Applying scaffolding technique in Problem Based Learning (PBL) model on students’ mathematics problem solving ability

Abstract

This research aims to: (1) describe the factors that influence low mathematical problem solving abilities and the average increase in each indicator of mathematical problem solving abilities; (2) determine the effect of applying scaffolding techniques in the PBL model on mathematical problem solving abilities. The subjects of this research were class VIII students at SMPN 5 Kendari. Qualitative and quantitative methods were used in this research. The results of this research are: (1) Factors that influence students' low mathematical problem-solving abilities are the rare practice of questions related to problem solving and the learning model used by teachers is not suitable for learning mathematical problem solving. The average increase in each indicator of mathematical problem solving ability using the PBL model and DI model is: (a) understanding the problem 57.2 to 76.9 and 56.8 to 59.3; (b) solve questions 52.4 to 75.8 and 51.6 to 57.3; (c) answer questions 40.4 to 65.8 and 41.2 to 47.5; (2) students taught using the PBL model have higher scores than students taught using the DI model, so there is an influence of implementing the PBL model in improving the mathematical problem solving abilities of students at SMP 5 Kendari.