Penerapan Scaffolded Direct Instruction untuk Meningkatkan Pemahaman Konseptual Matematika Siswa
Keywords:
Scaffolded Direct Instruction, Mathematical Conceptual Understanding, Classroom Action ResearchAbstract
Pemahaman konseptual matematika merupakan kompetensi fundamental yang menopang kemampuan berpikir tingkat tinggi, namun masih menjadi tantangan utama dalam pembelajaran matematika di sekolah akibat dominannya pendekatan prosedural dan minimnya dukungan pedagogis yang membantu siswa membangun makna konsep secara mendalam. Penelitian ini bertujuan untuk meningkatkan pemahaman konseptual matematika siswa melalui penerapan scaffolded direct instruction pada materi relasi dan fungsi. Penelitian menggunakan desain penelitian tindakan kelas dengan model Pelton yang dilaksanakan dalam dua siklus dan melibatkan 21 siswa sekolah menengah atas. Data dikumpulkan melalui tes pemahaman konseptual dan lembar observasi aktivitas pembelajaran, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan adanya peningkatan bertahap pada rata-rata skor, ketuntasan klasikal, serta pencapaian setiap indikator pemahaman konseptual dari tahap pra-tindakan hingga Siklus II. Ketuntasan klasikal pada akhir Siklus II mencapai lebih dari 85%, sehingga memenuhi kriteria keberhasilan penelitian. Temuan ini menunjukkan bahwa scaffolded direct instruction efektif dalam meningkatkan pemahaman konseptual matematika siswa melalui penyajian materi yang terstruktur dan dukungan bertahap sesuai kebutuhan belajar. Dengan demikian, strategi ini dapat dijadikan alternatif pembelajaran yang adaptif dan berorientasi pada konstruksi makna konsep matematika secara bermakna.
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Copyright (c) 2025 Montolalu Julia Christien, Titaley Manurung Shalaki, Findra Raoda (Author)
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