DOI of the published article http://dx.doi.org/10.23960/jpmipa/v26i1.pp539-555
The Effectiveness of Guided Inquiry with Scaffolding Techniques in Enhancing Primary Students' Self-Efficacy in Mathematics
Efektivitas Inkuiri Terbimbing dengan Teknik Scaffolding dalam Meningkatkan Efikasi Diri Siswa Sekolah Dasar dalam Matematika
DOI:
https://doi.org/10.21070/ups.8750Keywords:
Guided Inquiry, scaffolding, Math Self-EfficacyAbstract
Students' self-efficacy in mathematics remains low, even though high self-efficacy is crucial for academic success. This study aims to examine the effect of guided inquiry combined with scaffolding techniques on students’ self-efficacy. The research employed a posttest-only control group design. Data were collected through a questionnaire consisting of 20 items measuring three self-efficacy dimensions: strength, magnitude, and generality. The participants were fourth-grade elementary students selected using purposive sampling. Data were analyzed using ANOVA and post hoc tests. The results showed significant differences among students who received guided inquiry with scaffolding, without scaffolding, and conventional learning. Guided inquiry with scaffolding was the most effective in enhancing students’ mathematical self-efficacy. The most affected dimensions, from highest to lowest, were strength, magnitude, and generality. These findings indicate that sufficient scaffolding during inquiry supports students’ confidence in understanding material and completing mathematical tasks.
Downloads
References
A. Bandura, Self-efficacy: The exercise of control. Worth Publishers, 1997. [Online]. Available: https://books.google.co.id/books?id=eJ-PN9g_o-EC
B. D. Wale and K. S. Bishaw, ‘Effects of using inquiry-based learning on EFL students’ critical thinking skills’, Asian. J. Second. Foreign. Lang. Educ., vol. 5, no. 1, p. 9, Dec. 2020, doi: 10.1186/s40862-020-00090-2.
R. Rusmansyah, S. A. Rahmah, S. Syahmani, A. Hamid, I. Isnawati, and A. E. Kusuma, ‘Implementasi model PJBL-STEAM konteks lahan basah untuk meningkatkan kemampuan berpikir kritis dan self-efficacy peserta didik’, JINoP, vol. 9, no. 1, May 2023, doi: 10.22219/jinop.v9i1.23493.
Y. F. Zakariya, ‘Improving students’ mathematics self-efficacy: A systematic review of intervention studies’, Front. Psychol., vol. 13, p. 986622, Sept. 2022, doi: 10.3389/fpsyg.2022.986622.
E. L. Usher, ‘Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation.’, American Educational Research Journal, vol. 46, no. 1, pp. 275–314, 2009, doi: 10.3102/0002831208324517.
M. Živković, S. Pellizzoni, E. Doz, A. Cuder, I. Mammarella, and M. C. Passolunghi, ‘Math self-efficacy or anxiety? the role of emotional and motivational contribution in math performance’, Soc Psychol Educ, vol. 26, no. 3, pp. 579–601, June 2023, doi: 10.1007/s11218-023-09760-8.
C. Puozzo and C. Audrin, ‘Improving self-efficacy and creative self-efficacy to foster creativity and learning in schools’, Thinking Skills and Creativity, vol. 42, p. 100966, Dec. 2021, doi: 10.1016/j.tsc.2021.100966.
P. Arifin, B. N. Trisna, and Muh. F. Atsnan, ‘Mengembangkan self-efficacy matematika melalui pembelajaran pendekatan matematika realistik pada siswa kelas vii d SMP Negeri 27 Banjarmasin tahun pelajaran 2016-2017’, MD, vol. 3, no. 2, pp. 93–104, July 2018, doi: 10.33654/math.v3i2.59.
L. F. Masitoh and H. Fitriyani, ‘Improving students’ mathematics self-efficacy through problem based learning’, Mal.J.Math.Learn, vol. 1, no. 1, p. 26, May 2018, doi: 10.29103/mjml.v1i1.679.
B. A. Tergravida and W. J. Prihastiwi, ‘Perceived teacher support on student engagement through self-efficacy as a mediator in elementary school students’ mathematics lesson’, 2023, [Online]. Available: https://dergipark.org.tr/en/pub/jmetp/issue/81482/1367735
B. Özcan and Y. Z. Kültür, ‘The relationship between sources of mathematics self-efficacy and mathematics test and course achievement in high school seniors’, Sage Open, vol. 11, no. 3, p. 21582440211040124, July 2021, doi: 10.1177/21582440211040124.
W. N. Mahmudah and Hermanto, ‘Self efficacy on mathematics learning outcomes of elementary school students the impact of online learning’, j. pendidik. indonesia., vol. 13, no. 1, pp. 129–137, Apr. 2024, doi: 10.23887/jpiundiksha.v13i1.43030.
N. P. Prasanti, I. M. Suarjana, and G. Wira Bayu, ‘The guided inquiry learning model aided by audiovisual media improves students’ mathematics learning outcomes’, JP2, vol. 6, no. 2, pp. 247–254, Aug. 2023, doi: 10.23887/jp2.v6i2.61707.
P. Yıldız, S. K. Çiftçi, and İ. E. Y. Özdemir, ‘Mathematics self-efficacy beliefs and sources of self-efficacy: a descriptive study with two elementary school students’, IJPE, vol. 15, no. 3, pp. 194–206, June 2019, doi: 10.29329/ijpe.2019.193.14.
L. Luzyawati, ‘Analisis kemampuan berpikir kritis siswa sma materi alat indera melalui model pembelajaran inquiry pictorial riddle’, Edu Sains: J. Pendidik. Sains & Matematika, vol. 5, no. 2, p. 9, Mar. 2018, doi: 10.23971/eds.v5i2.732.
D. H. Schunk and M. K. DiBenedetto, ‘Academic self-efficacy.’, New York, NY, US: Routledge, 2022, pp. 268–282. doi: 10.4324/9781003013778-21.
Suyanti, E. S. Manurung, S. Nurayati, R. Ramadhani, and Iziati, ‘The influence of conventional learning methods on students’ understanding of commendable behavior material in students at elementary school 098021 Kampung Prapat’, 2024, [Online]. Available: https://journal.mgedukasia.or.id/index.php/etnopedagogi
E. S. Magfirotin and M. F. Amir, ‘Elementary school students’ conceptual and procedural knowledge in solving fraction problems’, 2024, doi: 10.15294/0m58xs24.
J.-M. G. Rodriguez, K. H. Hunter, L. J. Scharlott, and N. M. Becker, ‘A review of research on process oriented guided inquiry learning: implications for research and practice’, J. Chem. Educ., vol. 97, no. 10, pp. 3506–3520, Oct. 2020, doi: 10.1021/acs.jchemed.0c00355.
G. Bopo, E. T. Ngura, Y. M. Fono, and D. N. L. Laksana, ‘Peningkatan kemampuan numerasi dengan media pembelajaran papan pintar berhitung pada anak usia 6-7 tahun’, J.IL.Pend.CB, vol. 10, no. 3, pp. 468–480, Aug. 2023, doi: 10.38048/jipcb.v10i3.1998.
H. P. Aryal, ‘The effect of inquiry-based learning on calculus I students’ math anxiety’, Ohio University, 2022. [Online]. Available: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1659124270423852
M. G. Jatisunda, V. Suciawati, and D. S. Nahdi, ‘Discovery learning with scaffolding to promote mathematical creative thinking ability and self-efficacy’, ajpm, vol. 11, no. 2, pp. 351–370, Dec. 2020, doi: 10.24042/ajpm.v11i2.6903.
F. Puspitaningsih and S. K. Handayanto, ‘Pengaruh PBL dengan scaffolding prosedural terhadap kemampuan berpikir tingkat tinggi ditinjau dari kemampuan tinggi dan rendah siswa’, p. 2018, doi: 10.17977/jptpp.v3i7.11333.
L. Dou, ‘The design of scaffolding for inquiry learning’, in 2021 International Symposium on Educational Technology (ISET), 2021, pp. 33–37. doi: 10.1109/ISET52350.2021.00017.
F. H. Bikmaz, Ö. Çelebi̇, A. Ata, E. Özer, Ö. Soyak, and H. Reçber, ‘Scaffolding strategies applied by student teachers to teach mathematics’, H. S, 2010, [Online]. Available: http://ijrte.eab.org.tr/1/spc.issue/3f.hazir.pdf
S. M. Luce, ‘Guided inquiry approach to chemistry instruction to improve the self-efficacy levels of students with individualized education programs’, 2024, [Online]. Available: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
I. D. Hastuti, S. Surahmat, S. Sutarto, and Dafik, ‘The effect of guided inquiry learning in improving metacognitive skill of elementary school students’, INT J INSTRUCTION, vol. 13, no. 4, pp. 315–330, Oct. 2020, doi: 10.29333/iji.2020.13420a.
D. Isran, S. Haji, H. Sumardi, and F. S. Syafri, ‘Exploring the impact of guided inquiry learning with a scientific approach on mathematical conceptual understanding’, 2024, doi: https://doi.org/10.25217/numerical.v8i1.
V. Kurniawati, ‘Pengembangan perangkat pembelajaran matematika berbasis guided inquiry dan learning trajectory berorientasi pada kemampuan pemecahan masalah’, vol. 7, 2018, [Online]. Available: http://journal.institutpendidikan.ac.id/index.php/mosharafa
R. Diani, A. Asyhari, and L. P. Putri, ‘Empowering minds: How guided inquiry enhances scientific reasoning in students with varied self-efficacy levels’, IJSME, vol. 7, no. 1, p. 170, Mar. 2024, doi: 10.24042/ijsme.v7i1.22625.
A. A. Alanazi, K. Osman, and L. Halim, ‘Effect of scaffolding strategies and guided discovery on higher-order thinking skills in physics education’, EURASIA J Math Sci Tech Ed, vol. 20, no. 9, p. em2496, Sept. 2024, doi: 10.29333/ejmste/14980.
nilson valencia Vallejo, omar lopez Vargas, and luis sanabria Rodriquez, ‘Effect of a metacognitive scaffolding on self-efficacy, metacognition, and achievement in e-learning environments’, Knowledge Management & E-Learning: An International Journal, pp. 1–19, Mar. 2019, doi: 10.34105/j.kmel.2019.11.001.
H.-S. Wang, S. Chen, and M.-H. Yen, ‘Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry’, Phys. Rev. Phys. Educ. Res., vol. 17, no. 2, p. 020108, Aug. 2021, doi: 10.1103/PhysRevPhysEducRes.17.020108.
S. Wulandari and I. Hayati, ‘Studi literatur: Peran questioning sebagai scaffolding dalam pembelajaran matematika’, 2022, doi: http://doi.org/10.35974/jpd.v5i2.2898.
Y. Fitria, ‘Perangkat pembelajaran matematika berbasis guided discovery untuk kemampuan pemecahan masalah peserta didik sekolah dasar’, vol. 6, 2022, [Online]. Available: https://doaj.org/article/7f845674ad014d8ebda22b8102d661a8
R. E. Simamora, S. Saragih, and H. Hasratuddin, ‘Improving students’ mathematical problem solving ability and self-efficacy through guided discovery learning in local culture context’, Int Elect J Math Ed, vol. 14, no. 1, Nov. 2018, doi: 10.12973/iejme/3966.
S. Riben, M. Arsyad, and H. Helmi, ‘Guided inquiry method and self-efficacy on high school students’ physics learning outcomes’, j. penelit. dan pengemb. pendidik., vol. 8, no. 2, pp. 356–364, Aug. 2024, doi: 10.23887/jppp.v8i2.68657.
J. W. Creswell and J. D. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches. California: SAGE Publications, 2018.
S. A. Sotiriou, A. Lazoudis, and F. X. Bogner, ‘Inquiry-based learning and E-learning: how to serve high and low achievers’, Smart Learn. Environ., vol. 7, no. 1, p. 29, Dec. 2020, doi: 10.1186/s40561-020-00130-x.
I. Amelia and H. Nindiasari, ‘Efektivitas pembelajaran inquiry dengan strategi scaffolding untuk meningkatkan kemampuan komunikasi matematis siswa’, GAUSS, vol. 5, no. 1, pp. 27–36, May 2022, doi: 10.30656/gauss.v5i1.4525.
W. Nofiansyah, ‘Efektivitas penerapan scaffolding terhadap self efficacy mahasiswa pada mata kuliah matematika ekonomi di program studi pendidikan ekonomi stkip kumala lampung’, JA, vol. 3, no. 2, p. 163, Dec. 2021, doi: 10.29240/ja.v3i2.4031.
Y. W. Sopari, Y. Daniarsa, and N. Ulfatushiyam, ‘Pembelajaran inkuiri terbimbing untuk peningkatan kemampuan berpikir kritis, komunikasi matematis, efikasi diri matematis’, pjme, 2022, doi: DOI: 10.23969/pjme.v12i1.5278.
D. A. Herzamzam, ‘Peningkatkan motivasi dan self efficacy belajar matematika melalui model pembelajaran berbasis masalah pada siswa sekolah dasar’, basicedu, vol. 5, no. 4, pp. 2133–2144, July 2021, doi: 10.31004/basicedu.v5i4.1177.
F. P. Negara, Z. Abidin, and S. S. Faradiba, ‘Meningkatkan self-efficacy matematika siswa melalui pembelajaran berbasis masalah’, Cendekia, vol. 7, no. 1, pp. 455–466, Feb. 2023, doi: 10.31004/cendekia.v7i1.1943.
J. Calleja, C. Foster, and J. Hodgen, ‘Teachers’ structuring of mathematical inquiry lessons: shifting from “task-first” to “scaffolded inquiry”’, Research in Mathematics Education, vol. 26, no. 3, pp. 460–493, Sept. 2024, doi: 10.1080/14794802.2023.2176915.
Y. Suryani, A. R. Ningrum, N. Hidayah, and N. R. Dewi, ‘The effectiveness of blended learning-based scaffolding strategy assisted by google classroom toward the learning outcomes and students’ self-efficacy’, J. Phys.: Conf. Ser., vol. 1796, no. 1, p. 012031, Feb. 2021, doi: 10.1088/1742-6596/1796/1/012031.
C. A. Chinn, ‘Inquiry and learning’, in International Handbook of Inquiry and Learning, 1st edn, R. G. Duncan, Ed., New York, NY: Routledge, 2021.: Routledge, 2021, pp. 1–14. doi: 10.4324/9781315685779-1.
C. N. Aynufa, A. Alman, and H. S. Astutik, ‘Pengaruh guided inquiry learning terhadap hasil belajar matematika siswa di SD inpres 103 HBM Kota Sorong’, Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, vol. 2, no. 1, pp. 49–55, Jan. 2020, doi: 10.36232/jurnalpendidikandasar.v2i1.407.
B. V. Oers, ‘Scaffolding in mathematics education’, in Encyclopedia of Mathematics Education, S. Lerman, Ed., Cham: Springer International Publishing, 2020, pp. 759–762. doi: 10.1007/978-3-030-15789-0_136.
A. Langdon and J. Pandor, ‘An investigation of scaffolding strategies to support structured inquiry language teaching to novice learners in a primary school setting’, LV, pp. 1–22, Dec. 2020, doi: 10.6035/LanguageV.2020.13.1.
M. N. W. Sichangi, ‘Effect of inquiry-based learning on mathematics learning achievement in stem-integrated secondary schools in kenya’, University of Nairobi, 2024. [Online]. Available: https://erepository.uonbi.ac.ke/handle/11295/166854
M. A. S. Sulistiyo and A. Wijaya, ‘The effectiveness of inquiry-based learning on computational thinking skills and self-efficacy of high school students’, J. Phys.: Conf. Ser., vol. 1581, no. 1, p. 012046, July 2020, doi: 10.1088/1742-6596/1581/1/012046.
N. Anwar et al., ‘Learning math through mobile game for primary school students’, 2020, [Online]. Available: https://www.researchgate.net/publication/343305550
M. L. Oktarianto, S. Akbar, S. Mas’ula, D. Hanisvana, and R. A. Farizza, ‘Developments in self-efficacy at the elementary school level’, vol. 10, no. 4, 2024, doi: http://dx.doi.org/10.31949/jcp.v10i4.11757.
Y. Guo, Y. Wang, and J. L. Ortega-Martín, ‘The impact of blended learning-based scaffolding techniques on learners’ self-efficacy and willingness to communicate’, PortaLin, no. 40, pp. 253–273, June 2023, doi: 10.30827/portalin.vi40.27061.
J.-L. Dorier and K. Maass, ‘Inquiry-based mathematics education’, in Encyclopedia of Mathematics Education, S. Lerman, Ed., Cham: Springer International Publishing, 2020, pp. 384–388. doi: 10.1007/978-3-030-15789-0_176.
Downloads
Additional Files
Posted
License
Copyright (c) 2025 UMSIDA Preprints Server
This work is licensed under a Creative Commons Attribution 4.0 International License.
