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The Effect of Feedback as Soft Scaffolding on Ongoing Assessment Toward The Quantum Physics Concept Mastery of The Prospective Physics Teachers

Jurnal Pendidikan IPA Indonesia · Vol. 7 No. 1 (2018) · pp. 41–47

DOI
10.15294/jpii.v6i2.7239
ISSN
2089-4392, 2339-1286
Published
2018-04-03
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng
License
creativecommons.org/licenses/by/4.0

Abstract

Many recent studies have reported that feedback plays a very important role in students’ learning outcomes. However, currently, feedback has not been utilized by lecturers and students in the learning process effectively. This study aimed to explore the impact of feedback as a soft scaffolding in the ongoing assessment of Quantum Physics class for the students as prospective Physics teachers. A quasi-experimental design non-equivalent pretest-posttest control group was used to examine the effectiveness of feedback based on ongoing assessment. The results of the study revealed that students who received feedback based on metacognitive and social constructivism on studying Quantum Physics showed better average results compared to students who received traditional feedback based on the cognitivism in the form of correction.

Keywords

Collaboration network of the authors

18 authors · 45 co-authorship links · 26 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Lampung University
  • Universitas Islam Negeri Raden Intan Lampung
  • Yogyakarta State University
  • University of Tsukuba
  • Sebelas Maret University
  • UIN Sunan Ampel Surabaya
  • Indonesia University of Education
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Fredi Ganda PutraUniversitas Islam Negeri Raden Intan Lampung2
Rahma DianiUniversitas Islam Negeri Raden Intan Lampung2
Adyt AnugrahAffiliation unknown2
Misbah MisbahAffiliation unknown2
Annisa Nur KhasanahSebelas Maret University1
Dadan RosanaYogyakarta State University1
İnsih WilujengYogyakarta State University1
Arifin SeptiyantoUIN Sunan Ampel Surabaya1
Muhammad Nur HudhaIndonesia University of Education1
I Wayan DistrikLampung University1
Chandra ErtikantoLampung University1
Yeni PurwatiLampung University1
Nor Farahwahidah Abdul RahmanUniversity of Technology Malaysia1
K. KhoiriahAffiliation unknown1
Tri JalmoLampung University1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 29 Okt 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">The Effect of Feedback as Soft Scaffolding on Ongoing Assessment Toward The Quantum Physics Concept Mastery of The Prospective Physics Teachers</dc:title>
	<dc:creator>Abdurrahman, A.</dc:creator>
	<dc:creator>Saregar, A.</dc:creator>
	<dc:creator>Umam, R.</dc:creator>
	<dc:subject xml:lang="en-US">Feedback, Ongoing assessment, Quantum Physics, Soft Scaffolding</dc:subject>
	<dc:description xml:lang="en-US">Many recent studies have reported that feedback plays a very important role in students’ learning outcomes. However, currently, feedback has not been utilized by lecturers and students in the learning process effectively. This study aimed to explore the impact of feedback as a soft scaffolding in the ongoing assessment of Quantum Physics class for the students as prospective Physics teachers. A quasi-experimental design non-equivalent pretest-posttest control group was used to examine the effectiveness of feedback based on ongoing assessment. The results of the study revealed that students who received feedback based on metacognitive and social constructivism on studying Quantum Physics showed better average results compared to students who received traditional feedback based on the cognitivism in the form of correction.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US">University of Lampung</dc:contributor>
	<dc:date>2018-04-03</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/nju/jpii/article/view/7239</dc:identifier>
	<dc:identifier>10.15294/jpii.v6i2.7239</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 7, No 1 (2018): March 2018; 41-47</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v7i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/7239/7676</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2018 Jurnal Pendidikan IPA Indonesia</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by/4.0</dc:rights>
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