Pelaksanaan Scaffolding untuk Mengatasi Kesulitan Siswa dalam Menyelesaikan Masalah PtLSV

Pradina Parameswari, Tjang Daniel Chandra, Susiswo Susiswo

Abstract


Abstract: The activity of finding answers to mathematics problems is not easy. Most of MTs Attaraqqie Malang’s students have difficulties when solve PtLSV problems. Students can’t transform narrative texts to mathematics sentence so that they are hard to find the right answer. Therefore, the researchers do a study that aims to describe the form of student difficulties in solving PtLSV problems and the implementation of scaffolding. This research is a qualitative-descriptive research. The research was conducted in MTs Attaraqqie Malang which was attended by 28 students of class VII. The PtLSV problem is given as many as three items. Three research subjects were selected from diagnostic tests, interviews, and mathematics teacher suggestions. The results showed that students: (1) difficulty of understanding the problem (can’t write down the information that was known and asked the question correctly) so assisted by scaffolding level 2 explaining and reviewing; (2) difficulty of devising a plan (can not determine the initial step and the right concept in solving the problem) and assisted by scaffolding level 1 environmental provision and level 2 reviewing; (3) difficulty of carrying out the plan (unable writing mathematical model according to the problem, not using the correct concept, and can not do systematic calculation so that the final result obtained is wrong) and assisted by scaffolding level 2 that is reviewing and restructuring and level 3 is developing conceptual thinking; (4) difficulty of looking back (not checking the truth of answers and difficult to interpreting answers) and assisted by scaffolding level 2 reviewing and level 3 developing conceptual thinking.

Abstrak: Kegiatan menemukan jawaban dari permasalahan matematika tidaklah mudah. Sebagian besar siswa MTs Attaraqqie Malang kesulitan ketika menyelesaikan masalah PtLSV. Siswa tidak dapat mengubah teks naratif ke bentuk kalimat matematika sehingga mereka kesulitan untuk menemukan jawaban benar. Oleh sebab itu, peneliti melakukan penelitian yang bertujuan untuk mendeskripsikan bentuk kesulitan siswa dalam menyelesaikan masalah PtLSV dan pelaksanaan scaffoldingnya. Penelitian ini adalah penelitian kualitatif-deskriptif. Penelitian dilaksanakan di MTs Attaraqqie Malang yang diikuti oleh 28 siswa kelas VII. Masalah PtLSV diberikan sebanyak tiga item. Tiga subjek penelitian dipilih dari tes diagnostik, wawancara, dan saran guru matematika. Hasil penelitian menunjukkan bahwa siswa (1) kesulitan memahami masalah (tidak dapat menuliskan informasi yang diketahui dan yang ditanyakan pada soal dengan benar) sehingga dibantu dengan scaffolding level 2 yaitu explaining dan reviewing; (2) kesulitan menyusun rencana (tidak dapat menentukan langkah awal dan konsep yang tepat dalam menyelesaikan masalah) dan dibantu dengan scaffolding level 1 environmental provision dan level 2 reviewing; (3) kesulitan melaksanakan rencana (tidak menuliskan model matematika yang sesuai masalah, tidak menggunakan konsep yang benar, dan tidak dapat melakukan perhitungan yang sistematis sehingga hasil akhir yang diperoleh salah) sehingga diatasi dengan scaffolding level 2, yaitu reviewing dan restructuring serta level 3, yaitu developing conceptual thinking; (4) kesulitan memeriksa kembali (tidak mengecek kebenaran jawaban dan kesulitan menginterpretasi jawaban) dibantu dengan scaffolding level 2 reviewing dan level 3 yaitu developing conceptual thinking.


Keywords


scaffolding; student difficulties; scaffolding; kesulitan siswa; masalah PtLSV

Full Text:

PDF

References


Ali, A. A., & Reid, N. (2012). Understanding Mathematics: Some Key Factors. European Journal of Educational Research, 1(3), 283–299. Retrieved from http://login.ezproxy.lib.umn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=

eric&AN=EJ1086376&site=ehost-live.

Amalia, R., & Putra, E. D. (2017). Identifikasi Kesulitan Mahasiswa dalam Menyelesaikan Masalah Soal Tentang Limit. Prosiding Seminar Nasional Pendidikan Matematika dengan tema “Pengembangan 4C’s dalam Pembelajaran Matematika: Sebuah Tantangan Pengembangan Kurikulum Matematika. Malang.

Anghileri, J. (2006). Scaffolding Practices that Enhance Mathematics Learning. Journal of Mathematics Teacher Education, 9 (1), 33–52. Retrieved from https://doi.org/10.1007/s10857-006-9005-9.

Arends, R. I. (2012). Learning to Teach. 9th ed. New York: McGraw-Hill.

Baraké, F., El-Rouadi, N., & Musharrafieh, J. (2015). Problem Solving at the Middle School Level: A Comparison of Different Strategies. Journal of Education and Learning, 4 (3), 62–70. Retrieved from https://doi.org/10.5539/jel.v4n3p62.

Bikmaz, F. H., Çelebi, Ö., Ata, A., Özer, E., Soyak, Ö., & Reçber, H. (2010). Scaffolding Strategies Applied by Student Teachers to Teach Mathematics. Educational Research Association The International Journal of Research in Teacher Education The International Journal of Research in Teacher Education, 1 (1), 25–36. Retrieved from https://doi.org/10.1007/s11858-015-0730-3.

Chairani, Z. (2015). Scaffolding dalam Pembelajaran Matematika. Math Didactic: Jurnal Pendidikan Matematika, 1 (1), 39–44.

Cruz, J. K. B. Dela, & Lapinid, M. R. C. (2014). Students’ Difficulties in Translating Worded Problems into Mathematical Symbols. DLSU Research Congress 2014, 1–7.

Edo, S., Ilma, R., & Hartono, Y. (2013). Investigating Secondary School Students’ Difficulties in Modeling Problems PISA-Model Level 5 And 6. Journal on Mathematics Education, 4 (1), 41–58. Retrieved from http://scholar.google.co.id/scholar?q=literasi+matematika& btnG=&hl=id&as_sdt=0,5#1.

Egodawatte, G. (2009). Is algebra really difficult for all students ? Acta Didactica Napocensia, 2 (4), 101–106.

Gooding, S. (2009). Children’s Difficulties with Mathematical Word Problems. Proceedings of the British Society for Research into Learning Mathematics, 29 (3), 31–36.

Hasan, B. (2015). Penggunaan Scaffolding untuk Mengatasi Kesulitan Menyelesaikan Masalah Matematika. Jurnal APOTEMA, 1(Januari), 88–98.

Hidayati, V. R., Subanji, & Sisworo. (2017). Analisis Kesalahan Siswa SMP dalam menyelesaikan Masalah Matematika PISA pada Tahapan Penyelesaian Blum-Leiss. Prosiding Seminar Nasional Pendidikan Matematika dengan tema “Pengembangan 4C’s dalam Pembelajaran Matematika: Sebuah Tantangan Pengembangan Kurikulum Matematika. Malang.

Hunt, A. W., Nipper, K. L., & Nash, L. E. (2011). Virtual vs. Concrete Manipulatives in Mathematics Teacher Education: Is One Type More Effective than the Other?. Current Issues in Middle Level Education, 16 (2), 1–6. Retrieved from http://eric.ed.gov/?id=EJ1092638

Jupri, A., & Drijvers, P. (2016). Student Difficulties in Mathematizing Word Problems in Algebra. Eurasia Journal of Mathematics, Science and Technology Education, 12 (9), 2481–2502. Retrieved from https://doi.org/10.12973/eurasia.2016.1299a.

Kolikant, Y. B.-D., & Broza, O. (2011). The Effect of Using a Video Clip Presenting a Contextual Story on Low-Achieving Students’ Mathematical Discourse. Educational Studies in Mathematics, 76 (1), 23–47. Retrieved from https://doi.org/10.1007/s10649-010-9262-5.

NCTM. (2000). Principles and Standards for School Mathematics. (J. Carpenter, S. Gorg, & W. G. Martin, Eds.). United States of America: Library of Congress Cataloguing.

Novriani, M. Ri., & Surya, E. (2017). Analysis of Student Difficulties in Mathematics Problem Solving Ability at MTs Swasta IRA Medan. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33 (3), 63–75.

Nurohmah, S. D., & Setianingsih, R. (2014). Implementasi Scaffolding untuk Mengatasi Kesulitan Siswa Kelas X SMK Kartika 1 Surabaya dalam Menyelesaikan Soal Cerita pada Materi Program Linear. MathEdunesa: Jurnal Ilmiah Pendidikan Matematika, 3 (3), 221–229.

Polya, G. (1985). How to Solve It. Princeton University Press (Second Edi, Vol. 30). New Jersey: Princeton University Press.

Rahayu, A., Muhsetyo, G., & Rahardjo, S. (2016). Analisis Kesalahan Pemahaman Siswa dalam Menyelesaikan Soal Cerita Materi Sistem Persamaan Linear Dua Variabel pada Siswa SMP Ar-Rohmah. Prosiding Seminar Nasional Pendidikan Matematika dengan tema “Pengembangan 4C’s dalam Pembelajaran Matematika: Sebuah Tantangan Pengembangan Kurikulum Matematika. Malang. Retrieved from https://doi.org/ISBN: 978 – 602 – 1150 – 19 – 1.

Reys, R., Lindquist, M., Lambdin, D., & Smith, N. (2009). Helping Children Learn Mathematics. USA: Wiley.

Santoso, B., Nusantara, T., & Subanji. (2013). Diagnosis Kesulitan Siswa Dalam Persamaan Linear Dua Variabel serta Upaya Mengatasinya Menggunakan Scaffolding. KNPM V, Himpunan Matematika Indonesia, (Juni), 491–503.

Sepeng, P., & Sigola, S. (2013). Making Sense of Errors Made by Learners in Mathematical Word Problem Solving. Mediterranean Journal of Social Sciences, 4(13), 325–333. Retrieved from https://doi.org/10.5901/mjss.2013.v4n13p325.

Setyaningsih, L. (2016). Diagnosis Kesulitan Siswa SMP dan Scaffoldingnya Dalam Menyelesaikan Soal Cerita Perbandingan Senilai Menggunakan Strategi Membuat Gambar Model. Universitas Negeri Malang.

Subanji. (2015). Teori Kesalahan Konstruksi Konsep dan Pemecahan Masalah Matematika. Malang: Universitas Negeri Malang. Retrieved from https://www.researchgate.net/publication/289828831.

Suwanti, R. (2016). Proses Scaffolding Berdasarkan Diagnosis Kesulitasn Siswa Dalam Menyelesaikan Masalah. In Konferensi Nasional Penelitian Matematika dan Pembelajarannya (KNPMP I) 440 Universitas Muhammadiyah Surakarta (pp. 440–448). Surakarta: Universitas Muhammadiyah Surakarta.

White, A. L. (2010). Numeracy, Literacy, and Newman’s Error Analysis. Allan Leslie White Journal of Science and Mathematics Education in Southeast Asia, 33 (2), 129–148.

Widodo, S. A. (2013). Analisis Kesalahan dalam Pemecahan Masalah Divergensi Tipe Membuktikan pada Mahasiswa Matematika. Jurnal Pendidikan dan Pengajaran, 46 (2), 106–113.

Wijaya, A., Heuvel-panhuizen, M. Van Den, Doorman, M., & Robitzch, A. (2014). Difficulties in Solving Context-Based PISA mathematics tasks : An analysis of students’ errors. The Mathematics Enthusiast, 11(3), 555–584. Retrieved from http://staff.uny.ac.id/sites/default/files/penelitian/ariyadi-wijaya-dr/wijaya2014students-difficulties.pdf

Yanti, J. N. F., Muhsetyo, G., & Dwiyana. (2017). Analisis kemampuan siswa dalam memecahkan masalah pada soal cerita materi bangun ruang sisi datar. Prosiding Seminar Nasional Pendidikan Matematika dengan tema ’’Mengembangkan Kompetensi Strategis dan Berpikir Matematis di Abad 21”. Malang.

Yusof, J., & Lusin, S. (2013). The Role of Manipulatives in Enhancing Pupils’ Understanding on Fraction Concepts. International Journal for Infonomics (IJI), 6 (3/4, September/December 2013), 750–755.




DOI: http://dx.doi.org/10.17977/jptpp.v3i5.11091

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Pradina Parameswari, Tjang Daniel Chandra, Susiswo Susiswo

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JPtpp is accredited “Rank 2” as a scientific journal under the decree of the Directorate General of Research Enhancement and Development, Ministry of Research, Technology, and Higher Education, dated October 24, 2018, No: 30/E/KPT/2018, effective for five years from Volume 3 Issue 1, 2018 until Volume 7 Issue 8, 2022.


Jurnal Pendidikan: Teori, Penelitian, & Pengembangan

Journal Of Education

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License