KESULITAN BERPIKIR ABSTRAK MATEMATIKA SISWA DALAM PEMBELAJARAN PROBLEM POSING BERKELOMPOK
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Abstract
This study based on the difficulty of students to think abstractly in the material geometry. There are still many students who feel confused when should imagine and then describe each object geometry because basically a lot of material geometry using visualization mathematical model that concretely not real and do not always exist in everyday life. The difficulties caused students cannot resolve the problems on the material geometry. This illustrates the poor ability of students' mathematical abstraction. One of the methods that can improve the ability of mathematical abstraction is a problem posing learning groups. The purpose of this study is (1) to describe the difficulty of students of abstract mathematical thinking in problem posing learning groups; (2) determine the factors that cause difficulty in abstract mathematical thinking in problem posing learning groups. This study used a qualitative research approach and descriptive. The subjects of this study are students of class X IPA 1 SMAN 1 Leuwimunding Leuwimunding 2015/2016 totaling 36 students. The instrument used in this study is a matter of mathematical abstraction ability tests, questionnaires and interview guidelines. The results showed there are still many students who have difficulty in abstract mathematical thinking in problem posing learning groups which are (1) students lack mastery of concepts; (2) the student does not perform direct experience with the object; (3) students are less able to apply the concept in an appropriate context; and (4) students have difficulty in manipulating abstract mathematical object. While the factors that lead to difficult students to think abstractly derived from external factors, namely the lack of media use props in learning
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How to Cite
Nurhikmayati, I. (2017). KESULITAN BERPIKIR ABSTRAK MATEMATIKA SISWA DALAM PEMBELAJARAN PROBLEM POSING BERKELOMPOK. Kalamatika: Jurnal Pendidikan Matematika, 2(2), 159-176. https://doi.org/10.22236/KALAMATIKA.vol2no2.2017pp159-176
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Christou, C., Mousoulides, N., Pittalis, M., Pantazi, D.P., & Sriraman, B. (2005). An Empirical Taxonomy of Problem Posing Processes. Zentralblatt für Didaktik der Mathematik (ZDM) – The International Journal on Mathematics Education. 37(3) (Online), (http://subs.emis.de/journals/ZDM/zdm053a4.pdf, diakses 25 November 2016)
Depdiknas. (2006). Peraturan Pemerintah No 22 Tahun 2006 Tentang Standar Isi Kurikulum Tingkat Satuan Pendidikan Mata Pelajaran Matematika SD dan Madrasyah Ibtidayah (MI). Jakarta: Depdiknas
Kilpatrick, J., Swafford, J., dan Findell, B. (2001). Adding it up: Helping children Mathematics. Washington, DC: National Academy Press
Mukhtar. (2013). Peningkatan kemampuan Abstraksi Dan Generalisasi Matematis Siswa Sekolah Menengah Pertama Melalui Pembelajaran Dengan Pendekatan Metaphorical Thinking. Bandung: Universitas Pendidikan Indonesia
Nurhasanah, F. (2010). Abstraksi Siswa SMP dalam Belajar Geometri melalui Penerapan Model Van Hiele dan Geometers’ Sketchpad (Junior High School Student’ Abstraction in learning Geometry Through Van Hiele’s Model and Geometers’ Sketchpad). Bandung: Universitas Pendidikan Indonesia
Pritchard, C. K., & Lamb, J. H. (2012). Teaching Geometry to Visually Impaired Students. The Mathematics Teacher, 106(1), 22-27.
Sugiyono. (2011). Alat Peraga dalam Pembelajaran Matematika. Kec. Trincing, Secang, Jateng: Makalah disampaikan pada pelatihan Materi matematika KKG MI Kec. Trincing, Secang, Jateng tanggal 20 Juli 2011
Sumarmo, U. (2010). Berpikir dan Disposisi Matematik: Apa, Mengapa, dan Bagaimana Dikembangkan pada Peserta Didik. Artikel pada FPMIPA UPI Bandung.
Zulkardi. (2003). Pendidikan Matematika Republik Indonesia. http://pmri.or.id diakses tanggal 18 November 2016
Upu, H. (2003). Problem Posing dan Problem Solving Dalam Pembelajaran Matematika. Bandung: Pustaka Ramadhan