DIGITAL SCAFFOLDING FOR ANALYTICAL THINKING: DEVELOPING A SOCIAL RESEARCH ASSISTANT APPLICATION FOR HIGH SCHOOL SOCIAL STUDIES LEARNING
DOI:
https://doi.org/10.18623/rvd.v23.4621Keywords:
Digital Scaffolding, Analytical Thinking Skills, Social Studies Education, Research-Based Learning, Web-Based Learning ApplicationAbstract
The development of analytical thinking skills remains a significant challenge in social studies education, particularly in fostering students' ability to conduct systematic, evidence-based social inquiry. Analytical thinking is widely recognized as a fundamental component of higher-order thinking skills and an essential outcome of inquiry-based learning. This study aims to develop and evaluate a web-based Social Research Assistant application to enhance students' analytical thinking by implementing digital scaffolding in senior high school social studies. This study employed a Research and Development (R&D) approach encompassing several stages, including needs analysis, product design, product development, expert validation, limited field testing, and effectiveness evaluation. Data were collected using expert-validation instruments, practitioner assessment sheets, and analytical-thinking tests administered before and after the application's implementation. The findings indicate that the developed application satisfies pedagogical, technical, and practical feasibility standards. Moreover, the results demonstrate a significant improvement in students’ analytical thinking skills following the implementation of the application’s digital scaffolding features. The study highlights the important role of web-based digital scaffolding in guiding students through structured research processes, including problem identification, data analysis, and conclusion formulation. The findings further suggest that web-based instructional technologies can serve not only as content-delivery tools but also as effective cognitive support systems that facilitate the development of higher-order thinking. This study contributes to the growing body of literature on technology-enhanced social studies education by providing empirical evidence regarding the effectiveness of digital scaffolding in promoting analytical thinking skills in secondary-level sociology learning.
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