SCAFFOLDING PADA KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH OPEN-ENDED BERDASARKAN GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT
SCAFFOLDING OF STUDENTS’ ERRORS IN SOLVING OPEN-ENDED PROBLEMS BASED ON FIELD DEPENDENT AND FIELD INDEPENDENT COGNITIVE STYLES
ABSTRAK
Nama : Innes Nurazzahra
NIM : 22030174044
Program Studi : S1 Pendidikan Matematika
Fakultas : Fakultas Matematika dan Ilmu Pengetahuan Alam
Nama Lembaga: Universitas Negeri Surabaya
Pembimbing : Dr. Ali Shodikin, S.Pd., M.Pd.
Masalah open-ended menuntut siswa untuk berpikir lebih dalam dan memungkinkan siswa menyelesaikan masalah dengan berbagai macam cara serta jawaban. Siswa tidak terbiasa dengan masalah open-ended, sehingga ketika diberikan dalam pembelajaran matematika tidak semua siswa mampu menyelesaikan dengan benar. Terdapat banyak faktor yang berkaitan dengan kesalahan siswa dalam menyelesaikan masalah open-ended, salah satunya adalah gaya kognitif field dependent dan field independent yang memungkinkan adanya perbedaan cara memahami dan kemampuanan analisis terhadap suatu informasi. Berbagai kesalahan yang muncul dalam menyelesaikan masalah open-ended menunjukkan perlunya pemberian bantuan yang sesuai dengan kebutuhan siswa, yakni dengan scaffolding. Penelitian ini bertujuan untuk mendeskripsikan pemberian scaffolding pada kesalahan siswa dalam menyelesaikan masalah open-ended berdasarkan gaya kognitif field dependent dan field independent. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian adalah satu siswa field dependent dan satu siswa field independent yang melakukan kesalahan terbanyak dan beragam dalam menyelesaikan masalah open-ended. Pemilihan subjek penelitian juga mempertimbangkan kesetaraan kemampuan matematika dan kesamaan jenis kelamin, serta kelancaran komunikasi. Instrumen yang digunakan adalah lembar GEFT, lembar tes kemampuan matematika, lembar tes masalah open-ended, pedoman wawancara dan pedoman scaffolding. Data penelitian ini dianalisis melalui tiga aktivitas yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa siswa dengan gaya kognitif field dependent mengalami kesalahan dalam memahami, transformasi, keterampilan proses, dan penulisan jawaban akhir. Scaffolding yang diberikan berupa reviewing, explaining, restructuring, dan developing conceptual thinking. Sedangkan, siswa dengan gaya kognitif field independent mengalami kesalahan dalam memahami, transformasi, dan keterampilan proses. Scaffolding yang diberikan berupa reviewing dan restructuring. Berdasarkan hasil penelitian, scaffolding dapat mengurangi kesalahan siswa field dependent dan mengatasi kesalahan yang dilakukan siswa field independent dalam menyelesaikan masalah open-ended. Dengan demikian, scaffolding yang diberikan dapat mengurangi berbagai jenis kesalahan siswa field dependent dan field independent.
Kata kunci: Scaffolding, Kesalahan, Open-Ended, Gaya Kognitif.
ABSTRACT
Name Student : Innes Nurazzahra
Student ID : 22030174044
Study Program : Mathematics Education
Faculty : Mathematics and Natural Sciences
Institution : State University of Surabaya
Supervisor : Dr. Ali Shodikin, S.Pd., M.Pd.
Open-ended problems require students to think more deeply and allow them to solve problems using various methods and answers. However, students are not accustomed to open-ended problems; therefore, when such problems are presented in mathematics learning, not all students can solve them correctly. There are many factors related to students’ errors in solving open-ended problems, one of which is field dependent and field independent cognitive style, which leads to differences in understanding and analytical abilities in processing information. The various errors that emerge in solving open-ended problems indicate the need for appropriate assistance tailored to students’ needs, namely through scaffolding. This study aims to describe the provision of scaffolding of students’ errors in solving open-ended problems based on field dependent and field independent cognitive styles. This study employed a descriptive qualitative approach. The research subjects consisted of one field dependent student and one field independent student who made the most frequent and varied errors in solving open-ended problems. The selection of research subjects also considered equivalence in mathematical ability, the same gender, and fluency in communication. The instruments used in this study were the Group Embedded Figures Test (GEFT), a mathematics ability test, an open-ended problem test, interview guidelines, and scaffolding guidelines. The research data were analyzed through three stages: data condensation, data display, and conclusion drawing. The results showed that student with a field dependent cognitive style made errors in comprehension, transformation, process skills, and encoding. The scaffolding provided included reviewing, explaining, restructuring, and developing conceptual thinking. Meanwhile, student with a field independent cognitive style made errors in comprehension, transformation, and process skills. The scaffolding provided included reviewing and restructuring. Based on the study’s results, scaffolding was able to reduce errors made by field dependent student and address errors made by field independent student in solving open-ended problems. Thus, the scaffolding provided was able to reduce various types of errors made by both field dependent and field independent students.
Keywords: Scaffolding, Error, Open-Ended, Cognitive Style.