Use of Scaffolding Techniques in Mathematical Problem Solving in Students Who Have Mathematics Anxiety

Abstract

Solving mathematical problems is important in mathematics. This research aims to determine the mathematical problem solving abilities of students who have moderate levels of mathematics anxiety by using scaffolding techniques. This type of research is qualitative with a case study approach. The research subjects were 3 class VIII students at a junior high school in Purworejo, Central Java. The research instruments used included problem-solving ability test questions, mathematics anxiety questionnaires, and interview guides. Data is analyzed by reducing data, presenting data, and drawing conclusions. The results of this study indicate that subjects who have mathematics anxiety are having difficulty determining mathematical models and have difficulty with mathematical calculations. The scaffolding technique provided is level 2 in explaining, reviewing, and restructuring. After getting the scaffolding technique, students with mathematics anxiety are able to solve mathematical problems.