This study observes two groups of high school students who were given different physics learning interventions. The first group (N = 35) learning physics with e-scaffolding in modelling instructions (LPE-MI),while the second group (N = 35) learning physics with modelling instructions (LPMI). This study investigates the influence of e-scaffolding on shifts in the level of scientific reasoning (SR) of students in physics learning by using 15 items modified by Lawson's scientific reasoning test ([alpha] = 0.828). Our data indicate that the group LPEMI obtained a G-factor score of 0.53, while the other group achieves G = 0.37. Attention-grabbing results are seen in the shift in levels from transition to formal operations in groups of individuals. For the group LPE-MI it amounts to a significant 43% higher than the group LPMI, which is 9%. The shift in the SR level of students who learning physics with e-scaffolding was more elevated than students who only studied physics with MI, where the comparative analysis test showed an effect of 17.3%. The findings in our study prove that e-scaffolding is not only effective in helping students learn physics independently, but also able to influence students' SR level shifts better. [For the complete proceedings, see ED655360.]