Penerapan teknik scaffolding untuk meningkatkan ketrampilan berpikir kritis, motivasi belajar dan hasil belajar matematika siswa kelas 2b di Sekolah Mahabodhi Vidya

Muhdy, Fenny Nur (2018) Penerapan teknik scaffolding untuk meningkatkan ketrampilan berpikir kritis, motivasi belajar dan hasil belajar matematika siswa kelas 2b di Sekolah Mahabodhi Vidya. Masters thesis, Universitas Pelita Harapan.

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Abstract

Many students considers that Mathematics only focuses on numbers and formulae, not focusing on understanding the meaning of words contained in the problems of the stories, as a result many of the students have some difficulties answered the questions of the word prolems in Mathematics. This can be worse when the students study Mathematics using English as the language of instruction. The students are still confused in determining the number operations that will be used and drawing conclusions from the existing word problems. The students find it difficult to interpret the meanings of the word language in the questions. This situation creates anxiety among teachers that make the teachers take a corrective action through the scaffolding technique and to see the development of critical thinking skills, learning motivations and learning achievments in Mathematics lessons that use English as the language of instruction. The subjects of this research the 24 students of Primary 2B in Mahabodhi Vidya School, West Jakarta. This research was a Classroom Action Researched Design with three cycles. The data were collected through observations, wrtitten test, interview, and field notes that were analyzed by using qualitative descriptive method. The result shows that appropriate implementation of the scaffolding technique steps could ease the eachievement of the learning objectives. There was an increase in critical thinking until Cycle 3. There was also an increase in the students learning motivations from until Cycle 3 based on the indicator. The students’ learning outcomes also show some good improvement which can be seen from the students’ level of mastery that continually improving until Cycle 3. The results of the students’ interviewed showed that the students agree with the implementations of the scaffolding technique because it made them understand Math easily. / Banyak siswa menganggap Matematika hanya berfokus pada angka dan rumus, tidak berfokus pada pemahaman makna kata yang terdapat pada soal cerita, akibatnya banyak siswa mengalami kesulitan menjawab soal cerita pada pelajaran Matematika. Hal ini bisa lebih buruk ketika siswa belajar Matematika menggunakan bahasa Inggris sebagai bahasa pengantar. Tentu saja siswa masih bingung menentukan operasi bilangan yang akan digunakan dan menarik kesimpulan dari soal cerita yang ada. Siswa kesulitan untuk memaknai arti kata bahasa yang ada pada soal cerita tersebut. Hal ini menimbulkan kerisauan bagi guru sehingga guru mengambil tindakan perbaikan dengan menggunakan Teknik Scaffolding untuk melihat perkembangan kemampuan berpikir kritis, motivasi belajar dan hasil belajar siswa pada pelajaran Matematika yang menggunakan bahasa Inggris sebagai bahasa Pengantar. Subjek penelitian ini adalah 24 siswa kelas 2B di Sekolah Dasar Mahabodhi Vidya, Jakarta Barat. Pengumpulan data dilakukan dengan observasi, tes tertulis, wawancara dan catatan lapangan yang dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa pelaksanaan penerapan teknik scaffolding dengan tepat akan memudahkan siswa mencapai tujuan pembelajaran. Terjadi peningkatan kemampuan berpikir kritis pada sampai dengan Siklus 3. Terjadi peningkatan motivasi belajar siswa sampai dengan Siklus 3 berdasarkan tabel indikator yang ada. Hasil Belajar siswa juga menunjukkan peningkatan, hal ini dapat dilihat dari tingkat ketuntasan belajar siswa sampai dengan. Hasil wawancara menunjukkan bahwa siswa setuju dengan penerapan teknik scaffolding karena membuat mereka lebih memahami pelajaran Matematika.

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