Enhancing Real-World Physics Problem-Solving Skills through Mind Map-Based Scaffolding: The Role of Metacomponents among Pre-University Students
Keywords:
Metacomponents, Mind-map, Physics education, Real-world physics problem-solving skill, ScaffoldingAbstract
Physics problem-solving is essential in physics education, yet
many pre-university students struggle to apply concepts to
real-world contexts. This study examines the effectiveness of
integrating
mind
map-based
scaffolding
with
metacomponents to enhance real-world physics problem
solving skills (RWPPS). A quasi-experimental pre-test–post
test non-equivalent group design involved 253 students at
Universiti Malaysia Sabah. The experimental group used
mind maps to define problems, organize information, and
plan strategies with guided scaffolding, while the control
group received conventional lectures. Data from open-ended
RWPPS assessments showed that the experimental group
significantly outperformed the control group, with
improvements across all metacomponent sub-skills,
especially monitoring. Normalized gain results indicated
higher learning gains in the experimental group, highlighting
the approach’s effectiveness in fostering structured and
reflective problem-solving.
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