ANALISIS KESALAHAN DAN SCAFFOLDING DALAM PENYELESAIAN PERSAMAAN DIFERENSIAL
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Abstract
Tujuan dari penelitian ini adalah mendeskripsikan hasil analisis kesalahan dan scaffolding yang diterapkan dalam memperbaiki kesalahan matematika mahasiswa ketika menyelesaikan persamaan diferensial. Jenis penelitian merupakan penelitian kualitatif deskriptif. Subyek penelitian adalah mahasiswa program studi Pendidikan Matematika IKIP Budi Utomo Malang yang menempuh matakuliah Persamaan Diferensial. Hasil analisis kesalahan menunjukkan bahwa kesalahan yang muncul dalam menyelesaikan persamaan diferensial adalah kesalahan konseptual, prosedural dan faktual. Secara umum, penyebab kesalahan adalah karena mahasiswa tidak mengoptimalkan pengetahuan awal yang sudah dimiliki terkait konsep turunan dan integral dan mahasiswa belum sepenuhnya memahami konsep dan prosedur dalam penyelesaian persamaan diferensial. Selain itu, mahasiswa juga sering menyelesaikan persamaan diferensial dengan hanya melihat dan meniru contoh yang sudah diberikan. Perbaikan kesalahan dilakukan melalui penerapan scaffolding yang merupakan variasi dari pemberian petunjuk, handout dan penjelasan pada mahasiswa. Variasi penerapan scaffolding juga didampingi dengan pemberian umpan balik dan motivasi terhadap mahasiswa. Variasi penerapan scaffolding ditujukan agar mengoptimalkan kemampuan mahasiswa dalam menyelesaikan persamaan diferensial. Mahasiswa juga lebih mandiri dan terlibat aktif dalam pembelajaran. Jadi, selain mampu memperbaiki kesalahannya mahasiswa juga memperoleh pemahaman yang lebih mendalam terkait penyelesaian persamaan diferensial sekaligus meningkatkan sikap dan performanya dalam pembelajaran.
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How to Cite
Sulistyorini, Y. (2017). ANALISIS KESALAHAN DAN SCAFFOLDING DALAM PENYELESAIAN PERSAMAAN DIFERENSIAL. Kalamatika: Jurnal Pendidikan Matematika, 2(1), 91-104. https://doi.org/10.22236/KALAMATIKA.vol2no1.2017pp91-104
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References
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Spectrum. (2008). Instructional scaffolding to improve learning. Diperoleh dari http://niu.edu/spectrum/archives/scaffolding.shtml
Suwarno. (2016). Penerapan Model Tutorial Berbantuan Mathematica untuk Meningkatkan Pemecahan Masalah Matematis. KALAMATIKA, 1(1), 47-57.
White, A. J. (2005). Active mathematics in classroom: Finding out why children make mistakes and then doing something to help them. Square One, 15(5), 15-19.
Bikmaz, F. H., Celebi, O., Ata, A., Ozer, E., Soyak, O., & Recber, H. (2010). Scaffolding Strategies Applied by Student Teachers to Teach Mathematics. The International Journal of Research in Teacher Education, 1(Special Issue), 25-36. Diperoleh dari http://ijrte.eab.org.tr/1/spc.issue/3f.hazir.pdf
Bray, W. & Santagata, R. (2013). Proceedings on Annual Metting Association of Mathematics Teacher Educators: Developing teaching capacity for making productive use of mathematical errors. Orlando Florida.
Brown, J., Skow, K., & the IRIS Center. (2016). Mathematics: Identifying and addresing studen errors.
Casem, R. Q. (2013). Scaffolding strategy in teaching mathematics: Its effects on students’ performance and attitudes. Journal of Educational Research, 1(1), 9-19.
Ingram, J., Baldry, F. & Pitt, A. (2013). Proceedings on Eight Congress of the European Society for Research in Mathematic Education: The influence of how teachers interactionaliiy manage mathematical mistakes on the mathematics that student experience. Antalya, Turki.
Ketterlin-Geller, L. R., & Yovanoff, P. (2009). Diagnostic assessments in mathematics to support instructional decision making. Practical Assessment, Research & Evaluation, 14(16). Retrieved from http://pareonline.net/getvn.asp?v=14&n=16.
Legutko, M. (2008). Handbook of mathematics teaching research: Teaching experiment- a tool for teacher-reseacher. University of Rzeszow.
Muzangwa, J. & Chifamba, P. (2012). Analysis of errors and misconceptions in the learning of calculus by undergraduate students. Acta Didactica Napocensia, 5(2). Retrieved from http://dppd.ubbcluj.ro/adn/article_5_2_1.pdf
Pazzani, M. J. (1991). Influence of prior knowledge on concept acquisition: experimental and computational results. Journal of Experimental Psychology, 17(3), 416-432.
Rach, S., Ufer, S., & Heinze, A. (2013). Learning from errors: effect of teachers training on students’ attitudes towards and their individual use of errors. PNA, 8(1), 21-30.
Riccomini, P. J. (2016). How to use math error analysis to improve instruction (PowerPoint Slides). Retrieved from http://files.ernweb.com/erroranalysis.pdf
Schnepper, L. C. & McCoy, L. P. (2013). Analysis of Misconceptions in High School Mathematics, Network, 15(1). Diperoleh dari http://journals.library.wisc.edu/index.php/networks/article/download/625/627
Skene, A. & Fedko, S. (2014). Instructional scaffolding. Scarborough: Center for Teching and Learning University Toronto.
Spectrum. (2008). Instructional scaffolding to improve learning. Diperoleh dari http://niu.edu/spectrum/archives/scaffolding.shtml
Suwarno. (2016). Penerapan Model Tutorial Berbantuan Mathematica untuk Meningkatkan Pemecahan Masalah Matematis. KALAMATIKA, 1(1), 47-57.
White, A. J. (2005). Active mathematics in classroom: Finding out why children make mistakes and then doing something to help them. Square One, 15(5), 15-19.