Abstract
Grounded in Vygotsky’s sociocultural theory, this study examines the effect of a social reconstruction learning model combined with scaffolding techniques on elementary students’ science learning experience, while controlling for social attitudes as a covariate. The study responds to the growing need for instructional approaches that actively engage learners and promote meaningful learning experiences in primary science education. A quasi experimental method with a posttest only control group design was employed. The participants consisted of 42 fifth grade students from SDN 4 Sudaji, who were assigned to experimental and control groups. Data were collected using validated instruments, including a social attitude questionnaire and a science learning experience test. The data were analyzed using Analysis of Covariance (ANCOVA) to determine the effect of the instructional model while statistically controlling for students’ social attitudes. The findings indicate that the Vygotskian social reconstruction model with scaffolding techniques had a significant effect on students’ science learning experience (F = 9,39, p < 0,05). Furthermore, after controlling for social attitudes, the instructional model demonstrated a stronger and statistically significant effect on science learning outcomes (F = 12,182, p < 0,05). Social attitudes were also found to make a substantial contribution to students’ science learning experience, accounting for 75,5% of the variance. Overall, this study provides empirical evidence that integrating social reconstruction and scaffolding within a Vygotskian framework effectively enhances elementary students’ science learning experiences. The findings emphasize the importance of incorporating sociocultural dimensions, particularly social attitudes, in the design and implementation of science instruction at the primary education level.