Scaffolding Based on Cognitive Conflict in Correcting the Students’ Algebra Errors
Indah Puspitasari Maharani 1 * , Subanji Subanji 1
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1 State University of Malang, INDONESIA* Corresponding Author

Abstract

The purpose of the research is to describe and analyze the implementation of Scaffolding based on Cognitive Conflict in correcting the students’ errors in Algebra material. The research uses Mix Method, that is a combination of quantitative and qualitative methods. There are 25 students that are involved and tested on Algebra material. They are collected from the Second Grade Students of Junior High Schools in Malang. The quantitative data are collected through essay test, while the qualitative data are collected through interview and observation. The findings of the research are: (1) Cognitive Conflict can increase the students’ reasoning ability, (2) Scaffolding is required to overcome the students’ errors based on their Cognitive Conflict, (3) Cogtnitive Conflict needs to be improved in the classroom learning.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2018, Volume 13, Issue 2, 67-74

https://doi.org/10.12973/iejme/2697

Publication date: 10 Jun 2018

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Article Downloads: 3307

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