ANALISIS PENERAPAN SCAFFOLDING PADA BIMBEL DALAM MENGUATKAN KETERAMPILAN PEMECAHAN MASALAH MATEMATIKA SISWA

Problem-solving skills constitute a fundamental component of students’ mathematical
competence. Nevertheless, the results of PISA and TIMSS indicate that Indonesian students’
mathematical problem-solving skills are still relatively low. In an effort to improve mathematical
problem-solving skills, many students choose to increase their learning time outside school by
enrolling in tutoring institutions (bimbingan belajar). With smaller learning groups, tutors are able
to provide more appropriate scaffolding to accommodate students’ varying levels of ability.
However, research specifically examining the implementation of scaffolding in tutoring
institutions remains limited. Therefore, this study aims to analyze the scaffolding applied in
tutoring programs and to demonstrate the improvement of students’ mathematical problem-solving
skills through the scaffolding implemented in tutoring contexts.This study employed a qualitative
descriptive approach using a case study design, involving one tutor and eight students from a
tutoring institution. Data were collected through observation, written tests, and interviews. Data
related to the implementation of scaffolding in tutoring programs and the strengthening of
students’ problem-solving skills were analyzed using the Miles and Huberman data analysis
model, which includes data reduction, data display, and conclusion drawing.The results indicate
that tutors provided different forms of scaffolding according to students’ ability levels.
Furthermore, the implementation of scaffolding was carried out across three levels, namely
environmental provisions, explaining, reviewing, and restructuring, and developing conceptual
thinking. Several scaffolding strategies were also identified, including modelling, instructing,
feedback, questioning, and cognitive structuring. In addition, differences were found in students’
problem-solving skills before and after the implementation of scaffolding. The data show that all
participants experienced improvement in their mathematical problem-solving processes.