Strategi Scaffolding dalam Memperbaiki Kemampuan Berfikir Kritis Matematis ditinjau dari Kemampuan Spasial

Abstract

Penelitian bertujuan untuk mengetahui dan menganalisis pengaruh strategi scaffolding terhadap kemampuan berfikir kritis matematis ditinjau dari kemampuan spasial. Penelitian quasi-eksperimen ini menggunakan treatment by level 2x2, dengan teknik analisis varian dua jalur. Populasi berjumlah 175 siswa, sampel sebanyak 24 siswa. Data dihimpun melalui studi dokumen, dan tes. Hasil penelitian menunjukkan bahwa: 1. Kemampuan berfikir kritis matematis siswa yang diajar dengan strategi concept mapping lebih tinggi daripada dengan strategi probing promting; 2) Tidak terdapat interaksi antara strategi scaffolding dan kemampuan spasial terhadap kemampun berfikir kritis matematis; 3. Tidak terdapat perbedaan antara kemampuan berpikir kritis matematis siswa yang mendapat perlakuan strategi concept mapping dengan siswa yang mendapat perlakuan strategi probing prompting untuk siswa yang memiliki kemampuan spasial tinggi. 4. Tidak terdapat perbedaan antara kemampuan berpikir kritis matematis siswa yang mendapat perlakuan strategi concept mapping dengan siswa yang mendapat perlakuan strategi probing prompting untuk siswa  yang memiliki kemampuan spasial rendah.

The research aims to identify and analyze the influence of scaffolding strategies on the ability of critical thinking mathematically in terms of spatial ability. This quasi-experimental study uses a treatment by levels of 2x2, with two lanes variance analysis techniques. The affordable population numbers 175 students, while a sample of the research amounts to 24 students. The data are collected by the documents and test. The research results show that: 1) The students’ abilities of critical thinking mathematically who are taught by the concept mapping strategy is higher than those taught by the promting probing strategy; 2) There is no interaction between the scaffolding strategy and spatial skills on the ability of critical thinking mathematically; 3) There is no difference between the students’ abilities of critical thinking mathematically taught by the concept mapping strategy with the students taught by prompting probing strategy for the students with the high spatial; 4) There is no difference between the students’ abilities of critical thinking mathematically taught by the concept mapping strategy with the students taught by prompting probing strategy for the students with low spatial.