Melola Discovery

← Melola Discovery

Jurnal

Designing Metacognitive Scaffolding Based on Science Talk to Enhance Students Scientific Argumentation

Unnes Science Education Journal · Vol. 15 No. 2 (2026) · hlm. 184–194

DOI
10.15294/usej.v15i2.48402
ISSN
2502-6232, 2252-6617
Terbit
2026-08-31
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

Scientific argumentation is essential for critical thinking and evidence-based reasoning in 21st-century science education. However, procedural teaching methods often neglect metacognitive regulation in argument construction. This study aims to analyze the validity, practicality, and effectiveness of student worksheets designed as operational representations of science talk-based metacognitive scaffolding. Employing a Research and Development (R&D) approach with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the research involved Grade 7E students at SMP Negeri 2 Panti, Jember. Data were gathered through expert validation, observation, pretest-posttest assessments, and student questionnaires. Results demonstrated high validity (95.5%) and practicality (95.5%). Effectiveness was evidenced by a moderate N-gain score of 0.67 and a 93.0% positive student response rate. These findings suggest that integrating metacognitive scaffolding and dialogic pedagogy significantly enhances students' scientific argumentation skills. This research contributes to the theoretical framework of argumentative learning design and metacognitive regulation in science education.

Kata kunci

Jaringan kolaborasi para penulis

33 penulis · 80 tautan kepenulisan bersama · 14 lintas organisasi

Arahkan kursor atau ketuk sebuah nama untuk menyorot rekan penulisnya. Klik dua kali untuk membuka halaman penulis.

  • Universitas Jember
  • Cenderawasih University
  • National Pingtung University
  • Universitas Halu Oleo
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Subiki SubikiUniversitas Jember2
Ilham SalimCenderawasih University1
Yohanes B.J. RusmantaCenderawasih University1
Himawan HimawanCenderawasih University1
H. S. R. Ibo,, Is. RaniAfiliasi tidak diketahui1
Yohanes B.J. RusmantaCenderawasih University1
Rif’ati Dina HandayaniUniversitas Jember1
Dwi Resta Maulita SariUniversitas Jember1
Sherin Shintya PredinaUniversitas Jember1
Sri WahyuniUniversitas Jember1
Taufiqrahman HasyimAfiliasi tidak diketahui1
Wahyu DharmawanUniversitas Jember1
Sri WahyuniUniversitas Jember1
Kuntoro Adi JuwandaAfiliasi tidak diketahui1
Vinandani MeryastitiUniversitas Jember1
Zainur Rasyid RidloUniversitas Jember1
Rahayuningsih RahayuningsihAfiliasi tidak diketahui1
Sri WahyuniUniversitas Jember1
Fena Dheta SukmaUniversitas Jember1
Isa SuhadaAfiliasi tidak diketahui1
Sri WahyuniUniversitas Halu Oleo1
Fitri AmaliyahUniversitas Jember1
Fiska AnjaniUniversitas Jember1
Laili Widya RohmaUniversitas Jember1

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/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Designing Metacognitive Scaffolding Based on Science Talk to Enhance Students Scientific Argumentation</dc:title>
	<dc:creator xml:lang="en">Rusdianto, Rusdianto</dc:creator>
	<dc:creator xml:lang="en">Supeno, Supeno</dc:creator>
	<dc:creator xml:lang="en">Nuha, Ulin</dc:creator>
	<dc:creator xml:lang="en">Fadilah, Rizka Elan</dc:creator>
	<dc:creator xml:lang="en">Firdausi, Soraya</dc:creator>
	<dc:creator xml:lang="en">Prasetya, Ferry Budi</dc:creator>
	<dc:creator xml:lang="en">Iffah, Fauziyatul</dc:creator>
	<dc:creator xml:lang="en">Masruri, Achmad Faisal</dc:creator>
	<dc:creator xml:lang="en">Xuan, Li Yi </dc:creator>
	<dc:subject xml:lang="en">Metacognitve scaffolding</dc:subject>
	<dc:subject xml:lang="en">Science talk</dc:subject>
	<dc:subject xml:lang="en">scientific argumentation</dc:subject>
	<dc:description xml:lang="en">Scientific argumentation is essential for critical thinking and evidence-based reasoning in 21st-century science education. However, procedural teaching methods often neglect metacognitive regulation in argument construction. This study aims to analyze the validity, practicality, and effectiveness of student worksheets designed as operational representations of science talk-based metacognitive scaffolding. Employing a Research and Development (R&amp;amp;D) approach with the ADDIE model (Analyze, Design, Develop, Implement, Evaluate), the research involved Grade 7E students at SMP Negeri 2 Panti, Jember. Data were gathered through expert validation, observation, pretest-posttest assessments, and student questionnaires. Results demonstrated high validity (95.5%) and practicality (95.5%). Effectiveness was evidenced by a moderate N-gain score of 0.67 and a 93.0% positive student response rate. These findings suggest that integrating metacognitive scaffolding and dialogic pedagogy significantly enhances students' scientific argumentation skills. This research contributes to the theoretical framework of argumentative learning design and metacognitive regulation in science education.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-08-31</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/usej/article/view/48402</dc:identifier>
	<dc:identifier>10.15294/usej.v15i2.48402</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 15 No. 2 (2026): August 2026; 184-194</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:source>10.15294/usej.v15i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/48402/11286</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Unnes Science Education Journal</dc:rights>
</oai_dc:dc>