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Subjek dipilih berdasarkan analisis jawaban siswa, skor tes kemampuan awal (TKA) serta tes kemampuan PISA (TKP), termasuk nilai UAS matematika. Hasil menunjukkan kelompok kemampuan tinggi mampu membaca dan memahami tujuan soal, menyusun rencana, menggunakan pemisalan serta rumus, lalu menyimpulkan sesuai jawaban. Kelompok sedang dapat memodelkan masalah namun terkendala operasi hitung, dan kesimpulannya kurang tepat. Kelompok rendah mampu membaca soal dan mengidentifikasi informasi yang diketahui dengan benar.",{"@graph":63,"@context":119},[64,81,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,72,75,78],{"item":68,"name":69,"@type":70,"position":71},"https://docshare.wps.com","Home","ListItem",1,{"item":73,"name":9,"@type":70,"position":74},"https://docshare.wps.com/id/document/",2,{"item":76,"name":31,"@type":70,"position":77},"https://docshare.wps.com/id/document/penelitian-laporan/",3,{"item":79,"name":59,"@type":70,"position":80},"https://docshare.wps.com/id/document/providing-scaffolding-to-junior-high-school-students-to-solve-pisa-change-and-relationship-content-research/228200/",4,{"url":79,"name":59,"@type":82,"image":83,"author":88,"headline":59,"publisher":91,"fileFormat":94,"inLanguage":57,"description":61,"dateModified":95,"datePublished":96,"encodingFormat":94,"isAccessibleForFree":97,"interactionStatistic":98},"DigitalDocument",{"url":84,"@type":85,"width":86,"height":87},"https://docshare.wps.com/thumbnails/providing-scaffolding-to-junior-high-school-students-to-solve-pisa-change-and-relationship-content-research/228200.png","ImageObject",300,407,{"name":89,"@type":90},"Taylor Morgan","Person",{"url":68,"name":92,"@type":93},"DocShare","Organization","application/pdf","2026-10-19","2026-09-10",true,{"@type":99,"interactionType":100,"userInteractionCount":80},"InteractionCounter",{"@type":101},"ViewAction",{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"Apa tujuan penelitian ini?","Question",{"text":109,"@type":110},"Mendeskripsikan pemberian scaffolding kepada siswa SMP dalam menyelesaikan soal PISA konten change and relationship.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"Bagaimana subjek penelitian dipilih?",{"text":114,"@type":110},"Dipilih berdasarkan analisis jawaban siswa, skor tes kemampuan awal (TKA) dan tes kemampuan PISA (TKP), serta pertimbangan nilai UAS matematika semester 1, lalu dikelompokkan menjadi kemampuan tinggi (S1), sedang (S2), dan rendah (S3).",{"name":116,"@type":107,"acceptedAnswer":117},"Apa perbedaan kemampuan siswa pada kelompok S1, S2, dan S3 dalam menyelesaikan soal?",{"text":118,"@type":110},"S1 mampu membaca soal, memahami tujuan, membuat rencana, menggunakan pemisalan dan rumus yang sesuai, serta menyimpulkan dengan tepat. S2 mampu membaca dan memodelkan masalah namun kesulitan pada operasi hitung sehingga hasil akhir dan kesimpulan kurang tepat. S3 mampu membaca soal dengan benar dan menjelaskan informasi yang diketahui dengan tepat.","https://schema.org",{"og:url":79,"og:type":121,"og:title":59,"og:site_name":92,"og:description":61},"article",{"robots":123,"canonical":79},"index,follow",{"doc_id":125,"site_id":56},228200,1789023039,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":89,"user_avatar":130,"doc_module":4,"category_id":30,"category_name":31,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":80,"is_deleted":4,"is_public":71,"is_downloadable":71,"audit_status":71,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":126,"read_time":141},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Pemberian Scaffolding Kepada Siswa SMP dalam Menyelesaikan Soal Pisa Konten Change and Relationship  \nYollanda Dhea Lusfita Loka1, Yusuf Fuad2  \n1 Universitas Negeri Surabaya, Indonesia; [yollanda.19027@mhs.unesa.ac.id](yollanda.19027@mhs.unesa.ac.id)  \n2 Universitas Negeri Surabaya, Indonesia; [yusuffuadmath@gmail.com](yusuffuadmath@gmail.com)  \nARTICLE INFO ABSTRACT  \nKeywords:  \nScaffolding;  \nNEA;  \nSoal PISA Konten Change and Relationship  \nArticle history:  \nReceived 2023-05-15 Revised 2023-07-24 Accepted 2023-08-17  \nCorresponding Author:  \nThis study aims to describe the provision of scaffolding to junior high school students in solving PISA content change and relationship problems at Proklamasi Balongbendo Junior High School for the 2022/2023 even semester in April. The ubjects were selected based on the results of analysis of student answers and scores of initial ability test (TKA) and PISA ability test (TKP) and considering the UAS scores in mathematics subjects of students in semester 1, the subjects consisted of high ability subjects (S1), medium ability subjects (S2), and low research subjects (S3) . The results of the study stated S1 able to read the question correctly, can understand the purpose of the problem, explain all the information in the question and be able to understand what is being asked, able to write a plan of completion, by doing pemisalan and using formulas that are in accordance with the solution of the question, mention the conclusions in accordance with the conclusions of the answers obtained from the work done. S2 is able to be able to read the problem correctly, explain what information is obtained from the problem, able to understand what is meant by the problem and write what is known and asked in the problem, able to transform the problem into a mathematical model by making a calculation from the information obtained in the problem, but have difficulty in performing calculation operations so as not to get the correct final result, S2 is able to write conclusions in accordance with the results obtained, but not precisely because the answers obtained are also not precise so that the results obtained in the conclusion are not correct. S3 is able to read the problem correctly, explaining all the information known from the question correctly.  \nThis is an open access article under the CC BY-NC-SA license.  \nYollanda Dhea Lusfita Loka  \n Universitas Negeri Surabaya, Indonesia; [yollanda.19027@mhs.unesa.ac.id](yollanda.19027@mhs.unesa.ac.id)   \n1. PENDAHULUAN  \nKompetensi siswa pada abad ke-21 bertujuan untuk mengaplikasikan ilmu pengetahuan danilmu keterampilan dalam menyelesaikan masalah sehari-hari sangat diperlukan. Fokus dariketerampilan abad-21 mencakup kreativitas, pemikiran kritis, dan kompetensi kolaboratif pada setiap kehidupan. Setiap negara berkompetisi untuk menunjukkan sejauh mana prestasi siswa di negara tersebut dalam menerapkan pengetahuan dan keterampilan abad-21, termasuk negara Indonesia. Salah satu parameter keberhasilan Indonesia mampu berkompetisi pada aspek bidang pendidikan yakni dengan mengikuti PISA atau Programme International Student Assessment ialah program untuk menilai siswa pada tingkatan internasional. PISA merupakan program yang diselenggarakan oleh OECD tiap tiga tahun sekali untuk membandingkan dan menguji prestasi siswa yang berusia 15 tahun di berbagai negara. Penilaian PISA dapat menilai keefektifan Negara dalam mempersiapkansupaya bisa menggunakan dan menerapkan matematika pada segala aspek kehidupan, menjadi bagian dari warga negara abad ke-21 yang reflektif dan konstruktif. Indonesia sudah berpartisipasidalam kegiatan PISA sejak tahun 2000, yang merupakan kali pertama diselenggarakan oleh OECD yang merupakan kepanjangan dari Organization For Economic Coorperation And Development. Berdasarkan hasil survei PISA, hasil literasi matematika siswa Indonesia di tahun 2018 mendapaturutan 74 dari 79 negara yang mengikuti PISA dengan rata-rata nilai sebesar 379,","cbCailDZnkb2vZbX","https://ap.wps.com/l/cbCailDZnkb2vZbX","pdf",563631,8,"Indonesian","# PENDAHULUAN\n## Kompetensi abad ke-21 dan konteks PISA\n## Analisis kesalahan dan prosedur Newman\n## Scaffolding dan level Anghileri\n# METODE","[{\"question\":\"Apa tujuan penelitian ini?\",\"answer\":\"Mendeskripsikan pemberian scaffolding kepada siswa SMP dalam menyelesaikan soal PISA konten change and relationship.\"},{\"question\":\"Bagaimana subjek penelitian dipilih?\",\"answer\":\"Dipilih berdasarkan analisis jawaban siswa, skor tes kemampuan awal (TKA) dan tes kemampuan PISA (TKP), serta pertimbangan nilai UAS matematika semester 1, lalu dikelompokkan menjadi kemampuan tinggi (S1), sedang (S2), dan rendah (S3).\"},{\"question\":\"Apa perbedaan kemampuan siswa pada kelompok S1, S2, dan S3 dalam menyelesaikan soal?\",\"answer\":\"S1 mampu membaca soal, memahami tujuan, membuat rencana, menggunakan pemisalan dan rumus yang sesuai, serta menyimpulkan dengan tepat. S2 mampu membaca dan memodelkan masalah namun kesulitan pada operasi hitung sehingga hasil akhir dan kesimpulan kurang tepat. S3 mampu membaca soal dengan benar dan menjelaskan informasi yang diketahui dengan tepat.\"}]","Pemberian Scaffolding Kepada Siswa SMP dalam Menyelesaikan Soal PISA Konten Change and Relationship - Penelitian | PDF",12]