Puguh Darmawan, Imam Rofiki, Erry Hidayanto, Slamet Slamet, Mohd Nor Syahrir Abdullah
This study aimed to formulate the characteristics of electronic scaffolding or e-scaffolding that support the mathematical communication skills of junior high school students. This research uses a qualitative approach with a case study type. The subjects of this research were two junior high school students. The research instruments consisted of researchers, electronic teaching materials as e-scaffolding, semi-structured interview guidelines, mathematical communication indicator rubrics, and audio-visual recording equipment. Electronic teaching materials in the form of videos are available on YouTube. The novelty of this research is the formulation of the characteristics of e-scaffolding, which is produced through a study of video duration, materials teaching methods, video visualization, language, materials structure, and audio. The results of this study indicate that the subject (1) can express mathematical ideas in verbal, written, and graphic forms, (2) is able to understand and evaluate mathematical ideas verbally, written, or graphically, (3) is able to use mathematical terms and notation to represent ideas, make connections between ideas, and create mathematical models after using e-scaffolding video with the following characteristics. Video duration is no more than 10 minutes, interactive method of teaching material, video visualization using pictures and writing, as well as audio with the intonation and dialect of the same language as the subject's culture, and videos with examples. This study concludes that videos containing material accompanied by examples delivered interactively and briefly can foster students' mathematical communication. This research implies that teachers and students must elaborate on video characteristics before it is used as a source of mathematics learning. © 2024 American Institute of Physics Inc.. All rights reserved.
Mathematics Department, Universitas Negeri Malang, Malang, Indonesia; Department of Mathematics and Science Education, Faculty of Education, Universiti Malaya, Kuala Lumpur, Malaysia