Proses Berpikir Siswa Berkecerdasan Matematis Logis Dalam Menyelesaikan Masalah Matematis “Ill Structured Problems”
Abstract
Abstract: Understanding the thinking process of students in mathematical problem solvingis very important for the teacher. Every student has different abilities in problems solving. Ill structured problems depend on the type of intelligence they have. This research uses descriptive qualitative research. The purpose of this study is to describe the thinking process of students with logical mathematical intelligence in solving limited mathematical information problems. The subject of this study consisted of one grade VIII junior high school student who had high logical mathematical intelligence. The results showed that the thinking process of students with logical mathematical intelligence in completing "Ill structured problems" used several stages of completion in the form of: (1) solving the problem (parsing the problem) into several important parts, (2) connecting various information also used, and (3) completing by adding information and changing information, so that it will be easier to solve problems Ill structured problems.
Abstrak: Memahami proses berpikir siswa dalam menyelesaikan masalah matematika sangat penting bagi guru. Setiap siswa memiliki kemampuan yang berbeda-beda dalam memecahkan masalah Ill structured problems tergantung dari jenis kecerdasan yang dimilikinya. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Tujuan penelitian ini adalah untuk mendeskripsikan proses berpikir siswa berkecerdasan matematis logis dalam menyelesaikan masalah matematis informasi terbatas. Subjek penelitian ini terdiri satu orang siswa kelas VIII SMP yang memiliki kecerdasan matematis logis yang tinggi. Hasil penelitian menunjukkan bahwa proses berpikir siswa berkecerdasan matematis logis dalam menyelesaikan “Ill structured problems” menggunakan beberapa tahap penyelesaian berupa (1) memecah masalah (mengurai masalah) menjadi beberapa bagian penting, (2) menghubungkan berbagai informasi juga digunakan, dan (3) menyelesaikan dengan cara menambah informasi dan mengubah informasi sehingga akan lebih mudah dalam menyelesaikan masalah Ill structured problems.Keywords
Full Text:
PDFReferences
Ellspermann, S. J., Evans, G. W., & Basadur, M. (2007). The Impact Training on the Formulation of Ill Strustured Problems. Elsevier, 35, 221–236. https://doi.org/10.1016/j.omega.2005.05.005
Evans, J. R. (1991). Creative Thinking in the Decision and Management Sciences. Cincinnati: OH : South-Western Publishing.
Gardner, H. (1997). Multiple Intelligence as a Partner in School Improvement. 55, 20–21.
Ge, X., & Land, S. (2004). A Conceptual Framework for Scaffolding Ill Structured Problem Solving Prcess Using Question Prompts and Peerinteractions. 52, 5–22.
Hung, W. (2015). Problem-Based Learning: Conception, Practice, and Future. Springer, 75–92.
Jamaris, M. (2017). Pengukuran Kecerdasan Jamak. Bogor: Ghalia Indonesia.
Jeong, A., & Lee, J. (2008). The Effects of Active Versus Reflective Learning Style on the Processes of Critical Discourse in Computer Supported Collaborative Argumentation. Britis Jurnal of Educational Technology, 39, 651–665. https://doi.org/10.1111/j.1467-8535.2007.00762.x
Jonassen, D. H. (1997). Instructional Design Models for Well-Structured and Ill-Structured Problem-Solving Learning Outcomes. Educational Technology Research and Development, 45, 65–94.
Jurdak, M. E. (2006). Contrasting Perspectives and Performance of High School Students on Problem Solving in Real World Situated, and School Contexts. Springer, 63, 283–301.
Kitchener, & S, K. (1983). Cognition, Metacognition, and Epistemistic Cognition: A Three-Level Model of Cognitive Processing. 26, 222–232. https://doi.org/10.1159/000272885
Kuhn, D., & Udell, W. (2003). The Development of Argument Skill. 74, 1245–1260.
Kuswana, W. S. (2013). Taksonomi Berpikir. Bandung: Remaja Rosdakarya.
Mayer, R. (1992). Thinking, Problem Solving, Cognition. New York: W. H. Freeman and Company.
Mayer, R. E., & Hegarty, M. (1996). The Process of Understanding Mathematical Problems. NJ: Lawrence Erlbaum Associates, 29–54.
Rahman, M. M. (2019). 21st Century Skill “Problem Solving”: Defining the Concept. 2, 71–81.
Reed, S. K. (2015). The Structure of Ill-Structured (and Well-Structured) Problems Revisited. Springer Science+Business Media New York. https://doi.org/10.1007/s10648-015-9343-1
Rofi‘i, A. (2016). Profil Proses Berpikir Siswa Sekolah Dasar Dalam Menyelesaikan Permasalahan Geometri Bangun Ruang Berdasarkan Kerangka Pikir Mason.
Saglam, Y., & Dost, S. (2014). Preservice Science and Mathematics Teachers’ Beliefs about Mathematical Problem Solving. Elsevier, 303-306. https://doi.org/10.1016/j.sbspro.2014.01.212
Siswono, T. (2008). Model Pembelajaran Matematika Berbasis Pengajuan Masalah dan Pemecahan Masalah untuk Meningkatkan Kemampuan Berpikir Kreatif. Surabaya: UNESA University Press.
Yee, F. P. (2002). Open Ended Problems for Higher Order Thinking in Mathematics. Institute of Education (Singapore), 20, 49–57.
Zhong, N., Wang, Y., & Chiew, V. (2010). On the Cognitive Process of Human Problem Solving. Elsevier, 81–92. https://doi.org/10.1016/j.cogsys.2008.08.003
DOI: http://dx.doi.org/10.17977/jptpp.v4i11.12977
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Siti Nurjanah, Erry Hidayanto, Swasono Rahardjo
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang JPtpp is licensed under Creative Commons Attribution-ShareAlike 4.0 International License |