Proses Berpikir Siswa SMA Dalam Memecahkan Masalah Matematik Dengan Scaffolding Ditinjau Dari Perbedaan Gaya Kognitif dan Gender - Daya, La; Lambertus, Lambertus; Sudia, Muhammad (Universitas Halu Oleo, 2017)
Abstrak: Penelitian ini bertujuan untuk mengungkap proses berpikir siswa SMA dalam memecahkan masalah matematik dengan Scaffolding ditinjau dari perbedaan gaya kognitif dan gender. Jenis penelitian ini adalah penelitian deskriptif ? kualitatif. Teknik analisis data dalam penelitian ini ada tiga tahap: (1) reduksi data, (2) penyajian data (3) penafsiran dan penarikan kesimpulan. Berdasarkan hasil analisis data dan pengamatan dalam penelitian diketahui bahwa: 1) pada tahap memehami masalah empat subjek cenderung tipe berpikirnya konseptual, hanya subjek reflektif perempuan yang diberikan scaffolding sampai masalah benar-benar dipahami. 2) pada tahap merencanakan penyelesaian keempat subjek cenderung tipe berpikirnya konseptual, 3) pada tahap melaksanakan rencana 2 subjek impulsif terburu-buru menyelesaikan masalah, sehingga penyelesaiannya cenderung salah, namun dengan scaffolding impulsif perempuan mampu menyelesaikan rencana dengan benar sedangkan impulsif laki-laki penyelesaiannya cenderung salah, pada tahap ini tiga subjek cenderung tipe berpikirnya konseptual dan subjek impulsif laki-laki cenderung semikonseptual,4) tahap memeriksa kembali, tiga subjek cenderung tipe berpikirnya konseptual sedangkan subjek impulsif laki-laki tipe berpikirnya cenderung komputasional. Dalam penelitian ini tidak dapat didefenisikan perbedaan proses berpikir ditinjau dari gender. Scaffolding dapat dianggap penting dalam pemecahan masalah matematik.Kata Kunci: Proses berpikir matematik, gaya kognitif, scaffolding, pemecahan masalah matematik, genderAbstract: This study aims to uncover the process of thinking of senior-high school students in solving mathematic problem with scaffolding, viewed in the perspective of different cognitive style and gender. This study is descriptive qualitative. Data analysis technique used in this study consists of three stages: (1) data reduction; (2) data presentation; and (3) the interpretation and concluding. Based on the result of data analysis and observation during the research, it can be justified that (1) a conceptual thinking occurred within the effort to understand the problem and scaffolding only was given to female reflective students in the purpose of understanding the problem clearly; (2) conceptual thinking tended to be used by all subjects in the phase of planned solving problem; (3) with regard to the completeness of the problem, two impulsive subjects are frequently doing mistakes. The implementation of scaffolding, however, makes female impulsive learners capable of solving the problem, while the reverse was seen in male impulsive students. Whereas three subjects tended to show a conceptual thought, semi-conceptual thought showed in male impulsive students; and (4) when it comes revision phase, a conceptual thought was indicated in three subjects while a computational witnessed in male impulsive subjects. The distinction of thinking process according to gender cannot be defined and scaffolding has been proven to help students solve any problem faced. Keyword: Mathematic thinking process, cognitive form, scaffolding, mathematic problem solving, gender