STUDI FENOMENOLOGI HERMENEUTIK: KESULITAN PESERTA DIDIK SMP TERKAIT WORD PROBLEMS DAN KAITANNYA DENGAN RESILIENSI MATEMATIS

• Main Author: Khadisa Harsela, - (Author)
• Format: Book
• Published: 2020-08-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/51003/8/T_MTK_P1261_1802710_Title.pdf; http://repository.upi.edu/51003/2/T_MTK_P1261_1802710_Chapter1.pdf; http://repository.upi.edu/51003/3/T_MTK_P1261_1802710_Chapter2.pdf; http://repository.upi.edu/51003/4/T_MTK_P1261_1802710_Chapter3.pdf; http://repository.upi.edu/51003/5/T_MTK_P1261_1802710_Chapter4.pdf; http://repository.upi.edu/51003/6/T_MTK_P1261_1802710_Chapter5.pdf; http://repository.upi.edu/51003/7/T_MTK_P1261_1802710_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; QA Mathematics

Penelitian ini bertujuan untuk mengetahui faktor-faktor penghambat dalam memahami word problems menurut masing-masing kategori pebelajar (independent-, instruction-, dan frustration- learner) dan juga untuk mengetahui hubungan antara resiliensi matematis yang dimiliki oleh peserta didik dengan kesulitan yang dihadapinya ketika menyelesaikan word problems. Penelitian ini merupakan studi fenomenologi hermeneutik dengan subjek penelitian yang dipilih adalah 10 orang peserta didik kelas VII di salah satu SMP di Baleendah pada semester genap tahun ajaran 2019/2020. 10 subjek penelitian terbagi menjadi tiga kelompok pebelajar dengan rincian 4 orang independent learner, 3 orang instruction learner, dan 3 orang frustration learner. Instrumen yang digunakan dalam penelitian ini adalah instrumen tes (I, II, dan III), dan instrumen non-tes (observasi, wawancara, jurnal atau report writing, angket resiliensi matematis, dan dokumentasi: LKPD, foto, dan video). Hasil penelitian menunjukkan bahwa: (1a) kesulitan pada independent learner saat menyelesaikan word problems disebabkan oleh kurangnya pemahaman terhadap isi teks/bacaan yang bersifat implisit; (2a) kesulitan pada instruction learner saat menyelesaikan word problems disebabkan oleh kurangnya pemahaman terhadap isi teks/bacaan yang bersifat implisit dan kurangnya pengalaman dalam mengerjakan permasalahan matematis; (3a) kesulitan pada frustration learner saat menyelesaikan word problems disebabkan oleh lemahnya tingkat penguasaan keterampilan matematika terutama pada dimensi kuantitatif (sulit melakukan perhitungan matematis, tidak memahami materi/konsep yang diberikan, dan lemahnya kemampuan konsep prasyarat); (1b) resiliensi matematis yang sangat baik dari kelompok independent learner berdampak pada hasil positif pebelajar dalam mengatasi kesulitan yang ada pada persoalan matematika kontekstual. Di sisi lain, resiliensi matematis yang baik (kategori sedang) pada peserta didik belum tentu juga berpengaruh terhadap cara peserta didik menyelesaikan masalah word problems yang dianggapnya sulit; (2b) resiliensi matematis yang baik (kategori sedang) dari kelompok instruction learner berdampak positif kepada cara mereka dalam mengatasi kesulitan pada word problems. Di sisi lain, resiliensi matematis yang kurang baik (kategori sedang, tapi sebagian ada kategori rendah) pada peserta didik berdampak kepada sulitnya untuk menyelesaikan masalah matematis; dan (3b) resiliensi matematis yang tidak baik (kategori sangat rendah/rendah) pada kelompok frustration learner berdampak kepada sulitnya untuk memecahkan masalah matematika yang kontekstual. Namun, ada juga pebelajar pada level frustration memiliki kemampuan resiliensi yang baik (kategori sedang) tetapi tidak berpengaruh kepada kesulitan yang dialaminya (tetap kesulitan) dalam menyelesaikan word problems. Kata kunci: independent learner, instruction learner, frustration learner, word problems, resiliensi matematis, pemecahan masalah. This study aims to determine the inhibiting factors in understanding word problems according to each category of learners (independent-, instruction-, and frustration-learners) and also to determine the relationship between mathematical resilience owned by students and the difficulties they face when completing word problems. This research is a hermeneutic phenomenology study with selected research subjects were 10 students of class VII in one of the junior high schools in Baleendah in the even semester of the academic year 2019/2020. 10 research subjects were divided into three groups of learners with details of 4 independent learners, 3 instruction learners, and 3 frustration learners. The instruments used in this study were test instruments (I, II, and III), and non-test instruments (observation, interviews, journals or report writing, mathematical resilience questionnaires, and documentation: student activity sheet, photographs, and videos). The results of the study show that: (1a) difficulties in independent learners when solving word problems are caused by a lack of understanding of the implicit text/reading content; (2a) difficulties in the instruction learner when solving word problems are caused by a lack of understanding of the content of the text/reading that is implicit and lack of experience in working on mathematical problems; (3a) the difficulty in frustration learner when solving word problems is caused by the weak level of mastery of mathematical skills, especially in the quantitative dimension (difficulty in doing mathematical calculations, not understanding the material/concepts provided, and the weak ability of prerequisite concepts); (1b) excellent mathematical resilience of the independent learner group has an impact on the positive results of students in overcoming difficulties that exist in the application of mathematical problems. On the other hand, good mathematical resilience (medium category) in students does not necessarily also affect the way students solve word problems that they think are difficult; (2b) good mathematical resilience (medium category) from the instruction learner group has a positive impact on their way of overcoming difficulties in word problems. On the other hand, unfavorable mathematical resilience (medium category, but partly there is a low category) on students has an impact on the difficulty of solving mathematical problems; and (3b) bad mathematical resilience (very low/low category) in the frustration learner group has an impact on the difficulty of solving mathematical application problems. However, there are also students at the frustration level who have a good resilience ability (medium category) but do not affect the difficulties they experience (still having difficulty) in solving word problems. Keywords: independent learner, instruction learner, frustration learner, word problems, mathematical resilience, problem solving.