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Scaffolding Based on Cognitive Conflict in Correcting the Students' Algebra Errors

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Title: Scaffolding Based on Cognitive Conflict in Correcting the Students' Algebra Errors
Language: English
Authors: Maharani, Indah Puspitasari, Subanji, Subanji
Source: International Electronic Journal of Mathematics Education. 2018 13(2):67-74.
Availability: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Scaffolding (Teaching Technique), Error Correction, Mathematics Instruction, Algebra, Foreign Countries, Conflict, Concept Formation, Cognitive Development, Piagetian Theory, Thinking Skills, Junior High Schools, Junior High School Students
Geographic Terms: Indonesia
ISSN: 1306-3030
Abstract: The purpose of the research is to describe and analyze the implementation of Scaffolding based on Cognitive Conflict in correcting the students' errors in Algebra material. The research uses Mix Method, that is a combination of quantitative and qualitative methods. There are 25 students that are involved and tested on Algebra material. They are collected from the Second Grade Students of Junior High Schools in Malang. The quantitative data are collected through essay test, while the qualitative data are collected through interview and observation. The findings of the research are: (1) Cognitive Conflict can increase the students' reasoning ability, (2) Scaffolding is required to overcome the students' errors based on their Cognitive Conflict, (3) Cognitive Conflict needs to be improved in the classroom learning.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1227504
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Scaffolding Based on Cognitive Conflict in Correcting the Students' Algebra Errors
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  Data: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
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  Data: <searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Conflict%22">Conflict</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Development%22">Cognitive Development</searchLink><br /><searchLink fieldCode="DE" term="%22Piagetian+Theory%22">Piagetian Theory</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Students%22">Junior High School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 1306-3030
– Name: Abstract
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  Data: The purpose of the research is to describe and analyze the implementation of Scaffolding based on Cognitive Conflict in correcting the students' errors in Algebra material. The research uses Mix Method, that is a combination of quantitative and qualitative methods. There are 25 students that are involved and tested on Algebra material. They are collected from the Second Grade Students of Junior High Schools in Malang. The quantitative data are collected through essay test, while the qualitative data are collected through interview and observation. The findings of the research are: (1) Cognitive Conflict can increase the students' reasoning ability, (2) Scaffolding is required to overcome the students' errors based on their Cognitive Conflict, (3) Cognitive Conflict needs to be improved in the classroom learning.
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  Data: 2019
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  Data: EJ1227504
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 67
    Subjects:
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Algebra
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Conflict
        Type: general
      – SubjectFull: Concept Formation
        Type: general
      – SubjectFull: Cognitive Development
        Type: general
      – SubjectFull: Piagetian Theory
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Junior High Schools
        Type: general
      – SubjectFull: Junior High School Students
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      – SubjectFull: Indonesia
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      – TitleFull: Scaffolding Based on Cognitive Conflict in Correcting the Students' Algebra Errors
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