Analysis of students' dual processes in solving number pattern questions and providing scaffolding
This research aims to describe students' dual-process in solving number pattern questions and scaffolding that support students' dual-process. This research uses a qualitative research approach with a case study type. The subjects of this research were two 10th grade high school students....
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| Format: | Article |
| Language: | English |
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institut agama islam negeri kediri
2024-12-01
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| Series: | Journal Focus Action of Research Mathematic |
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| Online Access: | https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/factorm/article/view/3449 |
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| author | Ganis Irma Firnanda Susiswo |
| author_facet | Ganis Irma Firnanda Susiswo |
| author_sort | Ganis Irma Firnanda |
| collection | DOAJ |
| description | This research aims to describe students' dual-process in solving number pattern questions and scaffolding that support students' dual-process. This research uses a qualitative research approach with a case study type. The subjects of this research were two 10th grade high school students. The subjects' written answers, recorded interviews, and researcher notes were used as the basis to analyze the subjects' dual-process and scaffolding. There are three findings from this research. First, subjects tend to activate mental processes that are automatic, subjective-empirical, and often occur unconsciously in solving number pattern questions. Second, errors occur due to the subject's tendency towards one of the mental processes which are automatic, subjective-empirical, and often occur unconsciously. Third, scaffolding in the form of questions and instructions by the researcher supports the activeness of the subject's mental processes which are empirically accurate and involve deeper consideration more thorough analysis, and greater consciousness in decision-making, thereby helping the subject correct his mistakes when solving number pattern questions. The findings of this research indicate that the tendency to activate mental processes that are automatic, subjective-empirical, and often occur unconsciously can cause disadvantages. Therefore, the learning process needs strategies that support students to optimize both mental processes. Teacher training that focuses on learning strategies that support students to optimize the use of both mental processes needs to be held regularly. |
| format | Article |
| id | doaj-art-4f877e0e24e64ea699aab774b2c2d443 |
| institution | Kabale University |
| issn | 2655-3511 2656-307X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | institut agama islam negeri kediri |
| record_format | Article |
| series | Journal Focus Action of Research Mathematic |
| spelling | doaj-art-4f877e0e24e64ea699aab774b2c2d4432025-01-07T23:48:40Zenginstitut agama islam negeri kediriJournal Focus Action of Research Mathematic2655-35112656-307X2024-12-0172698610.30762/f_m.v7i2.34993454Analysis of students' dual processes in solving number pattern questions and providing scaffoldingGanis Irma Firnanda0Susiswo1Universitas Negeri MalangUniversitas Negeri MalangThis research aims to describe students' dual-process in solving number pattern questions and scaffolding that support students' dual-process. This research uses a qualitative research approach with a case study type. The subjects of this research were two 10th grade high school students. The subjects' written answers, recorded interviews, and researcher notes were used as the basis to analyze the subjects' dual-process and scaffolding. There are three findings from this research. First, subjects tend to activate mental processes that are automatic, subjective-empirical, and often occur unconsciously in solving number pattern questions. Second, errors occur due to the subject's tendency towards one of the mental processes which are automatic, subjective-empirical, and often occur unconsciously. Third, scaffolding in the form of questions and instructions by the researcher supports the activeness of the subject's mental processes which are empirically accurate and involve deeper consideration more thorough analysis, and greater consciousness in decision-making, thereby helping the subject correct his mistakes when solving number pattern questions. The findings of this research indicate that the tendency to activate mental processes that are automatic, subjective-empirical, and often occur unconsciously can cause disadvantages. Therefore, the learning process needs strategies that support students to optimize both mental processes. Teacher training that focuses on learning strategies that support students to optimize the use of both mental processes needs to be held regularly.https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/factorm/article/view/3449dual-process theorynumber patternscaffolding |
| spellingShingle | Ganis Irma Firnanda Susiswo Analysis of students' dual processes in solving number pattern questions and providing scaffolding Journal Focus Action of Research Mathematic dual-process theory number pattern scaffolding |
| title | Analysis of students' dual processes in solving number pattern questions and providing scaffolding |
| title_full | Analysis of students' dual processes in solving number pattern questions and providing scaffolding |
| title_fullStr | Analysis of students' dual processes in solving number pattern questions and providing scaffolding |
| title_full_unstemmed | Analysis of students' dual processes in solving number pattern questions and providing scaffolding |
| title_short | Analysis of students' dual processes in solving number pattern questions and providing scaffolding |
| title_sort | analysis of students dual processes in solving number pattern questions and providing scaffolding |
| topic | dual-process theory number pattern scaffolding |
| url | https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/factorm/article/view/3449 |
| work_keys_str_mv | AT ganisirmafirnanda analysisofstudentsdualprocessesinsolvingnumberpatternquestionsandprovidingscaffolding AT susiswo analysisofstudentsdualprocessesinsolvingnumberpatternquestionsandprovidingscaffolding |