Imam Rofiki, Puguh Darmawan, Erry Hidayanto, Slamet Slamet, Mohd Nor Syahrir Abdullah
To improve learning outcomes, social media platforms have impacted educational practices and emerged with new theoretical viewpoints that accentuate technology-based learning, particularly students' cognitive aspects. They have increased the fame of short videos like TikTok videos. TikTok videos allow users to access content asynchronously. Students can learn mathematics content in their understanding and go back to repeating it until they fully understand. This has caused many content creators to make mathematics TikTok videos as a learning source, especially e-scaffolding. However, the existing studies are still limited to using TikTok videos in mathematics learning. The previous studies rarely characterize TikTok videos that can be used as e-scaffolding in mathematics learning. Therefore, this research explores TikTok videos as e-scaffolding in mathematics learning. The research was conducted by collecting TikTok video content that reviews mathematics materials. The selection criteria were the number of likes and user answers/comments. Furthermore, the researchers analyzed the TikTok video by reviewing cognitive aspects. The findings reveal that there are 2 categories of TikTok videos, namely both local and global. First, local e-scaffolding occurs when video content does not provide whole argumentations based on intrinsic mathematical properties. It may present material/exercise only for calculation tricks or is not generally applicable (only works in certain contexts/domains). Second, global e-scaffolding occurs when video content is supported mainly by argumentations based on intrinsic mathematical properties. This research shows that TikTok videos can be used as an online learning platform, increasing the desire to communicate, triggering critical thinking, promoting creative thinking, developing understanding, and developing task-solving skills. In addition, video content not accompanied by thorough explanations, justifications, and discussions can cause cognitive barriers for users. Researchers recommend further research to develop TikTok videos to increase students' mathematical thinking and reasoning. © 2024 American Institute of Physics Inc.. All rights reserved.
Mathematics Department, Universitas Negeri Malang, Malang, Indonesia; Department of Mathematics and Science Education, Universiti Malaya, Kuala Lumpur, Malaysia
