Evaluating One-to-One Scaffolding and Peer–Scaffolding in Mathematics Learning: Which is Effective?

Imam Kusmaryono; Dyana Wijayanti

doi:10.35445/alishlah.v17i1.6199

Evaluating One-to-One Scaffolding and Peer–Scaffolding in Mathematics Learning: Which is Effective?

Imam Kusmaryono, Dyana Wijayanti

Abstract

Effective mathematics learning is shaped by teacher-student interactions and a supportive learning environment. Scaffolding, as a pedagogical strategy, plays a vital role in addressing learning difficulties and enhancing student achievement. This mixed-method study employed a sequential explanatory design, combining quantitative and qualitative approaches. Eighty Grade X students participated as research subjects. Data were collected through mathematics achievement tests, classroom observations, and interviews. Quantitative data assessed the impact of scaffolding on learning outcomes, while qualitative data explored interaction patterns within the scaffolding process. The findings indicate that both one-to-one and peer scaffolding significantly improve students' mathematics achievement. One-to-one scaffolding provides direct teacher guidance but tends to foster student dependency due to its unidirectional nature. In contrast, peer scaffolding promotes mutual interaction, collaboration, and knowledge construction among students, fostering greater engagement and autonomy in learning. While both scaffolding methods are beneficial, peer scaffolding offers a more dynamic and cooperative learning experience. It encourages open communication, peer support, and cognitive development through shared understanding. As a result, peer scaffolding is recommended as a more effective approach for enhancing mathematics learning and fostering a collaborative classroom culture.

Keywords

Evaluation; Mathematics Learning; Scaffolding

Full Text:

PDF

References

Abune, A. A. (2019). Effects of peer scaffolding on students’ grammar proficiency development. Journal of Literature, Languages and Linguistics, 7, 105–120. https://doi.org/10.7176/jlll/58-02

Acosta-Gonzaga, E., & Ramirez-Arellano, A. (2022). Scaffolding matters? Investigating its role in motivation, engagement and learning achievements in higher education. Sustainability, 14(20), 1–17. https://doi.org/10.3390/su142013419

Alita, D., Putra, A. D., & Darwis, D. (2021). Analysis of classic assumption test and multiple linear regression coefficient test for employee structural office recommendation. Ndonesian Journal of Computing and Cybernetics Systems, 15(3), 295–306. https://doi.org/10.22146/ijccs.65586

Alrawili, K. S., Osman, K., & Almuntasheri, S. S. (2020). Effect of scaffolding strategies on higher-order thinking skills in science classroom. Journal of Baltic Science Education, 19(5), 718–729. https://doi.org/10.33225/jbse/20.19.718

Aung, K. T., Razak, R. A., & Nazry, N. N. M. (2021). Establishing validity and reliability of semi-structured interview questionnaire in developing risk communication module: A pilot study. Edunesia : Jurnal Ilmiah Pendidikan, 2(3), 600–606. https://doi.org/10.51276/edu.v2i3.177

Awadelkarim, A. A. (2021). An analysis and insight into the effectiveness of scaffolding: EFL instructors’/teachers’ perceptions and attitudes. Journal of Language and Linguistic Studies, 17(2), 828–841. https://doi.org/10.52462/jlls.58

Bereiter, C. (1999). Referent-centred and problem-centred knowledge: Elements of an educational epistemology. Interchange, 23(12), 337–361. https://doi.org/10.1007/BF01447280

Brower, R. L., Woods, C. S., Jones, T. B., Park, T. J., Hu, S., Tandberg, D. A., Nix, A. N., Rahming, S. G., & Martindale, S. K. (2018). Scaffolding mathematics remediation for academically at-risk students following developmental eeducation reform in Florida. Community College Journal of Research and Practice, 42(2), 112–128. https://doi.org/10.1080/10668926.2017.1279089

Brownfield, K., & Wilkinson, I. A. G. (2018). Examining the impact of scaffolding on literacy learning: A critical examination of the research and guidelines for advancing inquiry. International Journal of Educational Research, 90, 177–190. https://doi.org/10.1016/j.ijer.2018.01.004

Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20

Dominguez, S., & Svihla, V. (2023). A review of teacher implemented scaffolding in K-12. Social Sciences and Humanities Open, 8(1), 100613. https://doi.org/10.1016/j.ssaho.2023.100613

Elhami, A., & Khoshnevisan, B. (2022). Conducting an Interview in Qualitative Research: The Modus Operandi. Mextesol Journal, 46(1), 1–7.

Eun, B. (2019). The zone of proximal development as an overarching concept: A framework for synthesizing Vygotsky’s theories. Educational Philosophy and Theory, 51(1), 18–30. https://doi.org/10.1080/00131857.2017.1421941

Flatt, C., & Jacobs, R. L. (2019). Principle assumptions of regression analysis: Testing, techniques, and statistical reporting of imperfect data sets. Advances in Developing Human Resources, 21(4), 484–502. https://doi.org/10.1177/1523422319869915

Garderen, D. van, Juergensen, R., Smith, C., Abdelnaby, H., Lannin, A., & Folk, W. (2021). Instructional scaffolding to engage all learners in complex science text. Science Scope, 44(3), 37–43. https://doi.org/10.1080/08872376.2021.12291386

Gogo, S., & Musonda, I. (2022). The use of the exploratory sequential approach in mixed-method research: A case of contextual top leadership interventions in construction H&S. International Journal of Environmental Research and Public Health, 19(7276), 1–20. https://doi.org/10.3390/ijerph19127276

Gunawardena, M., & Wilson, K. (2021). Scaffolding students’ critical thinking: A process not an end game. Thinking Skills and Creativity, 41(100848), 1–12. https://doi.org/10.1016/j.tsc.2021.100848

Haataja, E., Toivanen, M., Laine, A., & Hannula, M. S. (2019). Teacher-student eye contact during scaffolding collaborative mathematical problem-solving. LUMAT: International Journal on Math, Science and Technology Education, 7(2), 9–26. https://doi.org/10.31129/LUMAT.7.2.350

Hardiansyah, F., Armadi, A., Misbahudholam AR, M., & Wardi, M. (2024). Analysis of field dependent and field independent cognitive styles in solving science problems in elementary schools. Jurnal Penelitian Pendidikan IPA, 10(3), 1159–1166. https://doi.org/10.29303/jppipa.v10i3.5661

Huang, K. (2019). Design and investigation of cooperative, scaffolded wiki learning activities in an online graduate-level course. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0141-6

Ihechukwu, N. B. (2020). Impact of instructional scaffolding approach on secondary school students achievement in mathematics. Malikussaleh Journal of Mathematics Learning, 3(2), 46. https://doi.org/10.29103/mjml.v3i2.3168

Istimuryani, N., Sunardi, S., & Prastiti, T. D. (2023). The analysis of the improvement of student’s mathematical communication skills in solving problems of circumference and area of circles under the implementation of inquiry-based learning. International Journal of Current Science Research and Review, 06(03), 2153–2167. https://doi.org/10.47191/ijcsrr/v6-i3-35

Kim, N. J., & Belland, B. R. (2018). Effectiveness of computer-based scaffolding in the context of problem-based learning for STEM education: bayesian meta-analysis. Educational Psychology Review, 30(2), 397–429. https://doi.org/10.1007/s10648-017-9419-1

Kirchherr, J., & Charles, K. (2018). Enhancing the sample diversity of snowball samples: Recommendations from a research project on anti-dam movements in Southeast Asia. PLoS ONE, 13(8), 1–17. https://doi.org/10.1371/journal.pone.0201710

Kusmaryono, I., Gufron, A. M., & Rusdiantoro, A. (2020). Effectiveness of scaffolding strategies in learning against decrease in mathematics anxiety level. Numerical: Jurnal Matematika Dan Pendidikan Matematika, 4(1), 13–22.

Kusmaryono, I., Jupriyanto, J., & Kusumaningsih, W. (2021). Construction of students’ mathematical knowledge in the zone of proximal development and zone of potential construction. European Journal of Educational Research, 10(1), 341–351. https://doi.org/10.12973/eu-jer.10.1.341

Kusmaryono, I., Ubaidah, N., & Basir, M. A. (2020). The role of scaffolding in the deconstructing of thinking structure: A case study of pseudo-thinking process. Infinity Journal, 9(2), 247–262. https://doi.org/10.22460/infinity.v9i2.p247-262

Kusmaryono, I., Ubaidah, N., & Basir, M. A. (2022). It doesn’t mean that students don’t have mathematics anxiety: A case study of mathematics learning with path analysis. European Journal of Educational Research, 11(3), 1683–1697. https://doi.org/10.12973/eu-jer.11.3.1683

Lall, D. (2021). Mixed methods research design: when and how to use. Indian Journal of Continuing Nursing Education, 22(2), 143–147. https://doi.org/10.4103/ijcn.ijcn

Lee, H.-Y., Wu, T.-T., Lin, C.-J., Wang, W.-S., & Huang, Y.-M. (2023). Integrating computational thinking into scaffolding learning: An innovative approach to enhance science, technology, engineering, and mathematics hands-on learning. Journal of Educational Computing Research, 62(2), 1–17. https://doi.org/10.1177/07356331231211916

Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding difficulties and resulting confusion in learning: An integrative review. Frontiers in Education, 3(6), 1–10. https://doi.org/10.3389/feduc.2018.00049

Mahan, K. R. (2022). The comprehending teacher: scaffolding in content and language integrated learning. Language Learning Journal, 50(1), 74–88. https://doi.org/10.1080/09571736.2019.1705879

Martin, N. D., Dornfeld Tissenbaum, C., Gnesdilow, D., & Puntambekar, S. (2019). Fading distributed scaffolds: the importance of complementarity between teacher and material scaffolds. Instructional Science, 47(1), 69–98. https://doi.org/10.1007/s11251-018-9474-0

Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative data analysis: A methods sourcebook (Fourth Edi). SAGE Publications.

Navaneedhan, C., & Kamalanabhan, T. (2017). What is meant by cognitive structures ? How does it influence teaching – learning of psychology ? IRA International Journal of Education and Multidisciplinary Studies, 7(2), 89–98. https://doi.org/10.21013/jems.v7.n2.p5

Noyes, J., Booth, A., Moore, G., Flemming, K., Tunçalp, Ö., & Shakibazadeh, E. (2019). Synthesising quantitative and qualitative evidence to inform guidelines on complex interventions: Clarifying the purposes, designs and outlining some methods. BMJ Global Health, 4(e000893), 1–14. https://doi.org/10.1136/bmjgh-2018-000893

Sarah, L. L. (2022). The implementation of web Based e-scaffolding enhance learning (e-SEL) on centre of mass concept understanding. Jurnal Inovasi Pendidikan IPA, 8(1), 18–33. https://doi.org/10.21831/jipi.v8i1.46476

Tammeleht, A., Rodríguez-Triana, M. J., Koort, K., & Löfström, E. (2021). Scaffolding collaborative case-based learning during research ethics training. Journal of Academic Ethics, 19, 229–252. https://doi.org/10.1007/s10805-020-09378-x

Toyon, M. A. S. (2021). Explanatory sequential design of mixed methods research: Phases and challenges. International Journal of Research in Business and Social Science, 10(5), 253–260. https://doi.org/10.20525/ijrbs.v10i5.1262

van de Pol, J., & Volman, M. (2019). Scaffolding student understanding in small-group work: Students’ uptake of teacher support in subsequent small-group interaction. Journal of the Learning Sciences, 28(2), 206–239. https://doi.org/10.1080/10508406.2018.1522258

van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43(5), 615–641. https://doi.org/10.1007/s11251-015-9351-z

Wilkinson, L. C. (2019). Learning language and mathematics: A perspective from lin guistics and education. Linguistics and Education, 49, 86–95. https://doi.org/10.1016/j.linged.2018.03.005

Yu, J., Kim, H., Zheng, X., Li, Z., & Xiangxiang, Z. (2024). Effects of scaffolding and inner speech on learning motivation, flexible thinking and academic achievement in the technology-enhanced learning environment. Learning and Motivation, 86(February), 101982. https://doi.org/10.1016/j.lmot.2024.101982

Zhang, Y., Zhao, G., & Zhou, B. (2021). Does learning longer improve student achievement? Evidence from online education of graduating students in a high school during COVID-19 period. China Economic Review, 70(101691). https://doi.org/10.1016/j.chieco.2021.101691

Zickar, M. J., & Keith, M. G. (2023). Annual review of organizational psychology and organizational behavior innovations in sampling: improving the appropriateness and quality of samples in organizational research. Annu. Rev. Organ. Psychol. Organ. Behav., 10, 315–337. https://doi.org/10.1146/annurev-orgpsych-120920- 052946

Zuo, M., Kong, S., Ma, Y., Hu, Y., & Xiao, M. (2023). The effects of using scaffolding in online learning: A meta-analysis. Education Sciences, 13(705), 1–12. https://doi.org/10.3390/educsci13070705

DOI: https://doi.org/10.35445/alishlah.v17i1.6199