Defragmentasi Struktur Berpikir Siswa Impulsif dalam Menyelesaikan Soal Cerita
Abstract: This study aims to describe the defragmentation process of SMAN 4 Malang 12th grade impulsive students' thinking structure on solving word problem. Two selected subjects do the initial test by think aloud method, interview process, and evaluation test. The results of this study shows...
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Pascasarjana Universitas Negeri Malang,
2018-08-01T00:00:00Z.
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| 001 | doaj_8fa922e923df4b10abae792f46a661c4 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Anita Dwi Septian |e author |
| 700 | 1 | 0 | |a Tjang Daniel Chandra |e author |
| 700 | 1 | 0 | |a Dwiyana Dwiyana |e author |
| 245 | 0 | 0 | |a Defragmentasi Struktur Berpikir Siswa Impulsif dalam Menyelesaikan Soal Cerita |
| 260 | |b Pascasarjana Universitas Negeri Malang, |c 2018-08-01T00:00:00Z. | ||
| 500 | |a 2502-471X | ||
| 500 | |a 10.17977/jptpp.v3i8.11396 | ||
| 520 | |a Abstract: This study aims to describe the defragmentation process of SMAN 4 Malang 12th grade impulsive students' thinking structure on solving word problem. Two selected subjects do the initial test by think aloud method, interview process, and evaluation test. The results of this study shows that students' errors on understanding the word problem and carrying out the plan steps can be fixed through disequlibration, conflict cognitive, and scaffolding intervention; students' errors on devising a plan step can be fixed through disequlibration intervention; students' errors on looking back step can be fixed through disequlibration and scaffolding intervention. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan proses defragmentasi struktur berpikir siswa impulsif kelas XII SMAN 4 Malang dalam menyelesaikan soal cerita. Dua subjek penelitian yang terpilih melaksanakan tes awal dengan metode think aloud, wawancara, serta tes evaluasi. Hasil penelitian ini menunjukkan bahwa kesalahan siswa pada tahap memahami soal cerita dan melaksanakan rencana penyelesaian dapat diperbaiki melalui intervensi disequlibrasi, conflict cognitive, dan scaffolding; kesalahan siswa pada tahap merencanakan strategi penyelesaian dapat diperbaiki melalui intervensi disequlibrasi; serta kesalahan siswa pada tahap memeriksa kembali prosedur dan hasil penyelesaian dapat diperbaiki melalui intervensi disequlibrasi dan scaffolding. | ||
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| 690 | |a defragmentasi struktur berpikir | ||
| 690 | |a impulsif | ||
| 690 | |a soal cerita | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 690 | |a Education (General) | ||
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| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, Vol 3, Iss 8 (2018) | |
| 787 | 0 | |n http://journal.um.ac.id/index.php/jptpp/article/view/11396 | |
| 787 | 0 | |n https://doaj.org/toc/2502-471X | |
| 856 | 4 | 1 | |u https://doaj.org/article/8fa922e923df4b10abae792f46a661c4 |z Connect to this object online. |