IMPLEMENTASI PEMBELAJARAN MATEMATIKA DENGAN MENERAPKAN DIMENSI CONNECTEDNESS DARI PRODUCTIVE PEDAGOGIES FRAMEWORK

• Main Author: Aji Sudarja, - (Author)
• Format: Book
• Published: 2018-07-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/36616/1/S_MAT_1406443_Title.pdf; http://repository.upi.edu/36616/2/S_MAT_1406443_Abstract.pdf; http://repository.upi.edu/36616/3/S_MAT_1406443_Table_of_Content.pdf; http://repository.upi.edu/36616/4/S_MAT_1406443_Chapter1.pdf; http://repository.upi.edu/36616/5/S_MAT_1406443_Chapter2.pdf; http://repository.upi.edu/36616/6/S_MAT_1406443_Chapter3.pdf; http://repository.upi.edu/36616/7/S_MAT_1406443_Chapter4.pdf; http://repository.upi.edu/36616/8/S_MAT_1406443_Chapter5.pdf; http://repository.upi.edu/36616/9/S_MAT_1406443_Bibliography.pdf
• Keywords: QA Mathematics

Penelitian ini dilatar belakangi oleh pentingnya kemampuan koneksi matematis siswa serta fakta-fakta yang menunjukan bahwa rendahnya kemampuan koneksi matematis siswa. Penelitian ini merupakan implementasi pembelajaran matematika yang memfasilitasi siswa untuk membangun kemampuan koneksi matematis melalui penerapan dimensi Connectedness dari Productive Pedagogies Framework di kelas VII pada salah satu SMP Negeri di Kota Bandung. Penelitian ini bertujuan untuk mengkaji implementasi, kendala dan upaya menanggulai kendala, kemampuan koneksi matematis, sikap siswa selama pembelajaran berlangsung. Desain penelitian yang digunakan dalam penelitian ini adalah deskrtiptif kualitatif untuk menggambarkan kondisi atau fakta-fakta selama pembelajaran secara detail yang disajikan dalam bentuk naratif. Hasil temuan dari penelitian ini menyatakan bahwa dimensi Connectedness tidak dapat diimplementasikan seluruhnya pada setiap pertemuan dan tidak dapat diterapkan di semua topik matematika. Hal tersebut terjadi karena beberapa kendala, diantaranya adalah waktu yang terbatas sehingga kurang optimalnya manfaat dari setiap elemen, dan kurangnya pemahaman siswa terkait materi prasyarat sehingga siswa kesulitan memecahkan permasalahan yang menuntut siswa untuk mengaitkan antar topik matematika dan matematika dengan bidang studi lain. Adapun upaya untuk menanggulangi kendala tersebut adalah mengatur waktu seoptimal mungkin, agar siswa terfasilitasi dalam memperkaya konsep matematika yang sedang dipelajari dan mampu menyelesaikan permasalahan-permasalahan yang diberikan. Selanjutnya kemampuan koneksi matematis siswa menunjukan perkembangan yang konsisten setiap pertemuannya dan sikap siwa yang positif terhadap pembelajaran matematika yang menerapkan dimensi Connectednes.;-- This research is based on the importance of students' mathematical connection ability as well as the facts which indicate that the low ability of students' mathematical connection. This research is an implementation of mathematics learning which facilitates students to build mathematical connection ability through applying the dimension of Connectedness from Productive Pedagogies Framework in class seventh grade students in one of State Junior High School in Bandung City. This study aims to examine the implementation, constraints and efforts to overcome obstacles, the ability of mathematical connections, the attitude of students during the learning took place. This study aimed to examine the implementation, constraints and efforts to overcome the obstacles, the ability of mathematical connections, students' attitude during mathematics learning took place. The research design used in this study was qualitative descriptive. It aimed to describe the condition or facts during the learning activities in detail presented in the form of narrative. The findings of this study suggest that the Connectedness dimension can not be implemented entirely in every meeting and can not be applied in all mathematical topics. This condition happened because of some obstacles, such as limited time so that the lack of optimal benefits from each element, and the lack of understanding of students related to prerequisite materials so that students difficult to solve problems that require students to link between mathematics and mathematics topics with other fields of study. The effort to overcome these obstacles is to set the time as optimal as possible, so that students facilitated in enriching the concept of mathematics that is being studied and able to solve the problems given. Furthermore, the mathematical connection ability of students showed consistent development in each meeting and students' positive attitude to the mathematics learning after applying the dimension of Connectednes.