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THE INFLUENCE OF V DIAGRAM PROCEDURAL SCAFFOLDING IN GROUP INVESTIGATION TOWARDS STUDENTS WITH HIGH AND LOW PRIOR KNOWLEDGE

Jurnal Pendidikan IPA Indonesia · Vol. 5 No. 1 (2016) · pp. 108–115

DOI
10.15294/jpii.v5i1.5799
ISSN
2089-4392, 2339-1286
Published
2016-04-18
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng
License
creativecommons.org/licenses/by/4.0

Abstract

The learning achievement of high school students of Malang city in physics was still low, thus the appropriate learning strategies was necessaryto optimize the physics learning achievement. V diagram procedural scaffoldingin Group Investigation was designed with the aim to optimize student learning achievement. The purpose of this study was to examine differences in learning achievement of groups of students who learn through Scaffolding Procedural strategies in Group Investigation and groups of students who are studying with Group Investigation, to examine differences in student achievement between thosewith high and low prior knowledge levels, and to examine the interaction between learning strategies (procedural scaffolding in GI and GI) and initial knowledge of students towardlearning achievement. The method used in this study wasquasi-experimental.The design used in this study was Two Factorial Design consisted of two experimental classes and two control classes each. The results indicated that learning achievement group of students who learn through proceduralscaffolding in Group Investigation was higher than the group of students who are studying with Group Investigation. The learning achievements of students with high prior knowledge surpassed those with low prior knowledge. Last, there was an interaction between the learning strategies and prior knowledge of students toward learning achievement.

Keywords

Collaboration network of the authors

15 authors · 30 co-authorship links · 15 across different organisations

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

  • State University of Malang
  • Yala Rajabhat University
  • Universitas Halu Oleo
  • Nara Institute of Science and Technology
  • Universitas Negeri Surabaya
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Lia YuliatiState University of Malang2
Charisma Pramuda WijayaState University of Malang2
Luh SukariasihUniversitas Halu Oleo1
SutopoState University of Malang1
Andi Marwanti PanreNara Institute of Science and Technology1
Phurkonni SaleahYala Rajabhat University1
Tutut NuritaUniversitas Negeri Surabaya1
Arif HidayatState University of Malang1
Dimas Abdi HaidarState University of Malang1
W. WartonoState University of Malang1
Eka OktaviantiState University of Malang1
Eleeyah SanisoYala Rajabhat 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 INFLUENCE OF V DIAGRAM PROCEDURAL SCAFFOLDING IN GROUP INVESTIGATION TOWARDS STUDENTS WITH HIGH AND LOW PRIOR KNOWLEDGE</dc:title>
	<dc:creator>Amelia, R.</dc:creator>
	<dc:creator>Handayanto, S. K.</dc:creator>
	<dc:creator>Muhardjito, M.</dc:creator>
	<dc:subject xml:lang="en-US">Group Investigation, Learning Achievement, Prior Knowledge, Procedural Scaffolding,   V Diagram,</dc:subject>
	<dc:description xml:lang="en-US">The learning achievement of high school students of Malang city in physics was still low, thus the appropriate learning strategies was necessaryto optimize the physics learning achievement. V diagram procedural scaffoldingin Group Investigation was designed with the aim to optimize student learning achievement. The purpose of this study was to examine differences in learning achievement of groups of students who learn through Scaffolding Procedural strategies in Group Investigation and groups of students who are studying with Group Investigation, to examine differences in student achievement between thosewith high and low prior knowledge levels, and to examine the interaction between learning strategies (procedural scaffolding in GI and GI) and initial knowledge of students towardlearning achievement. The method used in this study wasquasi-experimental.The design used in this study was Two Factorial Design consisted of two experimental classes and two control classes each. The results indicated that learning achievement group of students who learn through proceduralscaffolding in Group Investigation was higher than the group of students who are studying with Group Investigation. The learning achievements of students with high prior knowledge surpassed those with low prior knowledge. Last, there was an interaction between the learning strategies and prior knowledge of students toward learning achievement.</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"></dc:contributor>
	<dc:date>2016-04-18</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<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/5799</dc:identifier>
	<dc:identifier>10.15294/jpii.v5i1.5799</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 5, No 1 (2016): April 2016; 108-115</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v5i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/nju/jpii/article/view/5799/4727</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2016 Jurnal Pendidikan IPA Indonesia (Indonesian Journal of Science Education)</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by/4.0</dc:rights>
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