PENERAPAN PEMBELAJARAN BERBASIS MASALAH DAN STRATEGI KONFLIK KOGNITIF UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA KELAS V SEKOLAH DASAR

• Main Author: Rifai Bani Salam, Ahmad (Author)
• Format: Book
• Published: 2017-06-17.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/29053/1/S_PGSD_1306281_Title.pdf; http://repository.upi.edu/29053/2/S_PGSD_1306281_Abstract.pdf; http://repository.upi.edu/29053/3/S_PGSD_1306281_Table_of_Content.pdf; http://repository.upi.edu/29053/4/S_PGSD_1306281_Chapter1.pdf; http://repository.upi.edu/29053/5/S_PGSD_1306281_Chapter2.pdf; http://repository.upi.edu/29053/6/S_PGSD_1306281_Chapter3.pdf; http://repository.upi.edu/29053/7/S_PGSD_1306281_Chapter4.pdf; http://repository.upi.edu/29053/8/S_PGSD_1306281_Chapter5.pdf; http://repository.upi.edu/29053/9/S_PGSD_1306281_Bibliography.pdf; http://repository.upi.edu/29053/10/S_PGSD_1306281_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education; QA Mathematics

Penelitian ini dilatarbelakangi oleh sulitnya siswa menguasai kemampuan representasi matematis. Hal ini dikarenakan dalam proses pembelajaran matematika umumnya guru terlalu berkonsentrasi pada latihan menyelesaikan soal yang bersifat prosedural dan mekanistis daripada pengertian. Hal ini terbukti dari hasil pengamatan yang menunjukkan bahwa siswa kurang bisa mengomunikasikan pemikiran mereka berupa gambar, simbol, maupun kata tertulis. Penelitian ini bertujuan untuk mendeskripsikan proses penerapan pembelajaran berbasis masalah dan strategi konflik kognitif, dan mendeskripsikan peningkatan kemampuan representasi siswa kelas V Sekolah Dasar. Penelitian ini dilakukan dengan menggunakan Metode Penelitian Tindakan Kelas Model Kemmis dan Mc Taggart dengan dua siklus dan setiap siklusnya terdiri dari 4 tahap penelitian yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian yang diperoleh yaitu nilai rata-rata kelas pada siklus I sebesar 80,68 dengan ketuntasan belajar 70%. Pada siklus II mengalami penurunan rata-rata kelas menjadi 79,5. Sekalipun, rata-rata nilai ini berbanding terbalik dengan ketuntasan belajar siswa sebesar 80%. Berdasarkan data diatas, maka dapat disimpulkan bahwa pembelajaran berbasis masalah dan strategi konflik kognitif memiliki dampak positif dalam peningkatan kemampuan representasi siswa pada mata pelajaran matematika.----------This research is motivated by the difficulty of students mastering the ability of mathematical representation. This is because in the process of learning mathematics teachers are generally too concentrated on the practice of solving problems that are procedural and mechanistic rather than understanding. This is evident from the results of observations that show that students are less able to communicate their thoughts in the form of images, symbols, or written word. This study aims to describe the process of applying problem-based learning and cognitive conflict strategy, and describe the improvement of representation ability of grade V elementary school students. This research is done by using Research Method Action Class of Kemmis Model and Mc Taggart with two cycles and each cycle consists of 4 stages of research that is planning, implementation, observation, and reflection. The result of this research is the average value of class in cycle I is 80,68 with 70% learning completeness. In the second cycle decreased the average class to 79.5. Although, the average value is inversely proportional to the completeness of student learning by 80%. Based on the above data, it can be concluded that problem-based learning and cognitive conflict strategies have a positive impact in improving students' representation skills in mathematics subjects.