LAYERS OF MATHEMATICAL UNDERSTANDING SISWA SMP BERDASARKAN TEORI PIRIE-KIEREN TERHADAP PENYELESAIAN SOAL PEMECAHAN MASALAH

• Main Author: Juni Rakhman Nopa, - (Author)
• Format: Book
• Published: 2018-08-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/45243/1/T_MAT_1602900_Title.pdf; http://repository.upi.edu/45243/2/T_MAT_1602900_Table_of_content.pdf; http://repository.upi.edu/45243/3/T_MAT_1602900_Abstract.pdf; http://repository.upi.edu/45243/4/T_MAT_1602900_Chapter1.pdf; http://repository.upi.edu/45243/5/T_MAT_1602900_Chapter2.pdf; http://repository.upi.edu/45243/6/T_MAT_1602900_Chapter3.pdf; http://repository.upi.edu/45243/7/T_MAT_1602900_Chapter4.pdf; http://repository.upi.edu/45243/8/T_MAT_1602900_Chapter5.pdf; http://repository.upi.edu/45243/9/T_MAT_1602900_BIBLIOGRAPHY.pdf; http://repository.upi.edu/45243/10/T_MAT_1602900_Appendix.pdf
• Keywords: LB Theory and practice of education; QA Mathematics

Penelitian ini bertujuan untuk memperoleh gambaran secara detail mengenai proses pemahaman matematis siswa yang mampu menyelesaikan soal pemecahan masalah dengan benar berdasarkan layers of mathematical understanding (lapisan pemahaman matematis non-linear) Pirie-Kieren. Subjek pada penelitian ini adalah siswa Sekolah menengah Pertama (SMP) pada salah satu sekolah di kota Bandung. Kajian ini menggunakan pendekatan deskriptif jenis studi kasus dengan instrumen pendukung tes tertulis berupa soal pemecahan masalah dan wawancara. Teknis analisis menggunakan model growth of mathematical understanding oleh Pirie-Kieren dengan delapan level pemahaman matematis non-linear yaitu, primitive knowing, image making, image having, property noticing, formalising, observing, structuring dan inventising. Temuan pada penelitian ini menunjukkan siswa yang mampu menyelesaikan masalah dengan benar membentuk pola pada pemahaman matematis sebagai berikut: image making - image having - [folding back] primitive knowing-image making- property noticing- formalizing-[folding back] - observing - formalizing. Siswa yang mampu menjawab masalah dengan benar selalu melakukan folding back untuk ¬melakukan recall terhadap pengetahuan sebelumnya yang berhubungan dengan masalah. Sedangkan siswa yang keliru dalam menyelesaikan masalah cenderung tidak melakukan folding back. -----------------------------------------------------This study aims to obtain depiction of mathematical understanding process, based on Pirie-Kieren theory of layers of mathematical understanding, of students who can solve problem solving questions correctly. The subjects are students of a junior high school in Bandung. This is a descriptive study with case study design using problem solving test and interview guideline as the instruments. The anlysis was done using growth of mathematical understanding model by Pirie-Kieren with eight levels of non-linear mathematical understanding , i.e. primitive knowing, image making, image having, property noticing, formalising, observing, structuring, and inventising. The study showed that students who could solve the problems correctly formed mathematical understanding pattern as follow: image making - image having - [folding back] primitive knowing-image making- property noticing- formalizing-[folding back] - observing - formalizing. Students who can solve the problems correctly always did folding back to recall prior knowledge related to the problem. On the other hand, from students who could not solve the problems correctly did not do folding back.