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Karakteristik Respon Siswa Dalam Menyelesaikan Soal Geometri Berdasarkan Taksonomi SOLO Buaddin Hasan
JINoP (Jurnal Inovasi Pembelajaran) Vol. 3 No. 1 (2017): Mei 2017
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jinop.v3i1.4282

Abstrak Taksonomi Solo menyediakan suatu pendekatan untuk mengevaluasi dan mengkategorikan kinerja kognitif dengan mempertimbangkan struktur hasil belajar yang diamati. Penelitian ini mengkaji respon siswa dalam menyelesaikan tugas berdasarkan taksonomi Solo. Peneliti mengukur kualitas jawaban berdasarkan pada kompleksitas pemahaman siswa terhadap soal yang diberikan. Penelitian ini menggunakan metode kualitatif eksploratif. Sumber data penelitian ini adalah siswa kelas X TKJ SMK Ibnu Cholil Bangkalan. Hasil penelitian menunjukkan bahwa respon siswa dalam menyelesaikan soal berada pada level multistruktural, relasional dan extended abstrak. Siswa kategori rendah mencapai level multistruktural karena mereka mampu membuat beberapa koneksi dan fokus pada beberapa aspek. Siswa kategori sedang memberikan respon maksimal pada level relasional karena mengaitkan konsep atau proses sehingga semua informasi terhubung secara relevan dan diperoleh kesimpulan yang relevan. Siswa kategori tinggi mencapai level extended abstrak karena mampu mengaitkan konsep atau proses sehingga semua informasi terhubung secara relevan dan diperoleh kesimpulan yang relevan serta menggunakan prinsip umum yang tidak terdapat dalam soal.

Profil Penalaran Siswa SMA dalam Menyelesaikan Masalah Logika Berdasarkan Perbedaan Gaya Kognitif Nur Aliya; Didik Hermanto; Buaddin hasan
JEMS: Jurnal Edukasi Matematika dan Sains Vol 8, No 2 (2020)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/jems.v8i2.7620

This study describes high school students' reasoning profiles in solving logic problems based on impulsive and reflective cognitive styles. This research is a qualitative descriptive study. The subjects of this study consisted of one impulsive cognitive style student and one reflective cognitive style student. The supporting instruments used were the Matching Familiar Figure Test (MFFT) cognitive style test, interview guidelines, and problem-solving tasks (TPM). The data collection technique uses the problem solving task-based interview technique. Data analysis techniques using data reduction, data presentation, concluding / verification. The results showed that impulsive students solved the problem by changing the implication sentence from the question to the implication symbol, then making a truth table from the implication equivalence. Still, there were errors in writing the symbol of one of the statements. Next, the impulsive students wrote and mentioned the statement sentences obtained as a result of completion. Impulsive students provide reasons or evidence for one or several solutions by determining the second statement as an official statement and writing an example of an office sentence with universal and exponential quantor symbols. Reflective students solve problems by writing down what is known and what is asked from the questions, then underlining each statement, and marking it with a statement symbol. Then the students wrote the implication sentence with the implication symbol. Furthermore, the reflective students wrote down and mentioned the solutions obtained while circling the results obtained. With a tone of doubt, the students said the sentence "negation of implications in the form of symbols.

PROSES KOGNITIF SISWA FIELD INDEPENDENT DAN FIELD DEPENDENT DALAM MENYELESAIKAN MASALAH MATEMATIKA Buaddin Hasan
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol 3, No 4 (2020): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v3i4.p%p

Cognitive process is a person's mindset in accepting, processing and representing the knowledge given by six agreed aspects; remember, understand, apply, analyze, evaluate and create. This research studies to describe the cognitive processes of students with independent and cognitive fields of cognitive style in solving mathematical problems. The subject of this study was one student with field independent and field dependent cognitive styles. The instrument used was the GEFT test, problem understanding test, and interview guidelines. The process of data analysis is done by triangulating data, presenting data and drawing conclusions. From the research results obtained by students with field independent cognitive style has more detailed characteristics in making explanations and being able to organize the information obtained and be able to save themselves from the development of the adjacent environment. Students with dependent cognitive styles tend to be only able to accept given concepts and are more global in providing explanations about the difficulties in the concept, besides students with dependent cognitive style are still needed by the surrounding environment.Cognitive process is a person's mindset in accepting, processing and representing the knowledge given by six agreed aspects; remember, understand, apply, analyze, evaluate and create. This research studies to describe the cognitive processes of students with independent and cognitive fields of cognitive style in solving mathematical problems. The subject of this study was one student with field independent and field dependent cognitive styles. The instrument used was the GEFT test, problem understanding test, and interview guidelines. The process of data analysis is done by triangulating data, presenting data and drawing conclusions. From the research results obtained by students with field independent cognitive style has more detailed characteristics in making explanations and being able to organize the information obtained and be able to save themselves from the development of the adjacent environment. Students with dependent cognitive styles tend to be only able to accept given concepts and are more global in providing explanations about the difficulties in the concept, besides students with dependent cognitive style are still needed by the surrounding environment.

KESULITAN SISWA DAN SCAFFOLDING DALAM MENYELESAIKAN MASALAH GEOMETRI RUANG Buaddin Hasan
Jurnal Numeracy Vol 7 No 1 (2020)
Publisher : Program Studi Pendidikan Matematika, STKIP Bina Bangsa Getsempena

Mathematics as one of supporting human activities in their lives. Mathematics as a solution of various problems confronting humans. But there are some difficulties in studying mathematics. This research aims to analyze the difficulties faced by students when solving geometry problems and find solutions in the form of scaffolding. The subjects in this study were three eighth grade students with different levels of ability. This research is a qualitative research with data collection techniques using task-based test and interview methods. Technical data analysis using data reduction techniques, the presentation of data to the conclusion. The results showed that the difficulties experienced by students in solving geometry problems include, (1) not being able to dig up the information in the problem, (2) not being able to make a plan of completion correctly, (3) not being able to connect the concept of geomteriors with other concepts, (4) unable to use count operations correctly, (5) not checking the results of its work. Scaffolding given to overcome the problem include, they are: (1) reviewing: asking students to read the problem again carefully, (2) explaining: giving a description of the problem or instructions in the problem solving process to make a solution step, (3) developing conceptual thinking, explaining and restructuring (conducting question and answer to direct students to the correct answer. (3) connecting, developing conceptual. Abstrak Ilmu matematika sebagai salah satu penunjang kegiatan manusia dalam kehidupannya. Matematika sebagai solusi dari berbagai permasalahan yang dihadapai manusia. Namun terdapat bebrapa kesulitan dalam mempelajari ilmu matematika. Penlitian ini bertujuan untuk menganalisis kesulitan yang dihadapi siswa saat menyelesaikan masalah geometri dan mencari solusi berupa scaffolding. Subjek dalam penelitian ini adalah tiga orang siswa kelas VIII dengan tingkat kemampuan yang berbeda. Penelitian ini merupakan penelitian kualitatif dengan teknik pengumpulan data menggunakan metode tes dan wawancara berbasis tugas. Teknis analisis data menggunakan teknik reduksi data, penyajian data sampai pada penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kesulitan yang dialami siswa dalam menyelesaikan masalah geometri diantaranya, (1) tidak mampu menggali informasi yang ada pada soal, (2) tidak mampu membuat rencana penyelesaian secara benar, (3) tidak mampu menghubungkan konsep geomteri dengan konsep yang lain, (4) tidak mampu menggunakan operasi hitung dengan benar, (5) tidak melakukan pengecekan terhadap hasil pekerjaannya. Scaffolding yang diberikan untuk mengatasi masalah diantaranya, adalah: (1) reviewing : meminta siswa membaca soal kembali dengan teliti, (2) explaining: memberikan gambaran masalah atau petunjuk pada proses penyelesaian masalah untuk membuat langkah penyelesaian, (3) developing conseptual thinking, explainig and restructuring (melakukan tanya jawab untuk mengarahkan siswa pada jawaban yang benar. (3) connecting, developing conceptual. Kata Kunci: Geometri, Kesulitan, Scaffolding

The Analysis of Students’ Critical Thinking Ability with Visualizer-Verbalizer Cognitive style in Mathematics Buaddin Hasan
International Journal of Trends in Mathematics Education Research Vol 2, No 3 (2019)
Publisher : SAINTIS Publishing

This study aimed to describe the process of critical thinking of students in solving mathematical problems in algebraic viewed from the differences in cognitive styles-Verbalizer Visualizer. The description of the thinking process was based on Polya’s problem-solving indicator namely understanding the problems, developing plans, implementing problem-solving activities, and to re-examining the results obtained. The research instrument includes the researcher himself, tests of cognitive style, problem-solving task, and the interview guideline. The data analysis was performed by means of data reduction, data presentation, interpretation of data, and drawing conclusions. The study concluded that the visualizer subject disclosed the acknowledged information and asked to use the images and algebraic notation, used a variety of strategies to solve problems, performed calculations by taking into account the things we need and recheck the answer in detail. Verbalizer Subject, however, was able to disclose the acknowledged information and questioned using mathematics formula without using pictures and notation. In terms of making plans for the completion, the subject merely used one step-finishing process. In determining the final outcome, verbalizer subject rechecked every step of the finishing by recalling and paying attention to the proper answers

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