KEMAMPUAN KONSTRUKSI BUKTI DAN BERPIKIR KRITIS MATEMATIS MAHASISWA PADA PERKULIAHAN STRUKTUR ALJABAR MELALUI GUIDED DISCOVERY LEARNING PENDEKATAN MOTIVATION TO REASONING AND PROVING TASKS
Penelitian ini bertujuan untuk: (1) mengungkap pengaruh Guided Discovery Learning Pendekatan Motivation to Reasoning and Proving Tasks (GDL-MRP Tasks) terhadap kemampuan konstruksi bukti, pemahaman bukti dan berpikir kritis matematis dalam perkuliahan Struktur Aljabar, dan (2) menggambarkan penjenja...
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2014-07-17.
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| Summary: | Penelitian ini bertujuan untuk: (1) mengungkap pengaruh Guided Discovery Learning Pendekatan Motivation to Reasoning and Proving Tasks (GDL-MRP Tasks) terhadap kemampuan konstruksi bukti, pemahaman bukti dan berpikir kritis matematis dalam perkuliahan Struktur Aljabar, dan (2) menggambarkan penjenjangan kemampuan konstruksi bukti mahasiswa yang mendapat GDL-MRP Tasks. Penelitian ini menggunakan metode kombinasi tipe sequential yakni kuantitatif di tahap pertama dan kualitatif di tahap kedua. Penelitian pertama mengkaji tiga aspek kemampuan yakni konstruksi bukti, pemahaman bukti dan berpikir kritis. Penelitian tahap kedua merupakan eksplorasi terhadap temuan tahap pertama pada satu aspek kajian yakni kemampuan konstruksi bukti. Penelitian tahap pertama menggunakan non-equivalent groups alternate treatment posttest-only design melibatkan dua kelas Struktur Aljabar dengan perlakuan pembelajaran yang berbeda yakni GDL-MRP Tasks di kelas eksperimen dan pembelajaran langsung di kelas kontrol. Penelitian tahap kedua menggunakan model grounded theory melalui tiga langkah yakni open coding, selective coding dan theoretical coding. Hasil penelitian menunjukkan bahwa kemampuan konstruksi bukti, pemahaman bukti dan berpikir kritis matematis mahasiswa yang mendapat GDL-MRP Tasks lebih baik dibandingkan dengan mahasiswa yang mendapatkan pembelajaran langsung, terutama mahasiswa dengan kemampuan awal rendah sampai dengan sedang. Penelitian tahap kedua menghasilkan sebuah konjektur bahwa kemampuan konstruksi bukti mahasiswa di kelas yang mendapatkan GDL-MRP Tasks dapat diperingkat ke dalam tiga level kemampuan berdasarkan kualitas dari enam kategori yaitu langkah awal, alur pembuktian, konsep terkait, argumen, ekspresi kunci, dan bahasa pembuktian. Konstruksi bukti yang baik mengungkap dengan tepat keenam kategori tersebut. Temuan penelitian menunjukkan bahwa GDL-MRP Tasks mempunyai pengaruh positif terhadap kemampuan konstruksi bukti mahasiswa pada semua level. Kata kunci: Bukti matematis, berpikir kritis, kualitas konstruksi bukti, GDL-MRP Tasks Isnarto (2014). Proof Construction and Mathematics Critical Thinking Ability of Students in Abstract Algebra Course through The Guided Discovery Learning with Motivation to Reasoning and Proving Tasks Approach This study aims to: (1) reveal the influence of Guided Discovery Learning through Motivation to Reasoning and Proving Tasks Approach (GDL-MRP Tasks) towards proof construction ability, proof understanding and mathematics critical thinking in the Abstract Algebra course, and (2) describe the hierarchy of students' proof construction ability who receive GDL-MRP Tasks. This study uses a sequential mixed method which quantitative in the first stage and qualitative in the second. The first study examines three aspects: proof construction, proof understanding and critical thinking ability. The second phase is exploration of the first phase findings on one aspect of proof construction ability. The first phase of research using non-equivalent groups alternate treatment posttest-only design involves two classes of Abstract Algebra course with different treatments: GDL-MRP Tasks in the experimental class and direct teaching in the control class. The second phase uses a model of grounded theory through three steps: open coding, selective coding and theoretical coding. The results showed that the proof construction, proof understanding and critical thinking abilities of students who got the GDL-MRP Tasks are better than the students who received direct teaching, especially students with low to medium category of initial ability. The second phase generates a conjecture that proof construction abilities of students in the class who get GDL-MRP Tasks can be rated into three ability levels based on the quality of the six categories: the first step, the flow of proof, related concepts, arguments, key expressions, and language of proof. A good proof construction is reveals exactly six categories. The study findings suggest that GDL-MRP Tasks have positively influences student proof construction abilities at all levels. Keywords: Mathematical proof, critical thinking, quality of proof construction, GDL-MRP Tasks |
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| Item Description: | http://repository.upi.edu/15419/1/D_MTK_1103331_Title.pdf http://repository.upi.edu/15419/2/D_MTK_1103331_Abstract.pdf http://repository.upi.edu/15419/3/D_MTK_1103331_Table_of_Content.pdf http://repository.upi.edu/15419/4/D_MTK_1103331_Chapter1.pdf http://repository.upi.edu/15419/5/D_MTK_1103331_Chapter2.pdf http://repository.upi.edu/15419/6/D_MTK_1103331_Chapter3.pdf http://repository.upi.edu/15419/7/D_MTK_1103331_Chapter4.pdf http://repository.upi.edu/15419/8/D_MTK_1103331_Chapter5.pdf http://repository.upi.edu/15419/9/D_MTK_1103331_Bibliography.pdf http://repository.upi.edu/15419/10/D_MTK_1103331_Appendix.pdf |