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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) · pp. 1–6

DOI
10.15294/ijal.v10i2.22429
ISSN
2528-505X
Published
2025-06-02
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

16 authors · 51 co-authorship links

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  • State University of Semarang
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles
Sudarmin SudarminAffiliation unknown2
Endang SusilaningsihState University of Semarang2
Sigit PriatmokoState University of Semarang2
Rinda Angghita PutriAffiliation unknown2
Siti Herlina DewiState University of Semarang1
Kasmui KasmuiState University of Semarang1
Eko Budi SusatyaAffiliation unknown1
Harjono HarjonoAffiliation unknown1
Norma EralitaAffiliation unknown1
Rr. S.E PujiastutiAffiliation unknown1
Rr. Sri Endang PujiastutiAffiliation unknown1
M. Aryono AdhiAffiliation unknown1
Rinda Anggita PutriAffiliation unknown1
Sri NurhayatiState University of Semarang1

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/journals/ijal/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (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>