Analysıs of Thınkıng Process Strategıes in Provıdıng Scaffoldıng Questıons Based on Desıgn Thınkıng in Elementary School Mathematıcs Learnıng
DOI:
https://doi.org/10.31949/jee.v8i3.14803Abstract
Student competence in mathematics learning varies greatly and requires teacher assistance to achieve the next level of competence. Teacher assistance, known as scaffolding, enables students to break down problems, explore various possible solutions, and ultimately make decisions based on a strong understanding and existing evidence. These questions help students to focus, think logically, and develop the ability to analyze and synthesize information. This study employs a teacher thinking process scaffolding strategy, which has not been previously researched in mathematics learning, utilizing a Design Thinking approach. This study aims to produce a theory of dominant contingent teacher thinking process strategies in providing design thinking-based scaffolding in mathematics learning. This study uses a qualitative approach (grounded theory design) conducted in the context of mathematics learning. The research subjects are two types of elementary school mathematics teachers, each with dominant contingent analytical (GA) and dominant contingent intuitive (GI) characteristics when providing scaffolding. The selection of material and both subjects was based on the results of long-term observations conducted by researchers on the teaching practices of 30 elementary school mathematics teachers in the city of Malang. The researcher recorded the subjects' teaching using video. Teachers with analytical contingencies tended to focus more on logic and structured procedures, using carefully designed questions to help students think systematically. Teachers with intuitive contingencies more often asked questions that opened up space for exploration, encouraging students to think creatively and connect the concepts they had learned.
Keywords:
Thinking Process Strategies; Question; Scaffolding; Design ThinkingDownloads
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