Scaffolding to reduce misconceptions: A case study of solving a two-variable linear equation system problem based on students' cognitive styles

Laorentina Fitri Bella Pramesti , Nining Setyaningsih

Abstract


This study aims to explain students' misconceptions in solving material problems of linear equations of two variables before and after scaffolding, the form of scaffolding given, and the effect of scaffolding. The research method used in this study is qualitative descriptive. This research was conducted at MTS Negeri Surakarta 1 with the subjects of 8th grade students who experienced misconceptions. The instrument used in this study is the Group Embedded Diagram Test to classify students based on their cognitive style. Students who experience misconceptions are given scaffolding level 2 (clarify, revise and restructure) and adapted to the needs of the students. Based on the research that has been done, students with a cognitive style of Field-dependent, as many as twelve students; intermediate field, as many as ten students; and depending on the field, as many as five students. Field-dependent students experience classification misconceptions in converting information into a system of two-variable linear equations and correlations in relating their knowledge to problem solving. Independent students experience classification misconceptions when determining the form of a system of linear equations in two variables. The result of this study is that the provision of scaffolding is an effective alternative in overcoming student misconceptions in solving the problem of a two-variable linear equation system.


Keywords


Cognitive Style; Misconception; Scaffolding; Two-Variable Linear Equation System.

Full Text:

PDF

References


Agustini, D., & Pujiastuti, H. (2020). Analisis kesulitan siswa berdasarkan kemampuan pemahaman matematis dalam menyelesaikan soal cerita pada materi SPLDV. Media Pendidikan Matematika, 8(1). http://ojs.ikipmataram.ac.id/index.php/jmpm

Amalia, F., Wildani, J., & Rifa’i, M. (2020). Literasi statistik siswa berdasarkan gaya kognitif field dependent dan field independent. Jurnal Edukasi Matematika Dan Sains, 8(1), 1–6. https://doi.org/10.25273/jems.v8i1.5626

Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33–52. https://doi.org/10.1007/s10857-006-9005-9

Buhaerah, Nasir, M., & Jusoff, K. (2022). Scaffolding through cognitive mapping based on diagnosing students difficulties in solving problem. Journal for the Education of Gifted Young Scientists, 10(2), 207–220. https://doi.org/10.17478/jegys.1099807

Dj Pomalato, S. W., Ili, L., Ningsi, B. A., Fadhilaturrahmi, Hasibuan, A. T., & Primayana, K. H. (2020). Student error analysis in solving mathematical problems. Universal Journal of Educational Research, 8(11), 5183–5187. https://doi.org/10.13189/ujer.2020.081118

Intan, N., & Masriyah. (2020). Pemberian Scaffolding terhadap miskonsepsi siswa dalam menyelesaikan soal materi himpunan. Jurnal Ilmiah Pendidikan Matematika, 9(1), 221–230. https://doi.org/https://doi.org/10.26740/mathedunesa.v9n1.p221-230

Kamid, Rusdi, M., Fitaloka, O., Basuki, F. R., & Anwar, K. (2020). Mathematical communication skills based on cognitive styles and gender. International Journal of Evaluation and Research in Education, 9(4), 847–856. https://doi.org/10.11591/ijere.v9i4.20497

Kurniawati, D., & Ekayanti, A. (2020). Pentingnya berpikir kritis dalam pembelajaran matematika. Jurnal Penelitian Tindakan Kelas Dan Pengembangan Pembelajaran, 3(2), 107–114. https://doi.org/10.31604/ptk.v3i2.107-114

Lubis, C. F., & Fauzi, M. A. (2022). Analysis of students understanding of geometry concepts through learning by giving Scaffolding. Berajah Journal , 2(4), 877–888. https://doi.org/10.47353/bj.v2i4.175

Maullina, E. S., & Setyaningsih, N. (2023). Students’ ability to solve arithmetic problems based on APOS theory in cognitive styles differences. Numerical: Jurnal Matematika Dan Pendidikan Matematika, 7(1), 13–26. https://doi.org/10.25217/numerical.v7i1

Nirfayanti, & Nurdiah. (2023). Kemampuan generalisasi matematis ditinjau dari gaya kognitif siswa SMP. Pedagogy, 8(1), 353–363. https://doi.org/https://doi.org/10.30605/pedagogy.v8i1.2637

Nursanti, I. (2022). Penerapan metode Scaffolding untuk meningkatkan hasil belajar matematika siswa kelas XI IPA-2 SMA Negeri 1 Bungkal Tahun. Jurnal Pendidikan Tambusai, 6(2), 10279–10295. https://doi.org/https://doi.org/10.31004/jptam.v6i2.4039

Nurul Meilisa Putri, Susanti, & Fitria. (2022). Penerapan metode Scaffolding untuk meningkatkan kemampuan operasi aljabar siswa SMP. Jurnal Riset Dan Pengabdian Masyarakat, 2(2), 222–230. https://doi.org/10.22373/jrpm.v2i2.1906

Octaviana, P., & Setyaningsih, N. (2022). Kompetensi berpikir kritis siswa dalam memecahkan persoalan hots berdasarkan gaya belajar. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(2), 1436. https://doi.org/10.24127/ajpm.v11i2.4928

Patingki, A., Mohidin, A. D., & Resmawan, R. (2022). Hubungan gaya kognitif siswa dengan kemampuan pemecahan masalah matematika. Jambura Journal of Mathematics Education, 3(2), 70–80. https://doi.org/10.34312/jmathedu.v3i2.15412

Priastuti Mirlanda, E., Nindiasari, H., & Syamsuri. (2020). Pengaruh pembelajaran flipped classroom terhadap kemampuan penalaran matematis ditinjau dari gaya kognitif siswa. Jurnal Pendidikan Matematika, 4(1), 11–21. https://doi.org/http://dx.doi.org/10.31000/prima.v4i1.2081

Purwasih, S. M., & Rahmadhani, E. (2022). Penerapan Scaffolding sebagai solusi meminimalisir kesalahan siswa dalam menyelesaikan masalah SPLDV. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 7(2), 91. https://doi.org/10.24853/fbc.7.2.91-98

Rahayu, P., Warli, & Cintamulya, I. (2020). Scaffolding dalam pembelajaran mata kuliah struktur aljabar. Jurnal Ilmiah Pendidikan Matematika, 5(1), 25–35. https://doi.org/https://doi.org/10.26877/jipmat.v5i1.4838

Rahmasari, I., & Setyaningsih, N. (2023). Kemampuan literasi matematika siswa dalam memecahkan soal cerita berdasarkan langkah polya pada materi SPLDV ditinjau dari gaya kognitif. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(2), 1773–1786. https://doi.org/10.31004/cendekia.v7i2.2402

Rusdianti, E. L., & Masriyah. (2021). Misconceptions and Scaffolding students in solving algebraic operation problems in terms of cognitive style. Majamath: Jurnal Matematika Dan Pendidikan Matematika, 4(1), 62–79. https://doi.org/https://doi.org/10.36815/majamath.v4i1.897

Sri Rahayu, N., & Aldila Afriansyah, E. (2021). Miskonsepsi siswa SMP pada materi bangun datar segiempat. PLUSMINUS: Jurnal Pendidikan Matematika, 1(1), 17–32. https://doi.org/https://doi.org/10.31980/plusminus.v1i1.1023

Syahnur, R. N., & Tasman, F. (2023). Scaffolding terhadap kesalahan peserta didik dalam menyelesaikan soal berpikir kritis matematis. Jurnal Edukasi Dan Penelitian Matematika, 12(3), 309–316. https://doi.org/http://dx.doi.org/10.24036/pmat.v12i3.15180

Tri Aldianisa, E., Huda, N., & Haris Effendi-Hsb, M. (2021). Analisis miskonsepsi siswa dalam menyelesaikan soal pecahan berdasarkan kerangka kerja asimilasi dan akomodasi di MTsN 4 Kerinci. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(3), 2141–2151. https://doi.org/https://doi.org/10.31004/cendekia.v5i3.737

Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1975). Field-dependent and field-independent cognitive styles and their educational implications. ets Research Bulletin Series, 1975(2), 1–64. https://doi.org/10.1002/j.2333-8504.1975.tb01065.x

Yunus, N. A., Hulukati, E., & Djakaria, I. (2019). Pengaruh pendekatan kontekstual terhadap kemampuan penalaran matematis ditinjau dari gaya kognitif peserta didik. Jambura Journal of Mathematics, 2(1), 30–38. https://doi.org/10.34312/jjom.v2i1.2591

Yustika, U. N., Muhith, A., & Hilwah, B. A. (2023). Analisis kesulitan siswa dalam memecahkan masalah SPLDV berdasarkan perbedaan gender. IJMS: Indonesian Journal of Mathematics and Natural Science , 167–174. https://jurnal.academiacenter.org/index.php/IJMS




DOI: http://dx.doi.org/10.24042/djm.v7i2.21957

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Desimal: Jurnal Matematika

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

  Creative Commons License
Desimal: Jurnal Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.