STRATEGI SCAFFOLDING GURU MATEMATIKA PROFESIONAL DAN DAMPAKNYA TERHADAP KEMANDIRIAN BELAJAR SISIWA | ELECTRONIC THESES AND DISSERTATION

Electronic Theses and Dissertation

Universitas Syiah Kuala

    THESES

STRATEGI SCAFFOLDING GURU MATEMATIKA PROFESIONAL DAN DAMPAKNYA TERHADAP KEMANDIRIAN BELAJAR SISIWA


Pengarang

Eka Pripa Mahharrini - Personal Name;

Dosen Pembimbing

Anwar - 196603221991021001 - Dosen Pembimbing I
Said Munzir - 196907031994121002 - Dosen Pembimbing I



Nomor Pokok Mahasiswa

1806203020001

Fakultas & Prodi

Fakultas KIP / Pendidikan Matematika (S2) / PDDIKTI : 84102

Penerbit

Banda Aceh : Magister Pendidikan Matematika., 2022

Bahasa

Indonesia

No Classification

371.302 81

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Eka Pripa Mahharrini (2022). Strategi Scaffolding Guru Matematika Profesional dan Dampaknya terhadap Kemandirian Belajar Siswa

Guru matematika profesional merupakan fasilitator yang telah mendapat pendidikan secara terstruktur melalui program Pendidikan Profesi Guru yang dikenal dengan PPG. Pada program tersebut guru telah dilatih untuk mampu memfasilitasi belajar siswa menggunakan metode pembelajaran yang baik dan mampu memberikan bantuan belajar bagi siswa yang perlu mendapat bantuan yang dikenal dengan nama Scaffolding. Melalui pemberian scaffolding tersebut diharapkan guru mampu mendorong siswa dapat belajar secara mandiri. Namun informasi tentang pemberian scaffolding yang diberikan oleh guru profesional matematika dan dampaknya terhadap kemandirian belajar siswa masih terbatas. Tujuan penelitian ini untuk mengkaji strategi pemberian scaffolding guru matematika profesional dan dampaknya pada kemandirian belajar siswa. Penelitian ini menggunakan pendekatan kualitatif. Subjek penelitian adalah guru matematika profesional dan siswa di salah satu sekolah unggul di Aceh Besar yang bersedia menjadi subjek penelitian. Guru yang dilibatkan telah menyandang guru profesional karena telah lulus PPG dan memperoleh sertifikat pendidik. Guru tersebut juga telah mengajar selama 3 tahun di sekolah unggul tersebut. Siswa yang diwawancarai dipilih dengan mempertimbangkan fragmen interaksi terbanyak di antara siswa lainnya dan diperoleh 4 orang siswa. Pengumpulan data percakapan antara guru matematika profesional dan siswa dilakukan dengan menggunakan protokol wawancara dan alat rekaman video (Handycam). Data penelitian ini dianalisis dengan menggunakan reduksi data, pemaparan data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa scaffolding yang diberikan guru matematika profesional kepada siswa tergolong dominan kontingen dengan menggunakan strategi diagnostik, intervensi dan checking. Strategi yang digunakan lebih banyak menggunakan strategi intervensi yang positif karena bantuan yang diberikan guru mendorong siswa dalam proses berpikir. Strategi scaffolding yang dilakukan oleh guru matematika profesional memberikan dampak yang menjadikan siswa umumnya memiliki kemandirian belajar dalam menyelesaikan soal yang sama maupun soal yang mirip dengan soal yang diberikan ketika guru memberikan scaffolding. Oleh karena itu, guru perlu melakukan pendekatan lebih lanjut kepada siswa yang belum mencapai kemandirian belajar di luar jam pembelajaran guna mendapatkan solusi untuk menindak lanjuti terkait kemampuan dasar matematika siswa yang masih rendah.

Kata kunci: Guru profesional, Kemandirian belajar siswa, Scaffolding

Eka Pripa Mahharrini (2022). Scaffolding Strategy for Professional Mathematics Teachers and Its Impact on Students' Independent Learning Professional mathematics teachers are facilitators who have received structured education through the Teacher Professional Education program known as PPG. In this program, teachers have been trained to be able to facilitate student learning using good learning methods and to be able to provide learning assistance for students who need assistance which is known as Scaffolding. Through the provision of scaffolding, it is hoped that the teacher will be able to encourage students to learn independently. However, information about scaffolding provided by professional mathematics teachers and its impact on student learning independence is still limited. The purpose of this study was to examine the strategy of providing scaffolding for professional mathematics teachers and their impact on student learning independence. This study uses a qualitative approach. The research subjects were professional mathematics teachers and students at one of the leading schools in Aceh Besar who were willing to be research subjects. The teachers involved have been professional teachers because they have passed PPG and obtained an educator certificate. The teacher has also been teaching for 3 years at the superior school. The interviewed students were selected by considering the most fragments of interaction among other students and obtained 4 students. Data collection of conversations between professional mathematics teachers and students was carried out using an interview protocol and a video recording device (Handycam). The research data were analyzed using data reduction, data exposure and drawing conclusions. The results showed that the scaffolding given by professional mathematics teachers to students was classified as contingent dominant using diagnostic, intervention and checking strategies. The strategies used are mostly positive intervention strategies because the assistance provided by the teacher encourages students in the thinking process. The scaffolding strategy carried out by professional mathematics teachers has an impact that makes students generally have learning independence in solving the same problems or questions that are similar to the questions given when the teacher provides scaffolding. Therefore, teachers need to take further approaches to students who have not achieved learning independence outside of learning hours in order to find solutions to follow up on students' basic mathematical abilities that are still low. Keywords: Professional teacher, Student learning independence, Scaffolding

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