Using of divergent problems based on teacher scaffolding levels to grow of advanced mathematical thinking of senior high school students

Abstract

Senior High School (SHS) students need to have advanced mathematical thinking. Its growth can be measured through divergent problem solutions based on the teacher’s scaffolding levels. The problems are: (1) How to identify the levels of scaffolding by the teacher to foster advanced mathematical thinking? (2) How to get the results of the analysis to foster of advanced mathematical thinking of SHS students through divergent problem solutions based on the teacher scaffolding levels? The research method was a qualitative approach. The subject of this study was to take 5-6 students of SHS 1 of Ungaran. Research activities: (1) identifying of scaffolding leveling by teachers to foster the advanced mathematical thinking, (2) analyze the growth of advanced mathematical thinking of students of SMAN 1 Ungaran through divergent problem solutions based on the teacher scaffolding levels, (3) conducting of solution analysis of divergent problems based on teacher scaffolding levels; Interview; data analysis; and triangulation. The results: (1) Identified the level of scaffolding by the teacher how to foster advanced mathematical thinking. (2) Obtained the analysis results to foster of advanced mathematical thinking of high school students through divergent problem solutions based on teacher scaffolding leveling. Recommended advice: Teachers need to train their students to be able to work on divergent mathematical problems and provide tiered scaffolding.

Missouri Mathematics Project (MMP) Model: Encouraging the Enhancement of Reasoning Ability and the Advanced Mathematical Thinking (AMT)

“…Although not yet perfect, but the ability to connect representations and abstractions of students has begun to increase compared to when they were not treated using the model Missouri Mathematist Project (MMP). In accordance with Pujiastuti, Suyitno, & Sugiman (2020) opinion which says that the teacher's role in learning is very important, the teacher is expected to be able to explore students' mathematical thinking processes, one of which is by providing different problems, making solutions and providing assistance to students through systematic and measurable stages, so that the ability Advanced Mathematical Thinking (AMT) students can develop well.…”

Kemampuan Berpikir Divergen Ditinjau Dari Math Anxiety Dan Gender Pada Pembelajaran Matematika

“…Selain itu, melalui tahapan solusi masalah yang berbeda, proses pemikiran matematika peserta didik dapat ditelusuri. (Pujiastuti et al, 2020)…”

Analisis kemampuan berpikir divergen menggunakan problem based learning berbantuan snake & ladder games ditinjau dari math anxiety

“…Selain itu, melalui tahapan solusi masalah yang berbeda, proses pemikiran matematika siswa dapat ditelusuri. (Pujiastuti et al, 2020), maka dari itu berpikir divergen siswa dapat dilihat dari cara siswa menyelesaikan soal. Pada tes kemampuan awal siswa di salah satu SMP Negeri di Semarang, kemampuan berpikir divergen siswa masih tergolong rendah, keberanian siswa dalam mencoba dan menggunakan ide-ide baru menjadi salah satu faktornya, siswa memiliki kecemasan tersendiri dalam menghadapi matematika, sedangkan kemampuan berpikir divergen yang dimiliki siswa masih dapat digali lebih dalam guna membuat siswa suka dalam menggali informasi lebih dalam terkait matematika.…”