Implementation of Scaffolding on Students^ Misconceptions in Solving Set Problems
Nuril Intan (a), Masriyah (b*), Umi Hanifah (c), Nurus Saadah (b)

a) Islamic Junior High School As Syafiah Mojosari Loceret Nganjuk
b) Universitas Negeri Surabaya
c) Institut Teknologi dan Sains Nahdlatul Ulama Pasuruan

Abstract

This research aims to describe students^ misconceptions in solving set problems before and after implementation of scaffolding treatment, the form of scaffolding given, and the impact of providing scaffolding. This research is a qualitative research. The research was conducted at SMP Negeri 32 Surabaya by selecting one class with a total of 35 students and a subject of 2 students. The instruments used were diagnostic tests I and II equipped with CRI, interview guidelines and scaffolding guidelines. The material selected in this study is the set material. The misconceptions in this study were analyzed based on their types, namely classificational, correlational and theoretical misconceptions. The scaffolding in this study is explaining, reviewing, and restructuring which consists of (a) looking, touching and verbalising (b) Prompting and probing (c) interpreting student^s actions and talk, (d) parallel modeling and (e) students explaining and justifying, restructuring which consists of (a) identifying meaningfull context (b) simplifying the problem (c) re-pharasing student^s talk (d) negotiating meaning and developing conceptual thinking which consists of developing representational tools and making connections. Based on the research conducted by researchers, the number of classificational misconceptions is 16.53%, the number of correlational misconceptions is 49.59% and the number of theoretical misconceptions is 49.59%. The causes of students experiencing misconceptions are students^ low interest in learning, students^ humanistic thinking about the concept of sets and students tend to memorize without understanding the concepts in the set material. After being given scaffolding treatment, students^ misconceptions in solving set material problems were reduced and even no longer experienced misconceptions. Therefore, scaffolding is an alternative to respond to the misconceptions experienced by students in solving set material problems.

Keywords: Misconception, scaffolding, set problems

Topic: Universal Quality Education