The Implication of E-Scaffolding in Mathematical Physics
Students Achievement and Motivation
H. D. Ayu
1
, A. Jufriadi
1
, H. Y. Pratiwi
1
, Sujito Sujito
2
1
Prodi Pendidikan Fisika, Universitas Kanjuruhan Malang, Indonesia
2
Jurusan Fisika, Universitas Negeri Malang, Indonesia
Keywords: Achievement, Motivation, Scaffolding.
Abstract: The aim of this research was to study the effect of e-scaffolding on motivation and achievement of students.
This study used quasi experimental design with post-test control group design the data analysis technique
used was a one-way analysis of variance. The results are as follows. H1) Students under different teaching
methods were significantly different in terms of student’s achievement (F =6.23, p=0.013). H2) Students
under different teaching methods were significantly different in terms of student’s motivation (F =15.23,
p=0.001). Finally, according to the results, we found e-scaffolding can help student to learn Mathematical
physics more effective and easy at their own place and flexible with their times. It means that the e-
scaffolding is more appropriate learning to improve motivation and achievement of students than traditional
teaching.
1 INTRODUCTION
Mathematical physics is one of difficult subject for
students of the physical sciences. This subject has
important role in applied physics. Students have a
perception that mathematical physics course are a
very difficult and complicated course, unpleasant,
less varied teacher in presenting the material so that
students are unmotivated to learn it. Mathematical
physics contains Mathematics, that is consisting of
many interconnecting parts or elements and
hierarchical concepts and deductive reasoning So,
the material or ideas/concepts of mathematics at the
previous level related to understanding the concept
of mathematics in the next level. This causes not all
learning methods can be used in this course. The
learning media used is also very limited. Although
traditional learning or direct learning has shown a
pattern of interaction between teachers with learners
or a group of students Reiser (2004) this learning
model causes students be fed up and unmotivated in
learning. Motivation could affect the learning
achievement of the person. In general, someone who
has a high motivation will have a good learning
achievement as well (Chen et al., 2016). Hence,
identifying the means to learning motivation is
important. Without motivation, students will only
engage in superficial learning thus depriving them
the essence of learning. With high motivation,
students will be able to carry out their work
diligently and strive persistently to achieve learning
goals as achievement (Cohen, 2016). Achievement
of students out as the indicator to evaluate students’
learning results and the major item to evaluate
teaching quality. Student’s achievement and
motivation would be affected by teaching methods,
learning behaviours and curriculum design. In this
respect, teachers and instructors must fully
understand the vital role of motivation in learning.
Generally, a teacher could merely teach students
with the average standards. Some low-achievement
students present low learning motivation and appear
helplessness to become “guests” in the class (Qiang,
2018). On the other hand, those with excellent
academic might be familiar with most contents in
textbooks to become “systematically demotivated”
as they consider the lessons in classes being too
easy. it's why teacher need teaching by scaffolding.
Nonetheless, teachers could hardly satisfy each
student’s needs in school education, due to teaching
time and schedule. This problem can be solved by
using e-scaffolding, because learning based on ICT
(e-learning) has become indispensable to making
learning become efficient (Hanafi et al., 2017).
Scaffolding as a metaphor for the way teacher
can support student’s progress and achievement
Ayu, H., Jufriadi, A., Pratiwi, H. and Sujito, S.
The Implication of E-Scaffolding in Mathematical Physics - Students Achievement and Motivation.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 119-122
ISBN: 978-989-758-343-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
119

through a relatively difficult task depend on Zone of
Proximal Development (ZPD) (Fernández et al.,
2001). Wass et al (2011) has proposed that a ZPD
useful for understanding how that interpersonal
communication can conceptual development and aid
learning in which the interactive process of teaching
and learning rest on the maintenance of dynamic
learning between teacher and learner. The creation
of such learning environment relies on both
pedagogical and technological factors. These two
main factors, such as appropriate feedback and
scaffolds. E-scaffolding is a product of online
learning aids (e-learning) using website and
scaffolding facilities (Ayu et al, 2017). Used e-
scaffolding can help inspire students to partake in
learning activities, which reinforce their desire to
achieve learning goals as their achievement. Ayu et
al (2017) prove that E-scaffolding can increases the
quality of process and learning outcomes.
From the literature review, there have been
unidentified e-scaffolding effect on Mathematical
physics learning especially on student’s achievement
and motivation. In addition, motivation may
influence student’s achievement. Therefore,
motivation and achievement variables were included
in this study to investigate the effect of blended
learning using e-scaffolding and traditional teaching.
The relationships between teaching method,
motivation, and achievement were explored. Taking
the main purpose of this study into consideration, the
following research hypotheses were developed;
H1: A difference exists between the experimental
group and the control group in the student’s
achievement.
H2: A difference exists between the experimental
group and the control group in the student’s
motivation.
2 RESEARCH METODHOLOGY
This study used quasi experimental design with post-
test control group design. The population was the
college students of universitas Kanjuruhan Malang,
who take mathematical physics courses. The
samples in this research were 56 students who were
randomly selected. This research used two classes as
the experimental class (n = 28) and the control class
(n = 28). The students in the experimental class were
taught by blended learning using e-scaffolding,
while the students in the control class were taught by
using traditional teaching (direct instruction). The
topic learned was about matrix and integral.
Student’s academic achievement were collected by
test and questionnaire base on Intrinsic Motivation
Inventory (IMI) used for student’s motivation. That
was conducted for 3 meetings. The test was carried
out after the treatment was given. The data analysis
technique used was a one-way analysis of variance
with SPSS 21.0
3 RESULTS
According to Analysis of Variance in the level of
significance of 5%. The difference of e-scaffolding
in motivation and achievement of student is
discussed. E-scaffolding appears significant
differences from traditional teaching in motivation
and achievement of student, which are higher with e-
scaffolding than with traditional teaching that H1
and H2 are supported. Research results is given in
Table 1. Table 2 summarizes the result of the
analysis student’s achievement and motivation based
on learning method.
Table 1: Difference analysis of e-scaffolding in student’s
achievement dan motivation.
Variable
Achievement Motivation
F P
Scheffe
post hoc
F P
Scheffe
post hoc
e-scaffolding
15,23 0,001
e-scaffolding
> traditional
teaching
6,23 0,013
e-
scaffolding
> traditional
teaching
Table 2. Student’s achievement and motivation based on
learning method.
Variable E-scaffolding Traditional Teaching
Min Max Mean Min Max Mean
Motivation 3 6 5,8 1 5 3,2
Achievement 64 85 75 52 75 63
Figure 1. One of the part in e-scaffolding.
4 DISCUSSIONS
A number of interesting findings were revealed by
the data analysis. Firstly, Effect of applied method
ANCOSH 2018 - Annual Conference on Social Sciences and Humanities
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on the motivation of the students. A main effect
attributed to teaching method was found, showing
that, in general, e-scaffolding have relatively higher
motivation than traditional teaching. That showing
by table 1 dan table 2. The motivation and the
learning are two things that affect each other.
According to the research of Chen et al. (2016),
students’ learning motivation is measured with
single dimensions in this study, including in
regarding learning as interests and favour of
challenging lessons, others’ affirmation, hobby,
passing examinations or evaluation, acquisition of
better performance, showing off to others, acquiring
appreciation, competing with classmates and notice
from the elderly or the opposite gender, not having
the shame of failure, not being punished and blamed.
Using e-scaffolding student have a challenging
experience in their lesson, because they will get
appreciation if they didn't use the scaffold that given.
student haven't the shame of failure, because e-
scaffolding having privation content just between
him/her and teacher. In the former setting, students
can use their computer and mobile devices with
greater flexibility and mobility to communicate and
discuss with their peers and teacher. Reiser (2009)
argue that two complementary mechanisms can
explain how a diversity of scaffolding approaches in
software (e-scaffolding) act to support learners.
Figure 1 is One of the part in e-scaffolding. It’s
showing, how many scaffolds for student and what
the consequent if they use the scaffold. E-
scaffolding also showing how many times they have
to solve all of the problem. E-scaffolding tools can
help structure the learning task, guiding student
through key components and supporting their
strategy and performance. In addition, e-scaffolding
can shape students' performance and understanding
of the task in terms of key disciplinary content and
planning and thus problematize this important
content. E-scaffolding have implication to student's
motivation because they didn't feel confused with
the task. Arguably, the use of such e-scaffolding
learning application can help create an effective
learning environment in which students can work
according to ZPD condition.
Secondly, findings showed that there was main
effect attributed to teaching method, indicating that
e-scaffolding were able to improve the achievement
of students. It is proven by table 1 and table 2.
Scaffolding is a significant component in facilitating
students’ learning. (Choi et al., 2005). Scaffolding
involves providing scaffold to students on an ZPD,
fading the assistance as learner competence
increases (Reiser, 2004). Using the notion of
scaffolding' and working within the child's Zone of
Proximal Development, that can make meaning
thought, Meaningful Tasks and good Adult
Interaction (Budaeng et al, 2017). If scaffolding is
designed based on the multiple levels of the student
understanding found in a classroom as ZPD
condition, it support to learning outcome. The results
of the quality analysis of the learning process and
achievement using E-scaffolding also shows an
improvement compared to the use of the traditional
teaching or direct instruction method (Ayu et al,
2017). Taştan et al (2018) reported significant
impact of motivation on academic achievement in
science education. The application of e-scaffolding
could help students understand the learning
conditions, understand the concept of mathematical
physics and provide opportunities for students
cultivating their achievement and motivation. In
comparison with competitive learning or individual
learning, it could better promote students’
motivation, student’s achievement, and teaching
quality and was a teaching strategy worth of
application to scaffolding. Azevedo and Hadwin
(2005) prove that when students learn about
complex topics with computer-based learning
environments with of scaffolding they show good
ability to regulate their learning, and failure to gain a
conceptual understanding, this can influence their
achievement. based on the first hypotheses, e-
Scaffolding can improve student’s motivation.
Demircioglu and Ucar (2015) proposed that learning
motivation was the psychological factor in
encouraging students’ learning activity. It was an
internal drive directly promoting students’ learning
as well as the initiation and awakening of learning
behaviour. Motivation is the essential condition for
meaningful learning and individuals proceeding
long-term effective (Lin et al., 2017). Learning
motivation is a mediator between responses and
stimuli. That is, learning motivation is a learner’s
personal opinions, and learners would appear
distinct knowledge needs because of different
opinions (Qiang, 2018). The motivation contributes
a direct impact on the learning result (Sumual and
Ombuh, 2018).
5 CONCLUSIONS
Based on the results of this study, the following
conclusions is application of e-scaffolding showed
an effect on achievement and motivation of students.
This method can help them to learn Mathematical
physics at their own place and flexible with their
The Implication of E-Scaffolding in Mathematical Physics - Students Achievement and Motivation
121

times. Moreover, it improves the interaction between
students and teachers. fast response, online
feedback, online note and facilitates group
discussion.
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