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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan Karakter Humanika : Kajian Ilmiah Mata Kuliah Umum Ulul Albab: Jurnal Studi Islam Journal of Education and Learning (EduLearn) Jurnal Filsafat Tadris: Jurnal keguruan dan Ilmu Tarbiyah ELTIN Journal: Journal of English Language Teaching in Indonesia Equilibrium: Jurnal Pendidikan AGASTYA: JURNAL SEJARAH DAN PEMBELAJARANNYA Jurnal Candrasangkala Pendidikan Sejarah Pedagogia: Jurnal Pendidikan Jurnal Tamaddun Jurnal Sejarah dan Budaya SWARNADWIPA: Jurnal Kajian Sejarah, Sosial, Budaya, dan Pembelajarannya Jurnal Filsafat Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran JUSPI (Jurnal Sejarah Peradaban Islam) Khazanah: Jurnal Studi Islam dan Humaniora Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Jurnal Eduscience (JES) Potret Pemikiran INTEGRITAS : Jurnal Pengabdian Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Journal of Innovation in Educational and Cultural Research Jurnal Abdimas Ilmiah Citra Bakti (JAICB) JOLLT Journal of Languages and Language Teaching Jurnal Islam Nusantara Social Pedagogy: Journal of Social Science Education DEVOTE: Jurnal Pengabdian Masyarakat Global HISTORIA: Jurnal Program Studi Pendidikan Sejarah Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Riwayat: Educational Journal of History and Humanities Honoli of Journal Primary Teacher Education Proceeding of The International Conference on Mathematical Sciences, Natural Sciences, and Computing
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Journal : JOLLT Journal of Languages and Language Teaching

Exploring Scaffolded Assessment in Research-Based Project Classes: A Qualitative Perspective on Student and Lecturer Experiences Santosa, Imam; Fadli, Muhammad Rijal; Sadikin, Irma Savitri; Iskandar, Ifan; Jonuzi, Vjollca
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.15435

Abstract

This study investigates the benefits and challenges of implementing scaffolding strategies in research-based project classes at Esa Unggul University. The participants consisted of 37 undergraduate students enrolled in a research class focused on producing academic research articles. Using a qualitative case study approach, data were collected through semi-structured interviews and analyzed using thematic analysis to explore students' experiences with scaffolding throughout the research project process. The findings revealed that scaffolding enhanced students' critical thinking, time management, academic motivation, and ability to use feedback effectively. Structured support mechanisms—such as critical questioning, phased assignments, and staged feedback—enabled students to engage more deeply with complex research tasks and fostered the development of independent learning skills. However, several challenges emerged, including high cognitive load, unclear scaffolding instructions, difficulty applying feedback, and student overreliance on lecturer   guidance. These results suggest that while scaffolding is a powerful instructional strategy, its effectiveness depends on intentional, flexible, and well-sequenced design that supports both structure and autonomy. This study contributes to instructional design by offering practical insights into how scaffolding can be optimized to meet the diverse needs of learners in higher education research setting.