Using Scaffolding to Improve Grade 10 Students’ Argumentation Skills on Green Chemistry

Abstract

This study aimed to assess the impact of scaffolding instruction on the argumentation skills of 10th-grade students regarding green chemistry. Conducted in May 2023 at a public high school in Jakarta, Indonesia, the study employed a quasi-experimental design involving 72 students from two intact classes. These classes were divided into experimental and control groups. Students in the experimental group were instructed using scaffold learning with the MHC-C operator, while those in the control group followed conventional methods. The evaluation utilized scientific concept and argumentation assessments to gauge students’ argumentation skills and the quality of their arguments. Independent and paired t-tests were employed to analyze differences and improvements in posttest scores between the two groups. The results of the t-test [t = 2.06; p = 0.043] revealed a disparity in posttest scores, with the experimental group demonstrating higher scores. Consequently, the data analysis suggests that the implementation of scaffolding instruction is more effective than conventional learning in enhancing students’ argumentation skills regarding green chemistry.