STRATEGI SCAFFOLDING BERDASARKAN GAYA BELAJAR DAN ARGUMENTASI SISWA: STUDI KASUS PADA PEMBELAJARAN POLA BILANGAN
Abstract
Penelitian ini bertujuan mendeskripsikan strategi scaffolding yang dilakukan guru dalam pembelajaran pola bilangan bagi siswa sekolah dasar. Scaffolding dilakukan berdasarkan dua variabel yaitu (1) gaya belajar visual, auditory dan kinestetik (VAK) serta (2) argumentasi yang telah dikonstruksi siswa. Gaya belajar diselidiki melalui tes dan observasi VAK dan proses pemecahan masalah sedangkan argumentasi siswa dianalisis menggunakan komponen argumentasi Toulmin. Hasil penelitian menunjukkan bahwa strategi scaffolding berbeda dibutuhkan oleh siswa sesuai gaya belajar dan jenis argumen yang dikonstruksi. Pemelajar auditory membutuhkan strategi reviewing dan explaining; pemelajar visual membutuhkan strategi environmental provisions; pemelajar kinestetik membutuhkan strategi restructuring dan reviewing. Khusus pada pemelajar visual dan kinestetik, mereka membutuhkan multimedia sebagai scaffolding yang bermakna. Selama scaffolding argumentasi siswa berkembang dan menghasilkan peningkatan kemampuan problem solving.
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