Mathematics Teacher’s Scaffolding Patterns Applied to Cooperative Learning Settings to Facilitate Students’ Problem Solving

Abstract

This current research was aimed at analyzing and describing teacher's scaffolding patterns applied to cooperative learning setting to help students solve mathematical problems. This research was designed qualitatively, recruiting a mathematics teacher of the eighth grade as the subject. Further, the instruments used to carry out the research comprised a test with HOTS questions, observation sheet, and interview guide. To identify the teacher's scaffolding patterns, the target students were required to work on the HOTS test. Afterwards, they were grouped based on the level of difficulty they faced during working on the test. Next, the teacher provided the students with the scaffolding based on the students' needs in each of the created groups. This research indicated that the scaffolding given to the group of students with no difficulty in solving the problem only covered a reviewing component. Meanwhile, to the group with the difficulty in executing the plans as arranged, the scaffolding comprised explaining, restructuring, and developing conceptual thinking components. At last, to the group with a sole ability to understand the problem, the whole components of scaffolding were of great necessity, including environmental provisions, explaining, reviewing, restructuring, and developing conceptual thinking. Abstrak Tujuan dari penelitian ini adalah untuk menganalisis dan mendeskripsikan pola scaffolding guru pada setting pembelajaran kooperatif untuk membantu siswa memecahkan masalah. Penelitian ini adalah penelitian kualitatif dengan subjek guru matematika kelas VIII. Instrumen yang digunakan dalam penelitian ini adalah lembar tes soal HOTS, lembar observasidan pedoman wawancara. Untuk mengetahui pola scaffolding guru, siswa diminta untuk mengerjakan tes HOTS. Kemudian siswa dikelompokkan sesuai dengan tingkat kesulitan yang dialami saat mengerjakan soal tersebut. Selanjutnya guru memberikan scaffolding sesuai dengan kebutuhan siswa pada masing-masing kelompok. Hasil penelitian ini menunjukkan bahwa scaffolding pada kelompok siswa yang tidak mengalami kesulitan dalam menyelesaikan masalah, hanya pada komponen reviewing. Scaffolding pada kelompok siswa yang mengalami kesulitan pada tahap mengerjakan sesuai rencana, pada komponen explaining, restructuring dan developing conceptual thinking. Siswa yang hanya mampu memahami masalah, scaffolding yang diperlukan pada semua komponen yaitu environmental provisions, explaining, reviewing, restructuring dan developing conceptual thinking.

Kajian Literatur : Problematika Pembelajaran Matematika Di Sekolah

“…Lecturers need to integrate more between topics, even with other fields (Singer, 2017;Unver, 2018). Apart from that, the use of teaching methods by lecturers where the lecturer delivers material without adjusting to students' abilities, the lecturer is less open and invites students to solve problems, the role of the lecturer is dominant in the learning process, and the learning strategies applied by the lecturer are not appropriate (Cankoy & Özder, 2017;Utomo et al, 2021).…”

[Editorial Review] Ethnomathematics in Educational Research Circles

“…Some of the development research carried out included: Development of instruments for understanding and reasoning for santri in madrasas (Ismail et al, 2021); media development related to geometry (Susiaty et al, 2021) and for low vision (Agustina and Farida, 2021), as well as media development related to STEM (Aprilia et al, 2021). In addition to development research, researchers also raised about scaffolding patterns (Utomo et al, 2021) and even succeeded in revealing the role of laboratory facilities in learning (Sulasteri et al, 2021). Four ethnomathematical studies in a journal issue certainly show the editors that the awareness of researchers connecting local culture with learning is getting stronger.…”

“…Beberapa riset pengembangan yang dilakukan antara lain: Pengembangan instrument untuk pemahaman dan penalaran untuk santri di madrasah (Ismail et al, 2021); pengembangan media terkait geometri (Susiaty et al, 2021) dan untuk low vision (Agustina dan Farida, 2021), serta pengembangan media terkait dengan STEM (Aprilia et al, 2021). Selain riset pengembangan, peneliti juga mengungkat tentang scaffolding patterns (Utomo et al, 2021) dan bahkan berhasil mengungkapkan peran fasilitas laboratorium dengan pembelajaran (Sulasteri et al, 2021).…”