DEVELOPMENT A SCIENCE E-BOOK BASED-DEEP LEARNING USING SCAFFOLDING TECHNIQUES TO IMPROVE STUDENT’S EXPLANATION SKILL AND INDEPENDENT LEARNING

Hermianingsih Hermianingsih, Ismail Fikri Natadiwijaya

Abstract


This study aimed to develop a science e-book integrating discovery learning, deep learning principles, and scaffolding techniques to improve students’ explanation skills and learning independence. The study employed a Four-D (4D) development model consisting of Define, Design, Develop, and Disseminate stages. The product was validated by two experts in science content and educational media. The effectiveness test involved 62 eighth-grade students from SMP Negeri 6 Klaten, Indonesia, divided into an experimental class and a control class. The intervention was conducted over three learning sessions on vibrations and waves. Data were collected using validation sheets, practicality and readability questionnaires, a Claim–Evidence–Reasoning (CER)-based explanation skills test, and a learning independence questionnaire. Data were analyzed using descriptive statistics, MANOVA, N-Gain, and effect size analyses. The results showed that the developed e-book was highly feasible and practical. MANOVA results indicated significant differences in explanation skills and learning independence between the experimental and control groups (p < 0.05). N-Gain and effect size analyses further showed moderate improvements in both variables. Therefore, the developed e-book is feasible, practical, and effective for supporting science learning.


Keywords


E-Book; Discovery Learning; Deep Learning; Scaffolding; Explanation Skills; Learning Independence

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References


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DOI: https://doi.org/10.29100/eduproxima.v8i4.10691

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