The exploration of higher order thinking skills: Students' difficulties and scaffolding in solving mathematical problems based on PISA

Abstract

Understanding as well as planning to solve mathematical problems require a high-order thinking since it resembles the ability to think after the level of basic and critical thinking. This research aims to produce a theoretical review of students' ways of thinking and difficulties in solving PISA-based and scaffolding-based mathematical problems properly. This research employed a qualitative method with inductive data analysis. The subjects of this research were two Junior High School students with high-level mathematical ability. The data validity was conducted through triangulation method by comparing data from the result of the test, interview, and documentation method. The analysis technique was carried out within three workflows; data reduction, data presentation, data verification and conclusion. The research result shows that the students experienced difficulties in solving PISA problems on the stage of devising a plan, and carrying out the plan. As for the scaffolding, the measures taken by the researcher to solve the difficulties were; asking students to read and understand the questions, asking directional questions, giving opportunities for the students to analyse to double prepare the answer plan properly, interpreting the identified inappropriateness in order to make a solving plan.