Electronic Theses and Dissertation

Soraya arfah. (2026). penerapan peer scaffolding untuk meningkatkan kemandirian dan hasil belajar siswa sma kelas x. skripsi. universitas syiah kuala. dibawah bimbingan dr. drs. anwar, m.pd. dan dra. tuti zubaidah, m.pd. penelitian ini dilatarbelakangi oleh hasil belajar matematika siswa yang masih belum optimal serta adanya perbedaan kemampuan siswa dalam memahami materi pembelajaran. salah satu alternatif yang dapat diterapkan untuk membantu siswa dalam proses belajar adalah peer scaffolding. penelitian ini bertujuan untk mengetahui peningkatan kemandirian belajar dan hasil belajar matematika siswa melalui penerapan peer scaffolding pada siswa kelas x sma. penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian pre-eksperimental dan desain one-group pretest-posttest. populasi penelitian adalah seluruh siswa kelas x sma negeri 12 banda aceh. sampel penelitian berjumlah 32 siswa yang dipilih menggunakan teknik pusposive sampling. data dikumpulkan melalui angket kemandirian belajar dan tes hasil belajar. data analisis menggunakan uji normalitas shapiro-wilk, uji t berpasangan, dan uji n-gain. hasil analisis menunjukkan bahwa data berdistribusi normal berdasarkan uji shapiro-wilk. rata-rata skor kemandirian belajar meningkatkan dari 48,34 menjadi 48,94 dengan nilai n-gain sebesar 0,011 yang termasuk kategori rendah. rata-rata hasil belajar meningkat dari 41,25 pada pretetst menjadi 55,70 pada posttest dengan nilai n-gain sebesar 0,246 yang juga berada pada kategori rendah. hasil uji t berpasangan menunjukkan bahwa tidak terdapat peningkatan yang signifikan baik pada kemandirian belajar maupun hasul belajar matematika siswa setelah diterapkan peer scaffolding. dengan demikian, penerapan peer scaffolding pada siswa kelas x sma negeri 12 banda aceh belum mampu meningkatkan kemandirian belajar dan hasil belajar matematika siswa secara signifikan. kata kunci : peer scaffolding, kemandirian belajar, hasil belajar.

Soraya Arfah. (2026). The Implementation of Peer Scaffolding to Improve Learning Independence and Mathematics Learning Outcomes of Grade X Senior High School Students. Undergraduate Thesis. Universitas Syiah Kuala. Supervised by Dr. Drs. Anwar, M.Pd. and Dra. Tuti Zubaidah, M.Pd. This study was motivated by students' mathematics learning outcomes that were still not optimal and by differences in students' abilities to understand learning materials. One alternative that can be implemented to assist students in the learning process is peer scaffolding. This study aimed to determine the improvement of students' learning independence and mathematics learning outcomes through the implementation of peer scaffolding among tenth-grade senior high school students. This research employed a quantitative approach using a pre-experimental method with a one-group pretest-posttest design. The population consisted of all tenth-grade students of SMA Negeri 12 Banda Aceh. The sample comprised 32 students selected through purposive sampling. Data were collected using a learning independence questionnaire and a mathematics achievement test. The data were analyzed using the Shapiro–Wilk normality test, paired-sample t-test, and N-Gain test.The results of the analysis indicated that the data were normally distributed based on the Shapiro–Wilk test. The average score of learning independence increased from 48.34 to 48.94, with an N-Gain score of 0.011, which was categorized as low. The average mathematics learning outcome increased from 41.25 on the pretest to 55.70 on the posttest, with an N-Gain score of 0.246, which also fell into the low category. The results of the paired-sample t-test showed that there was no significant improvement in either students' learning independence or mathematics learning outcomes after the implementation of peer scaffolding. Therefore, the implementation of peer scaffolding among tenth-grade students of SMA Negeri 12 Banda Aceh was not able to significantly improve students' learning independence and mathematics learning outcomes. Keywords: Peer Scaffolding, Learning Independence, Learning Outcomes.