Problem-solving ability as one of the life skills is an essential outcome in physics learning. Students still find difficulties in solving physics problems, especially on non-routine issues. Efforts are needed to find ways to overcome these difficulties. Can e-scaffolding in hybrid learning help students to improve their ability to solve physics problems? This study aims to determine the impact of e-scaffolding on hybrid learning on the ability to solve physics problems. This mixed method research employed an embedded design to 2 groups of freshman majoring in physics at the State University of Malang. Experimental group that learned physics through e-scaffolding in hybrid learning consisted of 26 students, while the comparison group that learned through direct instruction consisted of 23 students. The research data were collected by giving the non-routine problems to both groups of students and analyzed using ANCOVA. The results showed that students who learned through e-scaffolding in hybrid learning could solve physics problems higher than that of students who learned through direct instruction (p <0.01). E-scaffolding in hybrid learning constructs the student’s thinking pattern more systematically in solving the problem, so it helps students to grasp fundamental conceptual understanding in developing ways of finding solutions and direct their attention to identifying goals and constraints on solutions. It is suggested that lecturers use e-scaffolding in hybrid learning in the Basic Physics course so that lecturers can provide appropriate assistance to overcome student’s difficulties in solving non-routine problems.

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