Improving Students’ Problem-Solving Skills by Using E-Scaffolding During Inquiry-Based Learning

The purpose of this study was to analyze the effect of e-scaffolding on students’ problem-solving abilities in Newton’s law material. This research employed a mixed-method explanatory design. The subjects of this study were 71 tenth-grade students of the natural science program at Senior High School 5 Malang, consisting of 35 students in the experimental group and 36 students in the comparison group. The results showed that the problem-solving ability of students who received inquiry-based learning using e-scaffolding reached a score of 62.11, which was higher than that of students who learned using the conventional method, with a score of 47.15. Conceptual-procedural e-scaffolding helped students understand Newton’s law concepts by guiding and directing them to find solutions to problems.