Email this article Student Mathematical Representation Ability with Reflective Cognitive Style in Solving Geometric Problems
Abstract
Abstract: This research aims to describe the mathematical representation ability of students with reflective cognitive style in solving geometric problems. The subjects of this study were two students whose reflective cognitive style were selected based on the results of the MFFT test. The research method used was descriptive research with a qualitative approach. The ability of mathematical representation was described based on three standards of mathematical representation ability, namely; (1) creating and using representations to organize, record, and communicate mathematical ideas, (2) choosing, using and translating between representations to solve problems, (3) using representations to create models and interpret mathematical, physical, and social phenomena. The results showed that subjects with reflective cognitive style can use mathematical representation capabilities well from various types of representations, namely visual images, verbal written texts, and mathematical expressions.
Key Words: mathematical representation ability, reflective cognitive style, geometric problem
Abstrak: Riset ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa bergaya kognitif reflektif dalam menyelesaikan masalah bangun datar. Subjek penelitian ini adalah dua siswa yang bergaya kognitif reflektif yang dipilih berdasar hasil tes MFFT. Metode penelitian yang digunakan adalah penelitian deskriptif dengan pendekatan kualitatif. Kemampuan representasi matematis dideskripsikan berdasar tiga standar kemampuan representasi matematis, yaitu; (1) membuat dan menggunakan representasi untuk mengorganisasikan, mencatat, dan mengkomunikasikan ide-ide matematika, (2) memilih, menggunakan dan menerjemahkan antar representasi untuk menyelesaikan masalah, (3) menggunakan representasi untuk membuat model dan menginterpretasi fenomena matematis, fisik, dan sosial. Hasil penelitian menunjukkan bahwa subjek dengan gaya kognitif reflektif dapat menggunakan kemampuan representasi matematis dengan baik dari berbagai jenis representasi, yaitu visual gambar, verbal teks tertulis, dan ekspresi matematis.
Kata kunci: kemampuan representasi matematis, gaya kognitif reflektif, masalah geometris
Keywords
Full Text:
PDFReferences
Departemen Pendidikan Nasional. (2013). Peraturan pemerintah nomor 32 tahun 2013 tentang standar nasional pendidikan. Jakarta: Depdiknas.
Desmita. (2009). Psikologi perkembangan peserta didik. Bandung: PT Remaja Rosdakarya.
Fadillah, S. (2009). Kemampuan pemecahan masalah matematis. Prosiding Seminar Nasional Penelitian Pendidikan dan Penerapan MIPA UNY, 6.
Jitendra, A. K., Nelson, G., Pulles, S. M., Kiss, A. J., & Houseworth, J. (2016). Is mathematical representation of problems an evidence-based strategy for students with mathematics difficulties? Exceptional Children, 83(1), 8–25. https://doi.org/10.1177/0014402915625062
Luitel, B. C. (2002). Representation of mathematical learning: A short discourse. The Annual Meeting of Western Australia Science Education Association, 4.
National Council of Teachers of Mathematics (Ed.). (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
Nietfeld, J., & Bosma, A. (2003). Examining the self-regulation of impulsive and reflective response styles on academic tasks. Journal of Research in Personality, 37(3), 118–140. https://doi.org/10.1016/S0092-6566(02)00564-0
Nur, A. S., & Nurvitasari, E. (2017). Geometry skill analysis in problem solving reviewed from the difference of cognitive style students junior high school. Journal of Educational Science and Technology (EST), 3(3), 204. https://doi.org/10.26858/est.v3i3.4130
Rahmatina, S., Sumarmo, U., & Johar, R. (2014). Tingkat berpikir kreatif siswa dalam menyelesaikan masalah matematika berdasarkan gaya kognitif reflektif dan impulsif. Jurnal Didaktik Matematika, 1(1), 9.
Rozencwajg, P., & Corroyer, D. (2005). Cognitive processes in the reflective-impulsive cognitive style. The Journal of Genetic Psychology, 166(4), 451–463. https://doi.org/10.3200/GNTP.166.4.451-466
Sabirin, M. (2014). Representasi dalam pembelajaran Matematika. Jurnal Pendidikan Matematika, 1(2), 33. https://doi.org/10.18592/jpm.v1i2.49
Shoimah, R. N., Lukito, A., & Siswono, T. Y. E. (2018). The creativity of reflective and impulsive selected students in solving geometric problems. Journal of Physics: Conference Series, 947, 1–6. https://doi.org/10.1088/1742-6596/947/1/012023.
Siswono, T. Y. E. (2006). Desain tugas untuk mengidentifikasi kemampuan berpikir kreatif siswa dalam Matematika. Proseding Seminar Nasional Matematika dan Pendidikan Matematika di Jurusan Matematika FMIPA Unesa, 63, 495–509.
Soemantri, S. (2018). Pengaruh gaya kognitif konseptual tempo terhadap tingkat kesalahan siswa. Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan, 18, 74–85.
Warli. (2010). Instrument matching familiar figures test (MFFT).
Wijaya, A., Marja, van den H.-P., Michiel, D., & Alexander, R. (2014). Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors. 11, 555–584.
Wiryanto. (2014). Representasi siswa sekolah dasar dalam pemahaman konsep pecahan. Jurnal Pendidikan Teknik Elektro, 03, 593–603.
Woolfolk, A., & Margetts, K. (2016). Educational psychology (4th ed.). Melbourne: Pearson Australia.
DOI: http://dx.doi.org/10.17977/jps.v7i4.12892
Jurnal Pendidikan Sains Journal of Science, Mathematics, and Vocational Education Graduate School Of Universitas Negeri Malang
|
