Determining student scaffolding levels in geometry problem-solving: a fuzzy inference system using Mamdani method

Abstract

This study aims to adopt a fuzzy logic inference system using Mamdani method to determine the appropriate scaffolding level for students based on errors in solving geometry problems. The fuzzy inference system (FIS) assessed the students' understanding and provided scaffolding to address specific learning needs by analyzing common mistakes in geometry problem-solving. This method optimized the educational process by offering personalized support, enhancing students' problem-solving skills, and reducing error rates. The data processing criteria using the FIS involved analyzing the scores of mathematics education students at a private university in Malang when solving geometry problems, based on Pólya's stages. Mamdani was used to provide recommendations based on students' cognitive data while solving geometry problems, in line with scaffolding components. The results showed that the system personalized scaffolding levels for students working on geometry problems. This contributed to the field of educational technology by presenting a new approach to adaptive learning and emphasized the importance of personalized pedagogical support. The approach was particularly beneficial for geometry teachers who provided individualized scaffolding based on students' errors, contributing to improved learning outcomes.