The Implementation of Web Based E-Scaffolding Enhance Learning (ESEL) on Centre of Mass Concept Understanding

Abstract

Due to the Covid19 outbreak, the Indonesian Government decreed that students learn online. There are many models of online learning. Some models require a synchronous mode using online meetings, some use an asynchronous mode, and some use a mixed-mode. Online learning does require students to be more active in independent learning. However, resources to support independent student learning in Indonesia are limited. This research examines the implementation, and evaluation of an online learning resource for senior high school students in physics education. The focus topic of the study is developing students' understanding of the physics concept of center of mass. A Web-based E-Scaffolding Enhance Learning (ESEL) was identified and implemented. This study used a quasi-experiment, one group, pretest-posttest methodology. Forty-one students from one Indonesian public and one Indonesian private school participated in the research. The ESEL model involved four phases: sense-making, process management, articulation, and reflection. A Google Classroom site where students undertook ESEL based activity was developed for the online asynchronous mode implementation. Google Meet was used for synchronous meetings and sharing learning results. Data analysis shows that the web-based ESEL model supported online learning of the center of mass concept, though some improvements are possible. Specifically, learning outcomes increased with a significant value increase between the pre-test and post-test, and a normalized gain score of 0.73 indicated effective learning in high criteria. This research shows that the web-based ESEL approach is an effective self-directed learning tool for online physics classrooms.