Open AccessScaffolding Based Learning: Strategies For Developing Reflective Thinking Skills (A Case Study On Random Variable Material in Mathematics Statistics Courses)
Author(s) -
Arif Hidayatul Khusna
Publication year - 2021
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1940/1/012093
Subject(s) - mathematics education , reflective thinking , descriptive statistics , restructuring , psychology , pedagogy , mathematics , statistics , finance , economics
Scaffolding is a learning model by providing assistance based on student difficulties. The purpose of this study is to describe the application of scaffolding-based learning to support students’ reflective thinking skills in mathematics statistics courses. Research subjects were 43 5th semester students of mathematics education study programs. This type of research is a qualitative descriptive study with three research procedures carried out, namely: 1) a preliminary study, 2) planning, and 3) implementation. The instruments used were lecturer activity observation sheets and student activity observation sheets. The results showed that the components of scaffolding-based learning can be used to support students’ reflective thinking skills in this case in learning mathematics statistics. Explaining and reviewing play a role in shaping pre-reflective situations, restructuring in shaping reflective situations, and developing conceptual thinking play a role in shaping post-reflective situations.