PEMBERIAN SCAFFOLDING TERHADAP MISKONSEPSI SISWA DALAM MENYELESAIKAN SOAL MATERI HIMPUNAN
Penelitian ini bertujuan untuk mendeskripsikan miskonsepsi siswa dalam menyelesaikan soal materi himpunan sebelum dan sesudah pemberian scaffolding, bentuk scaffolding yang diberikan, dan dampak pemberian scaffoldingnya. Penelitian ini merupakan penelitian kualitatif, yang dilakukan di SMPN 32 Surabaya dengan memilih 2 orang subjek yang mengalami miskonsepsi dari salah satu kelas yang berjumlah 35 siswa. Instrumen yang digunakan adalah tes diagnostik I dan II yang dilengkapi CRI, pedoman wawancara dan pedoman scaffolding. Materi yang dipilih pada penelitian ini adalah himpunan. Miskonsepsi dalam penelitan ini dianalisis berdasarkan jenisnya, yaitu miskonsepsi klasifikasional, korelasional dan teoritikal. Scaffolding dalam penelitian ini adalah explaining reviewing, and restructuring yang terdiri atas (1) looking, touching and verbalising (2) Pompting and probing (3) interpreting student`s actions and talk, (4) paraldell modelling dan (5) students explaining and justifyng, restructuring yang terdiri atas (1) identify meaningfull context (2) simplifyng the problem (3) re-pharasing studdent`s talk (4) negotiating meaning, developing conceptual thinking yang terdiri atas developing representational tools dan making connection. Berdasarkan penelitian yang dilakukan oleh peneliti, terdapat 16,53% miskonsepsi klasifikasional, 49,59% miskonsepsi korelasional ada dan 49,59% miskonsepsi teoritikal. Setelah diberikan scaffolding, miskonsepsi siswa dalam menyelesaikan soal materi himpunan berkurang bahkan tidak lagi mengalami miskonsepsi. Oleh karena itu, scaffolding merupakan salah satu alternatif untuk merespon miskonsepsi yang dialami oleh siswa dalam menyelesaikan soal materi himpunan.
Kata Kunci : Miskonsepsi, scaffolding, himpunan.
This study aims to describe the students' misconceptions in completing sets of material problems before and after scaffolding, the form of scaffolding provided, and the impact of giving scaffolding. This research is a qualitative study, which was conducted in Junior High School of 32 Surabaya by selecting 2 subjects who experienced misconceptions from one class of 35 students. The instrument used was a diagnostic test I and II equipped with CRI, interview guidelines and scaffolding guidelines. The material chosen in this study is the set. Misconceptions in this research are analyzed based on its type, namely classification, correlation and theoretical misconceptions. Scaffolding in this research is explaining reviewing, and restructuring which consists of (1) looking, touching and verbalising (2) Pompting and probing (3) interpreting student's actions and talk, (4) parallelling modeling and (5) students explaining and justifyng, restructuring which consists of (1) identifying meaningful context (2) simplifying the problem (3) repharasing studdent's talk (4) negotiating meaning, developing conceptual thinking consisting of developing representational tools and making connections. Based on research conducted by researchers, there are 16.53% of classification misconceptions, 49.59% of correlation misconceptions exist and 49.59% of theoretical misconceptions. After being given scaffolding, students' misconceptions in solving the set material matter diminished and no longer even experienced misconceptions. Therefore, scaffolding is an alternative to responding to misconceptions experienced by students in solving set material problems.
Keywords: Misconception, scaffolding, set.