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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika
Junaidi Fery Efendi
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Education Mathematics

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DEFRAGMENTING PROSES BERPIKIR PSEUDO SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA Junaidi Fery Efendi; Ryan Angga Pratama
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (447.857 KB) | DOI: 10.24127/ajpm.v9i3.2956

Abstract

Penelitian ini bertujuan untuk melihat proses berpikir pseudo salah atau benar serta melihat dan melakukan defragmenting dalam menata kembali kesalahan proses berpikir siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan pengambilan subjek penelitian sebanyak 11 siswa kelas IX SMP Muhammadiyah 10 Surabaya. Teknik pengumpulan data dengan lembar soal tes dilanjutkan dengan wawancara, kemudian dianalisis dan dideskripsikan. Hasil penelitian menunjukkan siswa mengalami pseudo salah dimana jawaban salah namun setelah refleksi siswa mampu memberikan jawaban yang benar. Pada proses berpikir pseudo ini siswa mengalami kesalahan mengkontruksi konsep matematika, kesalahan berpikir analogi dan kesalahan penempatan konsep matematika. Tahapan yang dilakukan dalam menata kembali proses berpikir pseudo maka dilakukan defragmenting yaitu dengan memberikan scaffolding, conflict cognitive dan disequilibrasi. Hasil yang diperoleh dalam defragmenting siswa mampu mengkontruksi, menganalogi dan menempatkan konsep matematika secara terstruktur. The purpose of this research is to see the right or wrong of pseudo thinking process, also to see and do defragmenting in rearranging students' thinking process errors.  This study used a descriptive qualitative approach by taking 11 research subjects of students in class IX Muhammadiyah 10 School.  Data collection techniques with test questions continued with interviews, then analyzed and described.  The results showed students experienced wrong pseudo where the answers were wrong, but after reflection students were able to give correct answers.  In this pseudo thinking process students have errors experience to constructing mathematical concepts, analogical thinking errors and placement errors of mathematical concepts. The steps taken to restructure the pseudo thinking process are carried out by defragmenting, that are providing scaffolding, cognitive conflict and disequilibration.  The results obtained in defragmenting students are able to construct, analogize and placement of mathematical concepts in a structured and correct manner.
Peningkatan Berpikir Kritis dan Kreatif pada Pelajaran Matematika ditinjau dari Jenjang Satuan Pendidikan Moch. Syakroni; Endang Suprapti; Junaidi Fery Efendi
Jurnal Absis: Jurnal Pendidikan Matematika dan Matematika Vol. 4 No. 1 (2021): Jurnal Absis
Publisher : Program Studi Pendidikan Matematika Universitas Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/absis.v4i1.972

Abstract

Critical and creative thinking has a vital role in answering lessons, especially in mathematics learning. The purpose of this study was to determine the improvement of critical and creative thinking in mathematics lessons from each level of education unit based on cycle I and cycle II and to describe the application of the mathematics learning model. This study uses a systematic literature review research method by identifying, reviewing, evaluating, and interpreting the research that has been done. Based on data obtained from the Google Scholar website, URL (sholar.google.com) with the help of the Publish or Perish application in 2016-2021. The results showed 1) there was an increase in critical and creative thinking in mathematics learning in terms of educational units based on cycle I and cycle II so that the average results obtained from each level were in the range of values ​​of 50% to 83% on achieving the indicators of class action success. 2) Success in improving students' critical and creative thinking skills is found in how teachers master the application of learning models when providing material in class. Researchers suggest that in improving critical and creative thinking in mathematics lessons at every level of the education unit, teachers can use the Discovery Learning learning model for elementary/equivalent levels. Meanwhile for SMP/Equivalent can use Realistic Mathematics Education and at the SMK/Equivalent level can use the Open-Ended Approach.
Co-Authors Jayawarsa, A.A. Ketut Moch. Syakroni Ryan Angga Pratama