Scaffolding Based on Cognitive Conflict in Correcting the Students’ Algebra Errors

Indah Puspitasari Maharani; Subanji Subanji

doi:10.12973/iejme/2697

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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.

Keywords

scaffolding
cognitive conflict
algebra errors

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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, Volume 13, Issue 2, May 2018, 67-74

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

Publication date: 10 Jun 2018

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How to cite this article

APA

Maharani, I. P., & Subanji, S. (2018). Scaffolding Based on Cognitive Conflict in Correcting the Students’ Algebra Errors. International Electronic Journal of Mathematics Education, 13(2), 67-74. https://doi.org/10.12973/iejme/2697

Vancouver

Maharani IP, Subanji S. Scaffolding Based on Cognitive Conflict in Correcting the Students’ Algebra Errors. INT ELECT J MATH ED. 2018;13(2):67-74. https://doi.org/10.12973/iejme/2697

AMA

Maharani IP, Subanji S. Scaffolding Based on Cognitive Conflict in Correcting the Students’ Algebra Errors. INT ELECT J MATH ED. 2018;13(2), 67-74. https://doi.org/10.12973/iejme/2697

Chicago

Maharani, Indah Puspitasari, and Subanji Subanji. "Scaffolding Based on Cognitive Conflict in Correcting the Students’ Algebra Errors". International Electronic Journal of Mathematics Education 2018 13 no. 2 (2018): 67-74. https://doi.org/10.12973/iejme/2697

Harvard

Maharani, I. P., and Subanji, S. (2018). Scaffolding Based on Cognitive Conflict in Correcting the Students’ Algebra Errors. International Electronic Journal of Mathematics Education, 13(2), pp. 67-74. https://doi.org/10.12973/iejme/2697

MLA

Maharani, Indah Puspitasari et al. "Scaffolding Based on Cognitive Conflict in Correcting the Students’ Algebra Errors". International Electronic Journal of Mathematics Education, vol. 13, no. 2, 2018, pp. 67-74. https://doi.org/10.12973/iejme/2697