<![CDATA[This study mapped Grade VII students’ operational Zone of Proximal Development (ZPD) in algebra and examined score changes across a concrete–semi-concrete–abstract instructional sequence supported by differentiated scaffolding. This sequential explanatory mixed-methods study involved 32 students at SMP Negeri 11 Kabupaten Sorong during the 2024/2025 academic year, with data collected from February to April 2025. Instruments comprised a 20-item Algebra Diagnostic Test (Aiken’s V = 0.87; Cronbach’s α = 0.847), a graduated Dynamic Assessment Protocol, a scaffolding observation sheet, and semi-structured clinical interviews. We summarized quantitative data descriptively and analyzed them using paired Wilcoxon tests, while we analyzed qualitative data thematically and integrated them with the quantitative findings. Dynamic assessment classified 53.13% of students at Level 2, 25.00% at Level 1, 15.63% at Level 3, and 6.25% at Level 0. Mean scores increased from 52.34 at baseline to 81.88 after the abstract phase. Pairwise Wilcoxon comparisons were statistically significant (p < 0.001), with rank-biserial effect estimates ranging from 0.855 to 0.874. Qualitative findings showed differentiated scaffolding patterns across ZPD levels. The results provide preliminary evidence for the feasibility of the Z-CRA framework linking dynamic assessment, representational progression, and contingent scaffolding; controlled studies should examine causal effectiveness.]]>
Copyrights © 2026
