The Scaffolding Approach to Enhance Senior High School Student’s Statistical Literacy Ability

Abstract This research aimed to analyze the enhancement of senior high school student’s statistical literacy ability (SLA) through teaching with scaffolding and direct approach. This research used a quasi-experimental design with pre-test post-test control group. This research held in two classes from XI MIIA classes in a state high school in Bandung. In this study there are two groups: experimental and control group. The experimental group consists of 33 students who learn mathematics by scaffolding approach, while the control group consists of 34 students, learning mathematics by direct approach. The main result obtain are: (1) the enhancement of student’s SLA who learn mathematics using scaffolding approach higher than student who learn mathematics using direct approach viewed from the whole students and all student’s ability level based on statistical prior knowledge, (2) there is no significant interaction effect between teaching approaches and ability level based on statistical prior knowledge in enhancing student’s SLA. (3) the enhancement’s quality of student’s SLA who learn mathematics using scaffolding approach are in the medium category while student who learn mathematics using direct approach are in the low category viewed from the whole students and all student’s ability level based on statistical prior knowledge.