Efektivitas Strategi Pembelajaran Scaffolding terhadap Peningkatan Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Dasar

Abstract

Mathematical problem-solving is a crucial skill in elementary education, yet it remains a challenge for many students. This study aims to examine the effectiveness of the scaffolding learning strategy in enhancing students' problem-solving abilities in mathematics. A quantitative approach was used with a one-group pretest-posttest experimental design. The participants consisted of 24 fourth-grade students from SDS Al-Fityan Medan, selected through convenience sampling. Students’ problem-solving skills were assessed based on Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and reviewing the solution. The Wilcoxon Signed-Rank Test revealed a significant difference between pretest and posttest scores (p < 0.001). A total of 21 out of 24 students showed improvement in their problem-solving stages, with no decrease in scores. The mean score increased from 1.750 to 3.143, while the standard deviation decreased from 1.206 to 1.145, indicating both improvement and greater consistency across students. These results demonstrate that the scaffolding strategy not only enhances mathematical problem-solving skills but also promotes more equitable learning outcomes among students. Therefore, scaffolding is proven to be an effective instructional strategy for supporting elementary students in developing their problem-solving abilities in mathematics.