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All Journal Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Kontinu: Jurnal Penelitian Didaktik Matematika Jurnal Daya Matematis Jurnal Elemen E-Dimas: Jurnal Pengabdian kepada Masyarakat NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Union: Jurnal Ilmiah Pendidikan Matematika Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal SOLMA IndoMath: Indonesia Mathematics Education Dinamisia: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Matematika (Kudus) JPM : Jurnal Pendidikan Matematika ANARGYA: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Community Services Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Berdaya Mandiri Hipotenusa : Journal of Mathematical Society JES-MAT (Jurnal Edukasi dan Sains Matematika) Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Jurnal Ilmiah Sultan Agung Jurnal Pendidikan Sultan Agung Jurnal Pengabdian Masyarakat dan Riset Pendidikan Hipotenusa: Journal of Mathematical Society Jurnal Infinity IPSSJ Differential: Journal on Mathematics Education
Nila Ubaidah
Universitas Islam Sultan Agung
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Journal : Jurnal Infinity

 1 
THE ROLE OF SCAFFOLDING IN THE DECONSTRUCTING OF THINKING STRUCTURE: A CASE STUDY OF PSEUDO-THINKING PROCESS Imam Kusmaryono; Nila Ubaidah; Mochamad Abdul Basir
Jurnal Infinity Vol 9, No 2 (2020): VOLUME 9, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v9i2.p247-262

Abstract

This study aimed to (1) analyze the role of scaffolding in deconstructing pseudo-thinking structure, and (2) analyze the development of students' thinking structures after receiving scaffolding. The study was framed with a qualitative methodology by involving case study design. This research was conducted at State Junior High School 31 in Semarang City, Indonesia. Data was collected through tests, observation, and interview methods.  Result of the study indicated that (1) scaffolding has changed the pseudo thinking process into a real thought process, and (2) scaffolding could develop students’ thinking structure into a more complex (abstract) level. Their thinking structure was initially on the stage of comparative thinking structure before receiving scaffolding assistance and after receiving scaffolding, to developed into the stage of logical reasoning thinking structure. In other words, scaffolding could become a useful strategy to help students go through different    Zone of Proximal Development (ZPD).
The bridging understanding of language and mathematical symbols between teachers and students: An effort to increase mathematical literacy Kusmaryono, Imam; Aminudin, Mohamad; Ubaidah, Nila; Chamalah, Evi
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p251-270

Abstract

The research aims to analyze the gap between teachers' and students' understanding of language literacy and mathematical symbols. The study was designed with a concurrent triangulation strategy. The research respondents consisted of 20 teachers and 120 class VII students. Data collection through questionnaires, interviews, and cognitive tests. Qualitative data was analyzed descriptively, and quantitative data was analyzed inferentially. The results of the analysis of quantitative data show that there is a linear (significant) relationship between understanding language and mathematical symbols and mathematical literacy skills. The results of the qualitative data analysis describe that the teacher's understanding of language and mathematical symbols (high criterion) does not necessarily support the students' understanding of language and mathematical symbols. We confirm the suspicion that there is a gap in the ability of teachers and students to understand language and mathematical symbols. Students need to improve their understanding of mathematical language and symbols. The pattern of errors is based on the teacher's conception of learning in the previous class, so the process of transitioning the teacher's knowledge to students' understanding of mathematics experiences obstacles. The implication is that the process of transitioning meaning from mathematical symbols to written and spoken language must be carried out when the teacher introduces or teaches new topics to students, and the context in which mathematical symbols are used must be followed by clarification.
Co-Authors Abdul - Basir Adelia Febby Indriana AHMAD LUTFI Aldira Eka Fauzanah Alwi, Muhaammad Thohir Mahfudzh Andriyani, Zuni Dwi Anggar Titis Prayitno Anggreini, Cahyani Ayu Anggun Ananta Ari Widiastuti Arosi, Jaesi Aulia Asyhari Asyhari, Asyhari Basir, Abdul Basir, M. Abdul Basir, Mochamad Abdul Dhiyazzahra, Daffani Putri Dyana Wijayanti Dyana Wijayanti Evi Chamalah Evi Chamalah Fatikha Hanum Islahia Fina Farhatul Kamalia Hevy Rizqi Maharani Hevy Rizqi Maharani Imam Kusmaryono Indriana, Adelia Febby Irfana, Lilik Iwan Junaedi Lailya Nur Oktaviani Lestari, Feri Puji Lutfiana, Fikra Sofya M Aminudin M. Abdul Basir Maeliyastuti Mafatihatur R. Maharani, Hevy Risqi Maharani, Hevy Rizqi Maulida Fitria Mayana Agustyani Meng, Danyang Mohamad Aminudin Mohamad Aminudin Mohamad Aminudin Mu'alamah, Naila Nafisatun Mualamah, Naila Nafisatun Muhamad Afandi Mujiati Rahayu Nuhyal Ulya Putri, Evana Purwagana Rohmah, Erlina Maf'atun Salsabila, Tasya Nilna Sri Kadarwati Sri Lestari Pratiwi Sugiman wati, Lutfi Rahma Widiyawati Widiyawati Yasinta, Elsa Zaenuri