “The Effect of E-Scaffolding in Guided Inquiry Learning on Concept Understanding in Reaction Rate Material,” J. Penelit. Pendidik. IPA, vol. 9, no. 6, pp. 4417–4422, 2023, doi: 10.29303/jppipa.v9i6.3646.
H. A. Prisalia, I. Wulandari, K. I. Widhi, N. Hisanah, and Parno, “Pengaruh Model Pembelajaran PBL Dengan Scaffolding Terhadap Pemahaman Konsep Gelombang Bunyi di SMAN Kota Malang,” JRPF (Jurnal Ris. Pendidik. Fis., vol. 9, no. 2, pp. 1–7, 2024.
A. Amalina, M. Reyza, A. Taqwa, and A. Suyudi, “Pengembangan Program Resitasi Berbantuan Komputer pada Materi Fluida Statis,” J. Pendidik. Fis. dan Teknol., vol. 7, no. 1, pp. 1–10, 2021.
A. R. Adha and Parno, “Program Resitasi Materi Vektor sebagai Alternatif Pengganti Tatap Muka di Masa Pandemi Covid-19 untuk Meningkatkan Penguasaan Konsep Siswa,” J. Ilm. Pendidik. Fis., vol. 6, no. 1, pp. 55–67, 2022.
H. F. Rahim, A. Hidayat, and Sutopo, “Program Resitasi Berbasis Multi Representasi Disertai Umpan Balik dan Soal Penguatan Untuk Meningkatkan Penguasaan Konsep Momentum dan Impuls,” J. Pendidik. Teor. Penelitian, dan Pengemb., vol. 9, no. 10, 2024.
R. F. Nikat, A. Algiranto, M. Loupatty, and A. Henukh, “Pemahaman Konsep Dinamika dan Kinematika Berdasarkan Conceptual Knowledge Melalui Aplikasi Game Quizizz,” J. Pendidik. Sains Indones., vol. 10, no. 2, pp. 218–230, 2022, doi: 10.24815/jpsi.v10i2.23418.
License
Copyright (c) 2026 Fartin Wendra, Nehru Nehru, Cicyn Riantoni
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
Downloads
How to Cite
