Scaffolding as a strategy to help student difficulties in proving group problems

Abstract

This study aims to describe the use of scaffolding as a teaching strategy in helping students difficulties in proving group problems. To achieve that goal, learning is done with scaffolding strategies on group topics. Then the problem proving test is given on a group topic, then the interview is based on the student’s proof answers. For this reason, this research is qualitative descriptive research. The subjects were students of Unirow Tuban Mathematics education who were taking Algebra Structure Courses. Scaffolding strategy design refers to the mapping of proof indicators, and the level of scaffolding developed by [1] explaining, reviewing and restructuring, and developing conceptual thinking, then associated with the scaffolding strategy developed by [2], including offering explanations, inviting student participation, verifying and clarifying student understanding, modeling desired behavior, and inviting students to contribute instructions. To explore the ability to prove, interview guidelines refer to indicators of construction proof. The results showed that the ability of students in the initial steps of proof, proof of flow, using related concepts, the argument of proof, and the language of proof had a very good increase. So the ability of students to prove after using a strategy to pursue scaffolding has increased. The implication of scaffolding as a strategy becomes an alternative teaching choice in abstract algebra subjects.