Effectiveness of scaffolding-based interactive teaching materials: reflective thinking ability in prospective teacher mathematics

Abstract

This research is motivated by the importance of reflective thinking skills in prospective teacher students. This ability is felt to be lacking especially in prospective teacher students at one of the state universities in Banten Province, even though they need this ability to train their students. One of the efforts given is interactive scaffolding-based teaching materials. Teaching materials are developed by using computer technology. This study uses a quasi-experimental research method. The population of this study is a student candidate for mathematics teacher at a state university in Banten with a sample of 2 classes taken by students who are taking courses related to learning. The instrument used was a test of reflective thinking ability in the form of a matter of description. Processing data using non-parametric U-Mann Whitney statistical tests. The results of this study concluded that the reflective thinking ability of pre-service mathematics teachers of students with the application of learning through interactive Scaffolding teaching materials is better than that applied in learning with teaching materials in the form of PPT. This conclusion is indicated by the data value of Asym. Sig = 0.278 is greater than 1 / 2∝ = 0.025