Providing scaffolding for students with special needs in solving fraction problems in inclusive schools
DOI:
https://doi.org/10.22219/jp2sd.v13i2.38832Keywords:
Scaffolding, Mathematics, Inclusive Education, Special NeedsAbstract
Inclusive education is a special form of education that emphasizes equal rights and opportunities for all learners, including those with special needs. This study explores the use of scaffolding as an instructional strategy to overcome difficulties in understanding fractional numbers among students with learning barriers. The research aims to describe: (1) the process of implementing scaffolding for students with special needs in fractional number operations, and (2) the scaffolding process for regular students who experience similar difficulties. This qualitative study employed a phenomenological approach with subjects consisting of shadow teachers assisting students diagnosed as slow learners and those with mild intellectual disabilities. Data were collected through written tests, interviews, observations, and documentation, all validated through expert and empirical testing. Data analysis followed the stages of data collection, data display, and conclusion drawing/verification. The findings reveal that scaffolding based on Anghileri’s theory effectively supports students in identifying errors and developing self-correction strategies. Shadow teachers adapt instructional scaffolds according to students’ needs, emphasizing visual and linguistic learning styles. The study concludes that identifying each learner’s Zone of Proximal Development (ZPD) is essential for implementing scaffolding effectively to enhance independent problem-solving skills in learning fractional number operations.
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