KARAKTERISASI KESALAHAN BERPIKIR SISWA DALAM MENGONSTRUKSI KONSEP MATEMATIKA
Abstract: Faulty Thinking of Students in Constructing Mathematical Concepts. This study was aimed at identifying how Junior School students construct mathematical concepts. The subjects were 391 nine graders. The instrument was developed in line with the curriculum for junior high schools concerning...
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| Format: | Book |
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Universitas Negeri Malang,
2014-06-01T00:00:00Z.
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| Summary: | Abstract: Faulty Thinking of Students in Constructing Mathematical Concepts. This study was aimed at identifying how Junior School students construct mathematical concepts. The subjects were 391 nine graders. The instrument was developed in line with the curriculum for junior high schools concerning numbers, algebra, and geometry. There were two instruments: primary and additional (probing). The primary instrument consisted of mathematical questions the answers to which had to be justified with reasons. The additional instrument, having the function to probe, was used to more comprehensively explore the students' reasons underlying their answers to the questions in the main instrument. The results show that the students' construction of mathematical concepts included faulty pseudo-right thinking, pseudo-wrong thinking, analogical thinking, and logical thinking. Abstrak: Karakterisasi Kesalahan Berpikir Siswa dalam Mengonstruksi Konsep Matematika. Penelitian mixed method ini dilakukan terhadap 391 siswa kelas IX SMP dan bertujuan untuk mengkarakterisasi kesalahan berpikir siswa dalam mengonstruksi konsep tentang operasi bilangan bulat dan pecahan, bentuk aljabar, geometri, akar dan pangkat dua, dan fungsi. Subjek adalah 391 siswa SMP kelas IX dari 4 Kabupaten/Kota. Pengembangan instrument didasarkan pada kurikulum yang berlaku di SMP pada bidang bilangan, aljabar, dan geometri. Digunakan instrumen utama dan instrumen pelacak. Instrumen utama berupa beberapa pernyataan matematika yang harus dijustifikasi benar-salahnya oleh siswa beserta alasannya. Instrumen pelacak digunakan untuk memperkuat alasan siswa dalam menjawab soal utama, yang berisi pernyataan dan alasan, dan siswa diminta menjustifikasi benar-salahnya. Hasil penelitian menunjukkan bahwa karakteristik kesalahan berpikir siswa dalam mengonstruksi konsep matematika mencakup kesalahan berpikir pseudo-benar dan pseudo-salah, berpikir analogi, menempatkan konsep, dan dalam berpikir logis. |
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| Item Description: | 0215-9643 2442-8655 10.17977/jip.v19i2.4215 |