Analysis of solving mathematical word problems using dynamic assessment for scaffolding construction

Andi Saparuddin Nur, Kartono Kartono, Zaenuri Zaenuri, Rochmad Rochmad


Students need the ability to solve word problems can connect mathematics with the context of everyday life. However, students experience many difficulties and need assistance in the form of scaffolding can to solve story problems well. Dynamic assessment is an alternative approach to constructing the form of scaffolding that students need to solve mathematical word problems. This study aims to analyze the students' difficulties in solving word problems and the required form of scaffolding through dynamic assessment. The subjects of this study consisted of 177 students spread across ten public junior high schools in Jeneponto Regency, South Sulawesi Province. There is a four-word problem that is tested and analyzed using dynamic assessment. Student solutions are grouped based on the type and form of scaffolding needed, namely; level 5 (no solution), level 4 (without analysis/unrepresentative), level 3 (computational error), level 2 (incomplete procedure), level 1 (lack of thoroughness in the final stage). The form of scaffolding is constructed to help students solve mathematical word problems step by step at each level. The use of scaffolding accompanied by instructions helps students develop word problem-solving skills. Dynamic assessment can be considered to be integrated with the mathematics learning process that supports scaffolding construction to solve students' word problems.


Word problems; Scaffolding; Dynamic assessment; Problem solving; Mathematics


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