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EFFECTIVENESS OF MULTIPLE REPRESENTATION-BASED SCAFFHOLDING IN CHEMISTRY LEARNING: A STUDY ON 3T STUDENTS WITH LOW NUMERACY ABILITY

International Journal of Active Learning · Vol. 10 No. 2 (2025) · hlm. 1–6

DOI
10.15294/ijal.v10i2.22429
ISSN
2528-505X
Terbit
2025-06-02
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study aims to analyze the effectiveness of scaffolding-based learning with multiple representations in improving students' understanding of atomic structure and electron configuration. The subjects of the study consisted of 42 students from the 3T area, who were divided into an experimental group and a control group. The experimental group received learning with scaffolding based on multiple representations, while the control group received conventional learning. The results showed that there was a significant increase in conceptual understanding in the experimental group, with an average pretest score of 45.2 and a posttest score of 78.5. In addition, the scaffolding technique based on multiple representations was proven effective in reducing students' misconceptions about atomic structure and electron configuration, as well as increasing their learning motivation. Therefore, this learning strategy is recommended to be widely applied in chemistry learning, especially for students in the 3T area who have limited access to learning resources and low numeracy skills.

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  • State University of Semarang
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Rekan penulisOrganisasiArtikel bersama
Sudarmin SudarminAfiliasi tidak diketahui2
Rinda Angghita PutriAfiliasi tidak diketahui2
Siti Herlina DewiState University of Semarang1
Kasmui KasmuiState University of Semarang1
Eko Budi SusatyaAfiliasi tidak diketahui1
Harjono HarjonoAfiliasi tidak diketahui1
Norma EralitaAfiliasi tidak diketahui1
Rr. S.E PujiastutiAfiliasi tidak diketahui1
M. Aryono AdhiAfiliasi tidak diketahui1
Rr. Sri Endang PujiastutiAfiliasi tidak diketahui1
Endang SusilaningsihState University of Semarang1
Sigit PriatmokoState University of Semarang1
Sri NurhayatiAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijal/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">EFFECTIVENESS OF MULTIPLE REPRESENTATION-BASED SCAFFHOLDING IN CHEMISTRY LEARNING: A STUDY ON 3T STUDENTS WITH LOW NUMERACY ABILITY</dc:title>
	<dc:creator xml:lang="en">Damayanti, Yosephine Debbie </dc:creator>
	<dc:creator xml:lang="en">Wulanningtyas, Melania Eva </dc:creator>
	<dc:subject xml:lang="en">Scaffolding,  multiple  representation,  chemistry, 3T</dc:subject>
	<dc:description xml:lang="en">This study aims to analyze the effectiveness of scaffolding-based learning with multiple representations in improving students' understanding of atomic structure and electron configuration. The subjects of the study consisted of 42 students from the 3T area, who were divided into an experimental group and a control group. The experimental group received learning with scaffolding based on multiple representations, while the control group received conventional learning. The results showed that there was a significant increase in conceptual understanding in the experimental group, with an average pretest score of 45.2 and a posttest score of 78.5. In addition, the scaffolding technique based on multiple representations was proven effective in reducing students' misconceptions about atomic structure and electron configuration, as well as increasing their learning motivation. Therefore, this learning strategy is recommended to be widely applied in chemistry learning, especially for students in the 3T area who have limited access to learning resources and low numeracy skills.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-02</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">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ijal/article/view/22429</dc:identifier>
	<dc:identifier>10.15294/ijal.v10i2.22429</dc:identifier>
	<dc:source xml:lang="en">International Journal of Active Learning; Vol. 10 No. 2 (2025): October 2025; 1-6</dc:source>
	<dc:source>2528-505X</dc:source>
	<dc:source>10.15294/ijal.v10i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ijal/article/view/22429/4297</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 International Journal of Active Learning</dc:rights>
</oai_dc:dc>