Scaffolding the Mathematical “Connections”: A New Approach to Preparing Teachers for the Teaching of Lower Secondary Algebra

Ormond, Christine

doi:10.14221/ajte.2016v41n6.8

Cited by 17 publications

(13 citation statements)

References 23 publications

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“…Scaffolding ini merupakan sebuah bantuan yang diberikan oleh orang yang lebih kompeten baik teman sebaya maupun guru (Ormond, 2016). Scaffolding erat kaitannya dengan Zone of Proximal Development (ZPD).…”

Section: Pendahuluanunclassified

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Media Pembelajaran Berbasis Model Bruner, Budaya Lokal, dan Scaffolding untuk Meningkatkan Pemahaman Konsep Relasi dan Fungsi

Handayani

Ardana

Sudiarta

2020

JNPM (Jurnal Nasional Pendidikan Matematika)

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Abstrak. Penelitian ini berawal dari rendahnya pemahaman konsep siswa terhadap materi fungsi. Tujuan penelitian ini untuk mendeskripsikan efektivitas media pembelajaran berbasis Model Bruner, Budaya Lokal, dan Scaffolding (B2LS) untuk meningkatkan pemahaman konsep relasi dan fungsi. Penelitian mengacu pada metode pengembangan Plomp yang terdiri atas 3 fase: Preliminary Research, Prototyping, dan Assesment. Rangkaian fase melibatkan dua ahli pendidikan matematika, satu guru dan 105 siswa kelas VIII SMPN Denpasar sebagai subjek penelitian. Media yang dikembangkan berupa media pembelajaran berbasis TIK dengan aplikasi Autoplay Media Studio. Data yang dikumpulkan melalui lembar validasi, lembar kepraktisan, angket respons dan tes pemahaman yang selanjutnya dianalisis secara kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa media pembelajaran efektif dalam meningkatkan pemahaman konsep relasi dan fungsi. Hal ini didasarkan pada karakteristik media yaitu: siswa mengkonstruksi pemahamannya melalui teori Bruner, konsepsi jengah untuk mendukung peningkatan pemahaman konsep, dan scaffolding untuk membantu memahami konsep lebih jelas. Sehingga melalui media pembelajaran ini, siswa akan mudah memahami konsep relasi fungsi dan termotivasi dalam menyelesaikan masalah.

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Section: Pendahuluanunclassified

“…Apabila tidak dibantu siswa tetap berada pada daerah aktualnya tanpa bisa berkembang ke tingkat perkembangan potensialnya. Namun, perlu diperhatikan cara menyusun scaffolding yang efektif dan efisien sehingga dapat mengembangkan kemampuan aktual siswa kearah potensialnya (Gonulal & Loewen, 2018;Ormond, 2016).…”

Section: Pendahuluanunclassified

Media Pembelajaran Berbasis Model Bruner, Budaya Lokal, dan Scaffolding untuk Meningkatkan Pemahaman Konsep Relasi dan Fungsi

Handayani

Ardana

Sudiarta

2020

JNPM (Jurnal Nasional Pendidikan Matematika)

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“…secara khusus dapat membantu siswa ketika mereka menghasilkan solusi untuk masalah yang kompleks, tidak terstruktur dan disediakan sepenuhnya oleh alat berbasis computer (Zheng, 2016). Beberapa penelitian terbaru tentang ICT adaptif atau personal program, teknologi digital, dan pembelajaran campuran (blended learning) bahwa intervensi semacam itu dapat mendukung strategi pembelajaran dan memiliki efek positif terhadap prestasi belajar siswa (Eeva Haataja, Garcia Moreno-Esteva, et al, 2019;Eeva Haataja, Toivanen, et al, 2019;Kim et al, 2018;Ormond, 2016;van de Pol et al, 2015b). Sebanyak 8 (delapan) artikel mengulas tentang efektivitas strategi scaffolding meningkatkan hasil belajar siswa dalam pendidikan dasar dan menengah serta di perguruan tinggi, serta berpengaruh pada peningkatan kemampuan kognitif lainnya (Grothérus, 2015;Indrawati, 2017;Kusmaryono, Gufron, & Rusdiantoro, 2020;Ormond, 2016;Padmadewi & Artini, 2019;Sari & Surya, 2017;van de Pol, Volman, Oort, & Beishuizen, 2015b;Zheng, 2016).…”

Section: Metode Penelitianunclassified

Tinjauan Sistematis: Strategis Scaffolding Pada Pembelajaran Matematika

Kusmaryono

Wijayanti

2020

phen

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This scientific article presents the results of a literature review on scaffolding strategies in mathematics education (2015-2020). The literature review was based on 32 scientific publications that met the inclusion criteria and were included in the final analysis with a total sample size of 1368 students (participants). In theory, this literature research aims to provide an empirical picture of the latest literature on the application of scaffolding strategies and analyze teacher-student interaction patterns when scaffolding is implemented in mathematics learning. The results of this literature review indicate that the pattern of teacher-student interaction when scaffolding support follows an approach: one-to-one scaffolding, peer-scaffolding, and computer-based scaffolding. here are three categories of teacher tendencies in providing scaffolding support, namely: cognitive scaffolding, affective scaffolding, and metacognitive scaffolding. The results of the literature review also concluded that the application of scaffolding strategies in mathematics learning was effective in terms of reducing mathematics anxiety, motivating and increasing student achievement

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“…Real and perceived beliefs about the quality of teacher practice have seen Initial Teacher Education (ITE) programs in Australia identified as a cause of this decline (Klopper & Pendergast, 2017). A common concern is that the numeracy skills and basic mathematical knowledge of graduates who are entering teaching in the primary years is lacking (Ormond, 2016). There has been a consistent call for improved Initial Teacher Education programs to see effective mathematics graduates (Ormond, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…A common concern is that the numeracy skills and basic mathematical knowledge of graduates who are entering teaching in the primary years is lacking (Ormond, 2016). There has been a consistent call for improved Initial Teacher Education programs to see effective mathematics graduates (Ormond, 2016). Relevant to this is the distinction between Numeracy and mathematics.…”

Section: Introductionmentioning

confidence: 99%

“Hopefully, I Will Gain Confidence”: Hope in Pre-Service Teachers’ Mathematics and Numeracy Testing

Wilson¹,

Goff²

2019

AJTE

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The recent introduction of a personal literacy and numeracy test (LANTITE) has been part of tighter accreditation of Initial Teacher Education programs across Australia. This article focuses on pre-service teachers' experiences, beliefs and feelings about the new high-stakes testing regime. The data are drawn from a six-month project intended to evaluate students' experience in a first-year university mathematics unit. The focus in the present article is on students' responses to open-ended questions about their expectations of the unit, their level of confidence in areas of using and teaching mathematics and their thoughts and feelings about their own skill level being assessed. Results from 85 participants indicate that alongside experiencing high levels of mathematics related anxiety, positive and hopeful attitudes towards testing strongly appeared. Individual differences and self-regulated learning processes were also dominant in participants' responses as reported in this article. These findings contribute to the growing body of research on the importance of growth mindset and instilling hope and optimism in pre-service teachers.

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Scaffolding the Mathematical “Connections”: A New Approach to Preparing Teachers for the Teaching of Lower Secondary Algebra

Abstract: (AAMT, 2014). Results from the analysis of this study suggest that there might be much to be gained from this new approach.

Cited by 17 publications

References 23 publications

Media Pembelajaran Berbasis Model Bruner, Budaya Lokal, dan Scaffolding untuk Meningkatkan Pemahaman Konsep Relasi dan Fungsi

Media Pembelajaran Berbasis Model Bruner, Budaya Lokal, dan Scaffolding untuk Meningkatkan Pemahaman Konsep Relasi dan Fungsi

Tinjauan Sistematis: Strategis Scaffolding Pada Pembelajaran Matematika

“Hopefully, I Will Gain Confidence”: Hope in Pre-Service Teachers’ Mathematics and Numeracy Testing

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