ENHANCING ALGEBRAIC PROBLEM SOLVING THROUGH SCAFFOLDING: A CASE STUDY OF INDONESIAN JUNIOR HIGH SCHOOL STUDENTS

Abstract

Algebra is one of the math materials that is often considered difficult by junior high school students. Basic algebra that makes it difficult for them to understand is the difference between coefficients, constants, and variables. In addition to the difficulty of distinguishing the three kinds of basic algebra, algebra can also be found in some story problems. This phenomenon certainly makes it more difficult for them to solve story-shaped algebra problems. Problem solving is the main skill that students must have in dealing with math problems. In this study, researchers want to exploit or apply learning theory to make it easier for students to solve algebraic math problems. Learning theory is a form of creative learning effort so that students can understand, analyze, and solve any material learned. The learning theory applied by researchers is the development of cognitive learning theory, namely Vygotsky Scaffolding theory. Vygotsky Scaffolding Theory is the result of collaboration between Vygotsky Theory using the Scaffolding approach. The form of exploitation of this theory is aimed at VII grade students of Mts Negeri 09 Jember to guide students' independence in solving algebraic math problems through their zone of proximal development. This research uses qualitative and quantitative mixed methods as well as case study and classroom action approaches. The research was conducted by looking at cases that occur in an institution and taking action on what is feasible to solve the case. The result of this research is that students are able to understand, analyze, and solve algebraic math problems properly and correctly.