Berpikir Pseudo Siswa pada Konsep Pecahan
Abstract: Purpose of this research was to study students' pseudo thinking in concept of fractions. Data obtained using questions and interviews. Question used to find answers of students in understanding concept of fractions. Interviews used to find reasons for students answer. Findings show th...
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Pascasarjana Universitas Negeri Malang,
2019-08-01T00:00:00Z.
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| 100 | 1 | 0 | |a Agus Alamsyah |e author |
| 700 | 1 | 0 | |a Susiswo Susiswo |e author |
| 700 | 1 | 0 | |a Erry Hidayanto |e author |
| 245 | 0 | 0 | |a Berpikir Pseudo Siswa pada Konsep Pecahan |
| 260 | |b Pascasarjana Universitas Negeri Malang, |c 2019-08-01T00:00:00Z. | ||
| 500 | |a 2502-471X | ||
| 500 | |a 10.17977/jptpp.v4i8.13041 | ||
| 520 | |a Abstract: Purpose of this research was to study students' pseudo thinking in concept of fractions. Data obtained using questions and interviews. Question used to find answers of students in understanding concept of fractions. Interviews used to find reasons for students answer. Findings show that students think pseudo conceptual, true-pseudo and false-pseudo. Pseudo conceptual thinking when students condition not understand shade when drawing fractions. Thinking true-pseudo when students in state not understand concept of drawing fractions begins with same size and broken down as much denominator fractions. Thinking false-pseudo when students state poor understanding problem and reflection for concept of drawing fractions. Abstrak: Tujuan penelitian ialah untuk mempelajari berpikir pseudo siswa dalam konsep pecahan. Data diperoleh dengan menggunakan instrumen soal dan wawancara. Soal digunakan untuk mengetahui jawaban siswa dalam memahami konsep pecahan. Wawancara digunakan untuk mengetahui alasan siswa dalam menjawab. Temuan menunjukkan bahwa siswa mengalami berpikir pseudo conceptual, true-pseudo dan false-pseudo. Berpikir pseudo conceptual saat siswa pada kondisi tidak memahami perlunya mengarsir saat menggambar pecahan. Berpikir true-pseudo saat siswa pada kondisi tidak memahami konsep menggambar pecahan berawal dari ukuran yang sama dan dipecah sebanyak penyebut pecahan. Berpikir false-pseudo saat siswa pada kondisi kurang memahami soal dan diperlukan refleksi konsep menggambar pecahan. | ||
| 546 | |a EN | ||
| 546 | |a ID | ||
| 690 | |a think pseudo | ||
| 690 | |a fraction concept | ||
| 690 | |a berpikir pseudo | ||
| 690 | |a konsep pecahan | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 690 | |a Education (General) | ||
| 690 | |a L7-991 | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, Vol 4, Iss 8 (2019) | |
| 787 | 0 | |n http://journal.um.ac.id/index.php/jptpp/article/view/13041 | |
| 787 | 0 | |n https://doaj.org/toc/2502-471X | |
| 856 | 4 | 1 | |u https://doaj.org/article/8324c72df0244aceb8dbed738f7cecb1 |z Connect to this object online. |