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Jurnal Pendidikan MIPA
Published by Universitas Lampung
ISSN : 14112531     EISSN : 26855488     DOI : http://doi.org/10.23960/jpmipa
Core Subject : Education,
Education
Jurnal Pendidikan MIPA (JPMIPA) focused on mathematics education, science education, and the use of technology in the educational field. In more detail, the scope of interest are, but not limited to: STEM/STEAM Education Environmental and Sustainability Education Scientific Literacy Computer-based Education and Digital Competence Higher Order Thinking Skills Multicultural and Inclusive Education Attitude towards Mathematics and Science Learning Models, Methods, Strategies of Math & Science Learning Virtual and Blended Learning Teacher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "The Effectiveness of Guided Inquiry with Scaffolding Techniques in Enhancing Primary Students" : 1 Documents clear
The Effectiveness of Guided Inquiry with Scaffolding Techniques in Enhancing Primary Students' Self-Efficacy in Mathematics Vonitasari, Adinda Rheyna; Amir, Mohammad Faizal
Jurnal Pendidikan MIPA Vol 26, No 1 (2025): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpmipa.v26i1.pp539-555

Abstract

Students' self-efficacy towards mathematics is still low. High self-efficacy is an essential factor in supporting learning success. Guided inquiry elaborated with scaffolding techniques is thought to affect students' self-efficacy. Therefore, this study aims to identify the effect of guided inquiry with scaffolding techniques on students' self-efficacy. The study design used was the posttest-only control group. In this study, data collection techniques were used using a questionnaire containing 20 questions to measure students' self-efficacy (magnitude, generality, and strength) in facing and completing mathematics tasks. Study participants included fourth-grade students' who were drawn through purposive sampling. ANOVA test and post hoc analysis were used for data analysis. The data analysis showed differences in students' self-efficacy between the implementations of guided inquiry with scaffolding techniques, guided inquiry without scaffolding techniques, and conventional learning. It was concluded that guided inquiry implemented with scaffolding techniques significantly enhanced students' mathematics self-efficacy. The most affected dimensions of self-efficacy from high to low are strength, magnitude, and generality. This shows sufficient scaffolding during the implementation of guided inquiry. In addition, students received sufficient scaffolding in the exploration process, which resulted in students being more confident in understanding the material and completing tasks independently.     Keywords: guided inquiry learning, scaffolding techniques, self-efficacy.

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