Efektivitas Strategi Pembelajaran Scaffolding terhadap Peningkatan Efikasi Diri Matematika Siswa Sekolah Dasar

Abstract

Self-efficacy is an important factor that influences success in learning mathematics from the primary school level. If self-efficacy is low in the early stages, it can become an obstacle that impacts the learning process throughout life. This study aims to examine the effectiveness of scaffolding learning strategies in improving mathematics self-efficacy of primary school students. The scaffolding strategy refers to Vygotsky's Zone of Proximal Development theory, which emphasizes the importance of providing gradual assistance according to students' needs until they are able to learn independently. This study used a quantitative approach with a pre-experimental one group pretest-posttest design. The research subjects consisted of 10 students of class VB at SDS Al-Fityan Medan City. The intervention was conducted in four meetings with a duration of 70 minutes each. Mathematics self-efficacy was measured using the General Self-Efficacy Scale which has been modified according to the context of mathematics learning. Data analysis using the Wilcoxon signed-rank test showed a significant increase (p=0.005) in math self-efficacy scores after the intervention. These results indicate that the scaffolding learning strategy is effective in increasing the mathematics self-efficacy of primary school students.