Construction Errors in Students' Mathematical Problem-Solving Based on Scaffolding Analysis

Abstract

In mathematics learning, concept construction errors often occur when learning Systems of Linear Equations with Three Variables (SPLTV). This research aims to determine the process of students' concept construction errors, the causal factors, and how students overcome problems by providing scaffolding in SPLTV material. Data was obtained from test results and interviews with six students as research subjects. From the research results, data was received that the errors experienced by students in solving mathematical problems on SPLTV material were that the method used needed to match what was taught, made mistakes in calculations, did not make conclusions, and made mistakes at the previous stage. It was found that the factors that caused students' errors were lack of accuracy, misunderstanding of concepts, or needing to be more fixated on example questions. After being given the scaffolding stages, namely environmental provisions, explaining and reviewing, restructuring, and developing conceptual thinking, students know where their mistakes are and can correct them. Providing scaffolding can help students minimize concept construction errors when solving mathematical problems.