HomeAbstract of 11th-aretlDesign and Evaluation of Socratic AI-Based Adaptive Scaffolding to Foster Critical Thinking in Secondary Physics Education in Indonesia

Design and Evaluation of Socratic AI-Based Adaptive Scaffolding to Foster Critical Thinking in Secondary Physics Education in Indonesia

  • Jun 17, 2026
  • Posted by:
  • Category: Abstract of 11th-aretl
No Comments


Abstract Book of the 11th International Conference on Advanced Research in Education, Teaching and Learning

Year: 2026

[PDF]

Design and Evaluation of Socratic AI-Based Adaptive Scaffolding to Foster Critical Thinking in Secondary Physics Education in Indonesia

I Gede Purwana Edi Saputra, Punaji Setyosari, Henry Praherdhiono, Made Duananda Kartika Degeng, Wahyu Pratama Putra, Rikardus Feribertus Nikat

ABSTRACT:

This study aims to develop, validate, and test the effectiveness of an Socratic AI-based adaptive scaffolding to foster students’ critical thinking in physics education, employing a Research and Development (R&D) method using the ADDIE model, and the experiment used a non-equivalent pretest-posttest control group design. The product was validated by two experts using a 20-item instrument rated on a four-point Likert scale and analyzed using Aiken’s V index. Effectiveness was tested with 135 Grade XI students from two secondary schools, comprising 69 students in the experimental group and 66 in the control group. Both groups received seven sessions of guided inquiry instruction. However, only the experimental group used the Socratic AI–based adaptive scaffolding in the intervention. Data were analyzed using one-way ANCOVA with pretest scores as the covariate. Expert validation indicated strong content validity (Aiken’s V = 0.91). All ANCOVA assumptions were satisfied, including normality of residuals, homogeneity of variance, linearity, homogeneity of regression slopes, and independence of covariate and treatment. The ANCOVA results revealed a statistically significant effect of instructional treatment on posttest critical thinking scores, F(1,132) = 79.628, p < .001. The adjusted mean of the experimental group (83.51) was substantially higher than that of the control group (73.38), indicating that the integration of adaptive Socratic AI significantly enhanced students’ critical thinking in physics education. These findings demonstrate that AI, when constrained within a structured Socratic questioning framework and adaptive scaffolding mechanism, can function as a cognitive catalyst rather than a solution provider.

Keywords: Socratic AI-Based, Adaptive Scaffolding, Critical Thinking, Physics Educa-tion, Indonesia