Student error analysis in global meta-level algebraic thinking on treffinger learning assisted by scaffolding

Abstract

This study aims to: (1) find out the quality of Treffinger learning assisted by scaffolding; (2) find out whether students' abilities in global meta-level algebraic thinking in Treffinger learning assisted by scaffolding reached minimal completeness criteria score; (3) describe the types and causes of student errors in global meta-level algebraic thinking; (4) describe the types of scaffolding that could minimize student errors in global meta-level algebraic thinking. This study used a mixed-method. The results showed that: (1) the quality of Treffinger learning assisted by scaffolding was very good; (2) students' abilities in global meta-level algebraic thinking on Treffinger learning assisted by scaffolding reached minimal completeness criteria score; (3) upper group students tended to make comprehension errors, middle group students tended to make comprehension and process skills errors, lower group students tended to make comprehension, process skills, and encoding error; (4) the type of scaffolding was given to students include the distribution of student worksheets which providing assistance according to the group's level (environmental provisions), explaining, reviewing, and restructuring.