ANALISIS TERHADAP BERPIKIR REFLEKTIF MATEMATIS PADA PEMBELAJARAN MATEMATIKA TERINTEGRASI DENGAN EDUCATION FOR SUSTAINABLE DEVELOPMENT (ESD)

• Main Author: Alisha Suryani Kusuma, - (Author)
• Format: Book
• Published: 2019-09-05.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/44248/1/T_MTK_1707519_Title.pdf; http://repository.upi.edu/44248/2/T_MTK_1707519_Chapter1.pdf; http://repository.upi.edu/44248/3/T_MTK_1707519_Chapter2.pdf; http://repository.upi.edu/44248/4/T_MTK_1707519_Chapter3.pdf; http://repository.upi.edu/44248/5/T_MTK_1707519_Chapter4.pdf; http://repository.upi.edu/44248/6/T_MTK_1707519_Chapter5.pdf; http://repository.upi.edu/44248/7/T_MTK_1707519_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Penelitian ini bertujuan untuk memperoleh gambaran tentang berpikir reflektif matematis siswa pada pembelajaran matematika yang terintegrasi Education For Sustainable Development (ESD). Metode yang digunakan dalam penelitian ini adalah metode deskrptif kualitatif. Subjek dalam penelitian ini adalah 30 orang siswa Madrasah Tsanawiyah kelas VIII. Hasil dari penelitian ini menunjukan bahwa 1) siswa yang telah memperoleh pembelajaran terintegrasi Education For Sustainable Development (ESD) sudah memenuhi tercapainya kompetensi tahapan berpikir reflektif. Dari keempat tahapan berpikir reflektif, tahap habitual action dan tahap critical thinking perlu memperoleh perhatian khusus karena dalam pelaksanaanya ketika siswa dihadapkan dalam sebuah masalah (soal) siswa cendrung tidak menuliskan informasi yang terdapat dalam soal secara rinci dan menyeluruh, masih banyak siswa yang hanya menuliskan apa saja yang diketahui dalam soal tanpa peduli dengan pertanyaan permasalahan sehingga banyak siswa yang tidak tepat dalam menyimpulkan hasil pemecahan masalah yang dia hadapi dan akhirnya berimbas pada tahapan berpikir reflektif yang ke-4 yaitu critical thinking. 2) Pembelajaran dengan mengguanakan metode berbasis masalah yang terintegrasi education for sustainable development (ESD) dapat memfasilitasi berkembengnya berpikir reflektif. Siswa menyebutkan bahwa dengan menggunakan pembelajaran yang terintegrasi terintegrasi education for sustainable development (ESD), pembelajaran dapat lebih dipahami. This study aimed to obtain an overview of students' Mathematical Reflective Thinking on integrated mathematics learning education for sustainable development. The method used descriptive qualitative. Subject in this research was 30 students of grade VIII Madrasah Tsanawiyah. The result of this research showed that 1) student who had obtained integrated mathematics learning education for sustainable development had met the achievement competencies of the reflective thinking stage. Of the four stage of reflective thinking, the habitual action and critical thinking stage needed special attention because in their implemantation when students were confronted with a problem (questions) students tend did not wrote down the information contained the problem in detail and comprehensively. There were still many students who only wrote down what was known in the problem without caried about the problem questions so that many students were not right in concluding the results of the problem solving they face and ultimately impact on the 4th stage of reflective thinking that critical thinking 2) Learning by used problem-based method that were integrated education for sustainable development can facilitate the development of reflective thinking. Students mentioned that by used integrated education for sustainable development (ESD), learning can be better understood. Keywords: reflective thinking, Education For Sustainable Development