Email this article 
Defragmentasi Struktur Berpikir Siswa Impulsif dalam Memecahkan Masalah Geometri
Abstract
Abstract: This study aims to describe the defragmentation process of impulsive student’s thinking structures in solving geometry problems. This research was conducted on two students of 9th grade of SMPN 1 Puncu. The research data were obtained throught the providing of MFFT and problem solving tests. The result of this research showed that the defragmentation of students mistakes in providing initial ideas for problem solving was done throught cognitive conflict, scaffolding, and disequilibration. Defragmentation to form knowledge schemes and bring up schemes that already owned to solve the problems were done throught disequilibration and level 2 of scaffolding (explaining, reviewing, restructuring). Defragmentation to practice students to do reflection was done throught level 1 of scaffolding (environmental provisions).
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan proses defragmentasi struktur berpikir siswa impulsif dalam memecahkan masalah geometri. Penelitian ini dilakukan pada dua siswa kelas IX SMPN 1 Puncu. Data penelitian diperoleh melalui pemberian MFFT dan tes pemecahan masalah. Hasil penelitian ini menunjukkan bahwa defragmentasi kesalahan siswa dalam memberikan gagasan awal untuk pemecahan masalah dilakukan melalui konflik kognitif, scaffolding, dan disekuilibrasi. Defragmentasi untuk membentuk skema pengetahuan dan memunculkan skema yang sudah dimiliki untuk memecahkan masalah dilakukan melalui disekuilibrasi dan scaffolding level 2 (explaining, reviewing, restructuring). Defragmentasi untuk melatih siswa melakukan refleksi dilakukan melalui scaffolding level 1 (environmental provisions).Keywords
Full Text:
PDFReferences
Anghileri, J. (2006). Scaffolding Practices That Enhance Mathematics Learning. Journal of Mathematics Teacher Education, 9(1), 33–52. https://doi.org/10.1007/s10857-006-9005-9
Aydogdu, M., & Kesan, C. (2014). Research on Geometry Problem Solving Strategies Used by Elementary Mathematics Teacher Candidates. Journal of Educational and Instructionl Studies in the World, 4(1), 43–52
Barnard, T., & Tall, D. (1997). Cognitive Units, Connections, and Mathematical Proof. Paper Publishing in Proceedings of PME 21, 2, 41–48
Biber, C., Tuna, A., & Korkmaz, S. (2013). The Mistakes and the Misconceptions of the Eighth Grade Students on the Subject of Angles. European Journal of Science and Mathematics Education, 1(2), 50–59
Gal, H., & Linchevcki. (2010). To See or not to See Analyzing Difficulties in Geometry from Perspective of Visual Perception. Educational Studies in Mathematics, 74, 163–183
Hassanabad, S. M., Shahvarani, A., & Behzadi, M. H. (2012). The Role of Problem Solving Method on the Improvement of Mathematical Learning. Mathematics Education Trends and Research, 1–9
Kaur, B., & Toh, P. C. (2016). 21st Century Competencies in Mathematics Classroom. Singapore: World Scientific
Kultuca, T. (2013). The Effect of Geometry Instruction with Dynamic Geometry Software. Global Science Research Journals, 1(1), 1509–1518
Liu, Y., & Ginther, D. (1999). Cognitive Styles and Distance Education. Journal of Distance Learning Administration State University of Georgia, 2(3)
Madden, S. (2017). Polygons, Pillars and Pavilions: Discovering Connections between Geometry and Architecture. Journal of Catholic Education, 20(2), 215–227. https://doi.org/10.15365/joce.2002112017
McKay, M., & Fanning, P. (2000). Self Esteem Third Edition. United Stated of America: New Harbinger Publications, Inc
NCTM. (2000). Principles and Standards for School Mathematics. NCTM: Reston
Novotná, J. (2014). Problem Solving in School Mathematics Based on Heuristic Strategies. Journal on Efficiency and Responsibility in Education and Science, 7(1), 1–6. https://doi.org/10.7160/eriesj.2014.070101
Permendikbud Nomor 24 Tahun 2016 Tentang Kompetensi Inti dan Kompetensi Dasar Kurikulum 2013 pada Pendidikan Dasar dan Menengah. (2016).
Pimta, S., Tayruakham, S., & Nuangchale, P. (2009). Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students. Journal of Social Sciences, 5(4), 381–385. https://doi.org/10.3844/jssp.2009.381.385
Santrock. (2011). Educationl Psychology. New york: McGraw-Hills
Seifi, M., Haghverdi, M., & Azizmohamadi, F. (2012). Recognition of Students’ Difficulties in Solving Mathematical Word Problems from the Viewpoint of Teachers. Journal of Basic and Applied Scientific Research,2(3), 2923-2928.
Selvera, N. R. (2013). Teknik Restrukturisasi Kognitif untuk Menurunkan Keyakinan Irasional pada Remaja dengan Gangguan Somatisasi. Jurnal Sains dan Praktik Psikologi, 1(1), 63-67.
Shaban, S., Ramazani, M., & Alipoor, I. (2017). The Effect of Impulsivity vs. Reflectivity on Reading Comprehension of Iranian EFL Learners. International Journal of Education and Literacy Studies, 5(3), 52. https://doi.org/10.7575/aiac.ijels.v.5n.3p.52
Slavin, R. E. (2008). Cooperative Learning Teori, Riset dan Praktik. Bandung: Nusa Media.
Subanji. (2016). Teori Defragmentasi Struktur Berpikir dalam Mengonstruksi Konsep dan Pemecahan Masalah Matematika. UM Press.
Yılmaz, G. K., & Koparan, T. (2015). The Effect of Designed Geometry Teaching Lesson to the Candidate Teachers’ Van Hiele Geometric Thinking Level. Journal of Education and Training Studies, 4(1), 129–141. https://doi.org/10.11114/jets.v4i1.1067
DOI: http://dx.doi.org/10.17977/jptpp.v5i3.13239
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 Puspita Ayu Damayanti, Subanji Subanji, Sukoriyanto Sukoriyanto
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
|
