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All Journal AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Al Ishlah Jurnal Pendidikan
Irni Latifa Irsal
Institut Agama Islam Negeri Curup
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Impact of Scaffolding Strategies Within the Zone of Proximal Development on Fourth-Grade Students’ Conceptual Understanding in Mathematics Yuyun Yumiarty; Ummi Putri Sakina; Irni Latifa Irsal; Guntur Gunawan
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7523

Abstract

Conceptual understanding in mathematics remains a persistent challenge for elementary students, particularly when instructional strategies fail to match their developmental needs. This study investigates the effectiveness of scaffolding strategies based on Vygotsky’s Zone of Proximal Development (ZPD) in enhancing fourth-grade students’ conceptual understanding in mathematics. A quasi-experimental design with a non-equivalent control group was employed, involving 52 fourth-grade students from MIN 03 Kepahiang. Participants were divided into two groups: one received instruction using ZPD-based scaffolding strategies, while the other experienced conventional teaching methods. Data were collected through validated descriptive pre- and post-tests and analyzed using paired sample t-tests and two-way ANOVA. The findings indicate that scaffolding strategies significantly improved students’ conceptual understanding compared to conventional methods (p 0.05). Students at the actual developmental level achieved higher scores (M = 75.15) than those at the potential level (M = 59.88). A significant interaction effect (p 0.05) was found between teaching strategy and ZPD level, suggesting that scaffolding is more effective for students at the potential development level, while conventional methods better support students at the actual level. The study supports the use of developmentally appropriate scaffolding to enhance mathematical understanding. However, limitations include the study’s short intervention duration and single-school setting. Future research should explore long-term effects, apply ZPD-based scaffolding across diverse contexts, and investigate the use of technology for dynamic ZPD assessment. These findings reinforce the need for tailored instruction in mathematics education.
Hubungan HUBUNGAN GAYA BELAJAR DENGAN KEMAMPUAN LITERASI MATEMATIS SISWA GENERASI ALFA : Gaya belajar, literasi matematis Abid Nayyiro Firel; Deby Apriansyah; Irni Latifa Irsal; Fevi Rahmadeni
AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika Vol. 13 No. 3 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/admathedust.v13i3.32507

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara gaya belajar dengan kemampuan literasi matematis siswa generasi alfa. Pendekatan yang digunakan adalah kuantitatif dengan metode korelasional. Subjek penelitian adalah siswa kelas VII dan kelas VIII yang termasuk dalam kategori generasi alfa. Data gaya belajar dikumpulkan menggunakan angket VAK (Visual, Auditori, Kinestetik) dengan skala Likert 4 poin, sedangkan data kemampuan literasi matematis diperoleh melalui tes literasi matematis. Analisis data menggunakan statistik deskriptif dan uji korelasi Spearman Rank. Hasil penelitian menunjukkan bahwa gaya belajar siswa generasi alfa beragam: pada kelas VII didominasi gaya belajar auditori (60%), sedangkan pada kelas VIII didominasi gaya belajar visual (60%). Kemampuan literasi matematis siswa bervariasi dari kategori rendah hingga tinggi. Berdasarkan hasil uji korelasi Spearman diperoleh koefisien korelasi sebesar 0,076 dengan nilai signifikansi 0,750 > 0,05. Hal ini menunjukkan bahwa tidak terdapat hubungan yang signifikan antara gaya belajar dengan kemampuan literasi matematis siswa generasi alfa. Kemampuan literasi matematis dipengaruhi oleh berbagai faktor lain, seperti motivasi belajar, minat terhadap matematika, metode pembelajaran guru, lingkungan belajar, dan intensitas latihan soal. Oleh karena itu, pembelajaran matematika pada siswa generasi alfa perlu dirancang secara adaptif, inovatif, dan berbasis teknologi sesuai karakteristik era digital.
Co-Authors Abid Nayyiro Firel Deby Apriansyah Fevi Rahmadeni Guntur Gunawan Ummi Putri Sakina Yuyun Yumiarty