The Results of Organizing Scaffolding Learning Activities Based on Activity-Based Learning (ABL) Approach Integrated with Flip-Card Game Review Technique on Space Technology for Grade 10 Students

Abstract

This study aimed to 1) examine the learning achievement on space technology of Grade 10 students who learned through Scaffolding activities based on the Activity-Based Learning (ABL) approach integrated with a flip-card game review technique, and 2) investigate students’ satisfaction toward the learning activities. The participants were 30 Grade 10 students selected by purposive sampling. Research instruments consisted of four lesson plans, a pre-test and post-test learning achievement test, a satisfaction questionnaire, and a flip-card game for lesson review. The learning activities integrated Scaffolding strategies into ABL stages, where the teacher provided systematic guidance while students engaged in hands-on group activities and reviewed lessons through a flip-card game covering three categories: telescopes, spacecraft and satellites, and applications of space technology. The findings revealed that The students’ post-test scores were significantly higher than their pre-test scores at the .01 level of statistical significance, with an average game score of 4.5 out of 5 points. The students’ overall satisfaction with the learning activities was at the highest level (Mean = 4.90, S.D. = 0.12). Among the aspects, the characteristics of the media and activities received the highest satisfaction (Mean = 4.95). The study concludes that integrating Scaffolding with ABL and flip-card game is an effective instructional approach that enhances learning achievement and fosters satisfaction in science learning among secondary school students.