Implementasi Computer Vision sebagai Scaffolding Digital dalam Praktikum IPA untuk Mendukung Kemandirian Prosedural Siswa

Ferri Ferri; Daniel Alfarado

doi:10.67686/didaktika.v10i2.2143

Authors

Ferri Ferri Sekolah Menengah Pertama Yapindo, Tulang Bawang, Lampung, Indonesia
Daniel Alfarado Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sriwijaya, Sumatera Selatan, Indonesia

DOI:

https://doi.org/10.67686/didaktika.v10i2.2143

Abstract

The integration of artificial intelligence in science education has gained increasing attention; however, its utilization as real-time procedural support in science laboratory activities remains relatively limited. This study aims to explore the implementation of computer vision based artificial intelligence as digital scaffolding to support students’ procedural independence, as well as to describe the dynamics of pedagogical interactions between teachers and students during science practicum sessions. This research employed a classroom action research design conducted over three practicum cycles. Data were collected through observations and reflective field notes, and subsequently analyzed thematically by relating the findings to the perspectives of cognitive load theory, scaffolding, self-regulated learning, and learner agency. The results indicate that computer vision based procedural support contributes to reducing students’ dependence on teacher instructions, enhances their confidence in making experimental decisions, and shifts the focus of discussions from technical aspects toward conceptual understanding. In addition, a transformation in the teacher’s role was observed, from an instructor to a more reflective learning facilitator. These findings suggest that the pedagogical implementation of computer vision in science practicum is not only associated with improved efficiency in conducting experiments but also contributes to the development of a more autonomous and participatory learning environment. The limitations of this study include its focus on a single school and teacher, as well as observations conducted over only three practicum cycles, which may restrict broader generalization.

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