ANALISIS KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA DALAM MENYELESAIKAN SOAL CERITA MATERI SKALA DAN DENAH DI KELAS V SDN CURUG KULON I MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM SOLVING

• Main Author: Qori Amalia, - (Author)
• Format: Book
• Published: 2023-06-16.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/95223/3/S_PGSD_1909710_Appendix.pdf; http://repository.upi.edu/95223/4/S_PGSD_1909710_Chapter1.pdf; http://repository.upi.edu/95223/5/S_PGSD_1909710_Chapter2.pdf; http://repository.upi.edu/95223/6/S_PGSD_1909710_Chapter3.pdf; http://repository.upi.edu/95223/7/S_PGSD_1909710_Chapter4.pdf; http://repository.upi.edu/95223/8/S_PGSD_1909710_Chapter5.pdf; http://repository.upi.edu/95223/9/S_PGSD_1909710_Title.pdf
• Keywords: L Education (General)

Menyelesaikan soal cerita erat kaitannya dengan kemampuan berpikir siswa. Dalam memecahkan permasalahan yang ada pada soal cerita diperlukan kemampuan berpikir tingkat tinggi, salah satunya yaitu kemampuan berpikir reflektif. Oleh sebab itu diperlukannya model pembelajaran yang tepat untuk menunjang kegiatan belajar mengajar, agar terlatihnya kemampuan berpikir reflektif matematis siswa dengan baik, salah satunya yaitu model pembelajaran Problem Solving. Tujuan penelitian ini untuk mengetahui kemampuan berpikir reflektif matematis dan faktor-faktor yang mempengaruhi siswa dalam menyelesaikan soal cerita skala dan denah menggunakan model pembelajaran Problem Solving. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif, yang terdiri dari subjek 8 siswa kelas VA SDN Curug Kulon I. Instrumen penelitian yang digunakan yaitu observasi, tes, dan wawancara. Hasil penelitian diperoleh: (1) Subjek dengan kemampuan berpikir reflektif matematis kategori kurang, mampu melewati satu indikator namun belum sepenuhnya tepat, yaitu pada indikator menjelaskan hubungan antara yang diketahui dengan yang ditanyakan dalam soal. (2) Subjek dengan kemampuan berpikir reflektif matematis kategori cukup baik, mampu melewati satu indikator dengan tepat, yaitu pada indikator menjelaskan jawaban pada permasalahan yang pernah dihadapi. (3) Subjek dengan kemampuan berpikir reflektif matematis kategori baik, mampu melewati satu indikator dengan benar dan tepat, dan mampu melewati dua indikator dengan benar namun kurang tepat. (4) Subjek dengan kemampuan berpikir reflektif matematis kategori sangat baik, mampu memenuhi tiga indikator berpikir reflektif matematis. Dari hasil rata-rata nilai 8 subjek penelitian, diperoleh bahwa kemampuan berpikir reflektif matematis siswa dalam menyelesaikan soal cerita menggunakan model pembelajaran Problem Solving berada pada kategori baik dengan rata-rata 6,37. Diperoleh bahwa minat belajar, lingkungan belajar, pengalaman belajar, dan sumber belajar yang digunakan dapat mempengaruhi kemampuan berpikir reflektif matematis siswa menggunakan model pembelajaran Problem Solving. Solving story problems is closely related to students' thinking abilities. To solve the problems presented in story problems, higher-order thinking skills are required, including reflective thinking ability. Therefore, the need for an appropriate learning model to support teaching and learning activities arises, in order to effectively train students' mathematical reflective thinking abilities. One of the suitable learning models for this purpose is the Problem Solving learning model. The purpose of this research is to determine the mathematical reflective thinking abilities and factors influencing students in solving scale and map story problems using the Problem Solving learning model. This research employs a qualitative approach with a descriptive method, involving 8 subjects from Grade VA students of SDN Curug Kulon I. The research instruments used include observation, tests, and interviews. The research findings are as follows: (1) Subjects with a category of less developed mathematical reflective thinking ability were able to pass one indicator, but not entirely accurately, specifically the indicator of explaining the relationship between the known information and the question asked in the problem. (2) Subjects with a fairly good level of mathematical reflective thinking ability were able to pass one indicator accurately, specifically the indicator of explaining the solution to a previously encountered problem. (3) Subjects with a good level of mathematical reflective thinking ability were able to pass one indicator correctly and accurately, and were able to pass two indicators correctly but with some inaccuracies. (4) Subjects with a very good level of mathematical reflective thinking ability were able to fulfill all three indicators of mathematical reflective thinking. From the average scores of the 8 research subjects, it was found that students' mathematical reflective thinking abilities in solving story problems using the Problem Solving learning model were categorized as good, with an average score of 6.37. It was also observed that students' learning interest, learning environment, learning experience, and learning resources used can influence their mathematical reflective thinking abilities when utilizing the Problem Solving learning model.