Article Sidebar
Main Article Content
Abstract
Abstrak
Perkembangan media pembelajaran saat ini sangatㅤvariatif, namunㅤdari segi pemahaman siswa memiliki banyak variasidaya tangkap yang berbeda-bedaㅤdan mengakibatkan miss concept hinggaㅤpseudo-thinking. Tujuan dari sosialisasi danㅤimplementasi ini adalah untuk memberikanㅤpelatihan bagi pendidik dalam melihatㅤproses berpikir siswa sekaligus menyusun prosesㅤberpikirㅤsiswa yang mengalami pseudoㅤthink. PendekatanㅤSosialisasi dan Implementasi ini merupakan pendekatanㅤkualitatif denganㅤtipe deskriptif dari sampel siswa. Mahasiswa yang menjadi subjekㅤpelatihan adalah mahasiswa kelas IX dari Lembaga Bina Mandiri Tulungagung yangㅤberjumlah tiga orang mahasiswa. Mengambil mata pelajaran berdasarkan hasil tes yang telah dilakukan. Metode Pengumpulan data dalam penelitianㅤiniㅤmeliputi: lembar soal tes dan lembar Wawancara. Kemudian data tersebut dianalisis dan dideskripsikan sesuai dengan langkah-langkah untuk mendiagnosis seseorang denganㅤpseudo-thinking atau yang dilakukanㅤoleh semua guruㅤmatematika. Hasil implementasi menunjukkan (1) Berpikir semu dalam menyelesaikan masalah garis singgung lingkaran adalah ketika memahamiㅤmasalah siswa mampuㅤmengungkapkan informasi yangㅤdiketahui dan ditanyakan. Padaㅤperencanaan pemecahan masalah siswa tidak dapatㅤmenyebutkan rencana yang akan digunakan untuk memecahkan masalah, hanyaㅤmengungkapkan konsepnya. Pada tahap pelaksanaanㅤrencana pemecahan masalah, siswa hanya mampu menyelesaikanㅤmasalah dengan menggunakan konsep yang menurut mereka benarㅤdengan contoh yangㅤdiberikan guru. Padaㅤtahap pengecekan ulang siswa belum dapatㅤmembenarkan jawaban yang benar. Namun setelah mendapatkan restrukturisasiㅤsiswa dapat memperbaiki kesalahanㅤsetelah memahami konsep dengan benar. (2) Penerapanㅤrestrukturisasi pada siswa yangㅤmengalami berpikir semu dapat memberikanㅤsusunan struktur berpikir yang semula kurang dan menyempit menjadi strukturㅤberpikir yang utuh, sehinggaㅤsiswa dapat menyelesaikan masalah matematika secaraㅤterstruktur danㅤbenar.
Abstract
The development of learning media are currently very varied, but in terms of students' understanding, they have many variety of different grasping powers and result in miss conception until pseudo-thinking.The purpose of this socialization and implementation is to provide training for educators in seeing students' thinking processes while at the same time structuring the thinking processes of students who experience pseudo think.This Sicoalization and Implementation approach is aqualitative approach with a descriptive type from sample students.The student subjects for the training are 9 the grade of student from the Tutoring Institution of Tulungagung amounted of three students. Taking the subject based on the results of the test that have been carried out.Method Data collection in this study includes:tes question sheets for meet indicator and sheets Interview.Then the data are analyzed and described according to the steps to diagnose someone with pseudo-thinking or what all mathematics teachers do.The implementation results show(1)Pseudo-thinking in solving The problem of tangent circle is when understanding the problem students are able to disclose known and inquired information on planning problem solving students are not able to mention the plan which will be used to solve the problem, only to reveal the concept. At the stage of implementing the problem solving plan,students are only able to solve problems using concepts that they think are correct with the example of the teacher. At the stage of rechecking the students have not able to justify the correct answer. But after getting restructuring students can correct mistake after understanding the concept correctly. (2)The application of restructuring to students who experience pseudo thinking can provide an arrangement of thinking structures that are initially lacking and narrow into a complete thinking structure so that students can solve mathematical problems in a structured and correct manner.
Keywords
Article Details
Authors who publish with this journal agree to the following terms:
- Copyright on any article is retained by the author(s).
- The author grants the journal, right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
- The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
References
- Adi Wibawa, K., Subanji, S., & Chandra, T. (2014). Defragmenting Berpikir Pseudo Siswa Dalam Memecahkan Masalah Limit Fungsi.
- 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.
- Blitzer, R., & Miller, D. S. (2011). Thinking mathematically. Prentice Hall Boston, MA.
- Nusantara, T. (2016). Thinking Process of Pseudo Construction in Mathematics Concepts. International Education Studies, 9(2), 17–31.
- Ormrod, J. E. (2016). Pisikologi Pendidikan: membantu siswa tumbuh dan berkembang. Erlangga.
- PISA. (2018). Program for International Student Assessment (PISA). IES NCES National Center for Education Statistics. https://nces.ed.gov/surveys/pisa/
- Stacey, K. (2006). What is mathematical thinking and why is it important. Progress Report of the APEC Project: Collaborative Studies on Innovations for Teaching and Learning Mathematics in Different Cultures (II)—Lesson Study Focusing on Mathematical Thinking.
- Vinner, S. (1997). The pseudo-conceptual and the pseudo-analytical thought processes in mathematics learning. Educational Studies in Mathematics, 34(2), 97–129.
- Wibawa, K. A., Nusantara, T., & Parta, I. N. (2017). Fragmentation of Thinking Structure’s Students to Solving the Problem of Application Definite Integral in Area. International Education Studies, 10(5), 48–60.
- Zuya, E. H., & Kwalat, S. K. (2015). Teacherâ€TM s Knowledge of Students about Geometry. International Journal of Learning, Teaching and Educational Research, 13(3).