Students' mathematical reflective thinking ability through scaffolding strategies

Mathematics learning at school is not yet sufficient to support students' mathematical reflective thinking ability. Students' mathematical reflective thinking ability can be improved by facilitating students with proper learning strategies and giving feedbacks or assistance that can support mathematical reflective thinking. One of the intended strategies is a scaffolding strategy. Scaffolding can encourage and trigger students' mathematical reflective thinking. This study was qualitative research aiming to describe students' mathematical reflective thinking ability through scaffolding strategies. The subject of the study was 33 second grade junior high school students. Data for students' mathematical reflective thinking ability were obtained through three subjects interviewed. Based on the result of the students' reflective thinking test, each subject was then categorised into high, medium, or the low ability of mathematical reflective thinking. Data obtained from the interview was analysed to describe students' mathematical reflective thinking ability. The result showed that, in general, students' mathematical reflective thinking ability through scaffolding strategies were still low. All students achieved the reacting phase of reflective thinking ability; meanwhile, only a few students achieved the comparing and contemplating phase. Further study and research are needed to facilitate a better reflective thinking ability.