DESKRIPSI KESALAHAN SISWA DAN PEMANFAATAN SCAFFOLDING PADA OPERASI BILANGAN BULAT DAN PECAHAN DI SMP NEGERI 13 MAKASSAR

Abstrak

Kesalahan siswa dalam menyelesaikan soal operasi bilangan bulat dan pecahan masih sering ditemukan, meliputi kesalahan konseptual, prosedural, dan teknik yang berdampak pada rendahnya pemahaman dan hasil belajar. Penelitian ini bertujuan mendeskripsikan jenis kesalahan siswa, menganalisis bentuk pemanfaatan scaffolding, serta mengukur perubahan hasil belajar sebelum dan sesudah perlakuan. Penelitian menggunakan metode mixed methods dengan desain explanatory sequential. Subjek penelitian adalah siswa kelas VII B SMP Negeri 13 Makassar, dipilih secara purposive sampling berdasarkan tingkat kesalahan. Data dikumpulkan melalui tes diagnostik, wawancara mendalam, dan observasi pembelajaran. Hasil menunjukkan bahwa siswa dengan kesalahan rendah cenderung mengalami kesalahan teknik, siswa kesalahan sedang dominan kesalahan prosedural, sedangkan siswa kesalahan tinggi mengalami ketiga jenis kesalahan secara bersamaan. Penerapan scaffolding yang disesuaikan dengan tingkat kesalahan terbukti efektif mengurangi kesalahan dan meningkatkan hasil belajar dengan rata-rata peningkatan N-Gain sebesar 0,62 (kategori sedang).

Students’ errors in solving integer and fraction operations are still common, including conceptual, procedural, and technical errors that affect understanding and learning outcomes. This study aims to describe types of students’ errors, analyze the use of scaffolding, and measure changes in learning outcomes before and after treatment. This research employed a mixed methods approach with an explanatory sequential design. The subjects were seventh-grade students at SMP Negeri 13 Makassar, selected using purposive sampling based on error levels. Data were collected through diagnostic tests, in-depth interviews, and classroom observations. Results showed that students with low errors tended to make technical mistakes, those with moderate errors mostly made procedural errors, while students with high errors exhibited all three types repeatedly. The implementation of scaffolding adapted to error levels effectively reduced mistakes and improved learning outcomes, with an average N-Gain of 0.62 (moderate improvement).