Electronic Theses and Dissertation

Arthanti Mardhatillah. (2026). Scaffolding Siswa dalam Menyelesaikan Masalah Matematika Berbasis Tutor Sebaya dan Dampaknya terhadap Retensi Belajar Siswa. Tesis. Universitas Syiah Kuala. Dibawah bimbingan Dr. Drs Anwar, M.Pd., dan Dr. Said Munzir, S.Si., M.Eng.Sc.
Penelitian ini dilatar belakangi oleh rendahnya kemampuan siswa dalam menyelesaikan masalah matematika serta lemahnya retensi belajar pada materi Persamaan dan Pertidaksamaan Linear Satu Variabel. Siswa cenderung menyelesaikan soal secara spekulatif dan mengalami kesulitan dalam mempertahankan prosedur penyelesaian dalam memori jangka panjang. Penelitian ini bertujuan untuk mengeksplorasi proses scaffolding yang dilakukan oleh tutor sebaya dan menganalisis dampaknya terhadap retensi belajar siswa. Penelitian ini merupakan penelitian kualitatif dengan pendekatan studi kasus. Subjek penelitian terdiri dari siswa kelas VII yang dipilih berdasarkan kriteria kemampuan akademis dan komunikasi (sebagai tutor) serta siswa yang mengalami kesulitan belajar (sebagai tutee). Pengumpulan data dilakukan melalui observasi dan wawancara mendalam dengan menerapkan prinsip triangulasi waktu yang meliputi tiga tahapan: Diagnosis, Intervensi, dan Checking. Hasil penelitian menunjukkan bahwa: (1) Proses scaffolding oleh tutor sebaya berlangsung secara sistematis dan adaptif melalui tiga tahapan utama. Pertama, Tahap Diagnosis, di mana tutor secara intuitif mengidentifikasi jenis hambatan tutee (konseptual atau prosedural) melalui observasi gestur dan pancingan verbal tanpa instrumen formal. Kedua, Tahap Intervensi, di mana tutor mereduksi beban kognitif tutee melalui penyederhanaan visual (fokus per ruas), instruksi verbal tak langsung, dan teknik validasi per baris (line-by-line validation). Ketiga, Tahap Checking, berupa penarikan bantuan (fading) di mana tutor mengalihkan kontrol kognitif sepenuhnya kepada tutee. (2) Dampak terhadap retensi belajar terbentuk kuat melalui kebiasaan validasi prosedural tersebut, yang memicu munculnya kemandirian berupa kemampuan koreksi diri (self-correction) saat siswa menyelesaikan soal baru. Penelitian ini menyimpulkan bahwa scaffolding tutor sebaya efektif dalam mentransformasi pemahaman instrumental menjadi pemahaman relasional yang bertahan lama.

Kata kunci : Pemecahan Masalah, Persamaan Linear, Retensi Belajar, Scaffolding, Tutor Sebaya.

Arthanti Mardhatillah. (2026). Scaffolding Students in Solving Peer-Based Mathematics Problems and Its Impact on Student Learning Retention. Thesis. Syiah Kuala University. Under the supervision of Dr. Drs Anwar, M.Pd., and Dr. Said Munzir, S.Si., M.Eng.Sc. This study was motivated by students’ low ability to solve mathematical problems and weak learning retention in the subject of Single Variable Linear Equations and Inequalities. Students tend to solve problems speculatively and have difficulty retaining the solution procedures in their long-term memory. This study aims to explore the scaffolding process carried out by peer tutors and analyse its impact on student learning retention. This study is a qualitative study with a case study approach. The research subjects consisted of seventh-grade students selected based on academic and communication criteria (as tutors) and students who experienced learning difficulties (as tutees). Data collection was conducted through observation and in-depth interviews by applying the principle of time triangulation, which included three stages: Diagnosis, Intervention, and Checking. The results of the study show that: (1) The scaffolding process by peer tutors takes place systematically and adaptively through three main stages. First, the Diagnosis Stage, in which tutors intuitively identify the types of tutee obstacles (conceptual or procedural) through observation of gestures and verbal prompts without formal instruments. Second, the Intervention Stage, where tutors reduce the cognitive load on tutees through visual simplification (focus per section), indirect verbal instructions, and line-by-line validation techniques. Third, the Checking Stage, in the form of fading, where tutors transfer cognitive control entirely to tutees. (2) The impact on learning retention is strongly formed through the habit of procedural validation, which triggers the emergence of independence in the form of self-correction when students complete new problems. This study concludes that peer tutor scaffolding is effective in transforming instrumental understanding into long-lasting relational understanding. Keywords: Learning Retention, Linear Equations, Peer Tutoring, Problem Solving, Scaffolding.