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UPAYA GURU DALAM MEMBANGUN INTERAKSI SISWA MELALUI METODE BELAJAR SAMBIL BERMAIN [TEACHER'S EFFORTS IN BUILDING STUDENT INTERACTION USING A GAME BASED LEARNING METHOD] Rosarian, Ananda Wini; Dirgantoro, Kurnia Putri Sepdikasari
JOHME: Journal of Holistic Mathematics Education Vol 3, No 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.2332

Interaction that occurs in the classroom involves interaction between the teacher and students as well as students and students. One form of class interaction is communication. Communication that is continuously intertwined can also form relationships. A comfortable and pleasant classroom atmosphere is a hope for all class members so that learning objectives can be achieved and can form the class as a shalom community. During the practicum, the writer found that there was no interaction between grade 10 science-track students due to students' individualist attitudes. The teacher as an artist strives and plays a role in creating a pleasant classroom atmosphere through innovative learning methods. Therefore, the writing of this writing aims to find out if the method of learning while playing can build student interaction. The method of learning while playing is one of the innovative, creative, and beneficial learning methods used to increase student interaction and support the achievement of learning objectives. Based on the results of a survey of grade 10 science-track students and mentor feedback, the method of learning while playing using the "Snakes and Ladders" game was proven to be able to increase interaction and relationships between students. However, to see an increase in student interaction consistently, it cannot be measured through one application, but requires a longer time or process. In its application, the teacher also needs to pay attention to the types of educational games used to apply the learning method while playing.BAHASA INDONESIA ABSTRACT: Interaksi yang yang terjadi di dalam kelas melibatkan interaksi antara guru dan siswa maupun siswa dengan siswa. Salah satu bentuk interaksi kelas yaitu adanya komunikasi. Komunikasi yang secara terus menerus terjalin juga dapat membentuk relasi. Suasana kelas yang nyaman dan menyenangkan menjadi harapan bagi seluruh anggota kelas agar tujuan pembelajaran dapat tercapai serta dapat membentuk kelas sebagai komunitas shalom. Dalam masa praktikumnya, penulis mendapati tidak adanya interaksi yang terjalin di antara siswa kelas X-IPA disebabkan oleh sikap individualis siswa. Guru sebagai seorang seniman berupaya dan berperan untuk menciptakan suasana kelas yang menyenangkan melalui metode pembelajaran yang inovatif. Oleh sebab itu, tulisan ini bertujuan untuk mengetahui bahwa metode belajar sambil bermain dapat membangun interaksi siswa. Metode belajar sambil bermain merupakan salah satu metode pembelajaran yang inovatif, kreatif, dan bermanfaat untuk meningkatkan interaksi siswa serta menunjang tercapainya tujuan pembelajaran. Berdasarkan hasil survei terhadap siswa kelas X-IPA dan feedback mentor, metode belajar sambil bermain dengan menggunakan media permainan ular tangga terbukti dapat meningkatkan interaksi serta relasi antar siswa. Namun untuk melihat adanya peningkatan interaksi siswa secara konsisten, tidak dapat diukur melalui satu kali penerapan, namun membutuhkan waktu atau proses yang lebih lama. Dalam penerapannya, guru juga perlu memerhatikan jenis permainan edukatif yang digunakan untuk menerapkan metode belajar sambil bermain.

HUBUNGAN ANTARA CLASSROOM ENVIRONMENT, TEACHER-STUDENT INTERPERSONAL BEHAVIOR, SERTA PRESTASI BELAJAR MAHASISWA PROGRAM STUDI MATEMATIKA [THE RELATIONSHIP BETWEEN THE CLASSROOM ENVIRONMENT AND TEACHER-STUDENT INTERPERSONAL BEHAVIOR ON THE LEARNING ACHIEVEMENT OF MATHEMATICS DEPARTMENT STUDENTS] Ferdinand, Ferry Vincenttius; Lukas, Samuel
JOHME: Journal of Holistic Mathematics Education Vol 3, No 2 (2020): JUNE
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v3i2.2388

Improving learning achievement is an activity that needs to be continuously carried out by an educational institution, and it is necessary to focus on certain areas because of the many things that affect learning achievement. This study focused on the area of the classroom environment and teacher-student interpersonal behavior to see the relationship between each variable with learning achievement, and the relationship between the two variables. By using a sample of 160 X-university students majoring in mathematics and then using the Chi-Square test method with a contingency table to determine the relationship between each variable and learning achievement. Then using the Pearson correlation method the relationship between classroom environment with the teacher-student interpersonal behavior was tested. Based on the analysis and calculation of the research conducted, it can be concluded that the classroom environment has a good relationship with learning achievement in the mathematics major and general subjects. Whereas the teacher-student interpersonal behavior shows a positive relationship with learning achievement in the dimensions of leadership, understanding, and friendly/helping but a negative relationship in the dimensions of strictness and disatisfaction. In the mathematics major, the dimensions of uncertainty and admonishing are negatively related to learning achievement, but not for general subjects.BAHASA INDONESIA ABSTRACT: Meningkatkan prestasi belajar merupakan kegiatan yang masih terus dilakukan dan berkembang, sehingga diperlukan fokus pada area tertentu. Penelitian ini terfokus pada area classroom environment dan teacher-student interpersonal behavior untuk melihat hubungan antara masing-masing variabel dengan prestasi belajar, dan hubungan antara kedua variabel. Penulis mengambil 160 sampel mahasiswa program studi matematika universitas X, kemudian menggunakan metode uji Chi-Square dengan tabel kontingensi akan dilihat hubungan antara masing-masing variabel dengan prestasi belajar. Lalu akan diuji menggunakan metode korelasi r pearson untuk melihat hubungan antara kedua variabel. Dari hasil analisa dan perhitungan penelitian yang dilakukan, dapat diambil kesimpulan Classroom Environment memiliki hubungan dengan prestasi belajar dalam mata kuliah matematika maupun umum. Sedangkan teacher-student interpersonal behavior memperlihatkan hubungan positif dengan prestasi belajar dalam dimensi leadership, understanding, dan friendly/helping serta hubungan negatif dalam dimensi dissatisfied dan strict. Pada mata kuliah matematika, dimensi uncertain dan admonishing berhubungan negatif dengan prestasi belajar, tapi tidak untuk mata kuliah umum.

PENERAPAN METODE THINK-TALK-WRITE UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS X PADA TOPIK LOGARITMA DI SEKOLAH MENENGAH ATAS KUPANG [THE APPLICATION OF THE THINK-TALK-WRITE METHOD TO IMPROVE THE MATHEMATICS COMMUNICATION SKILLS OF GRADE 10 STUDENTS ON LOGARITHM TOPICS AT A SENIOR HIGH SCHOOL IN KUPANG] Pantow, Edsel Yubil; Sitinjak, Debora Suryani; Dirgantoro, Kurnia Putri Sepdikasari
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.982

Mathematical communication skills are one of the standard abilities in mathematics learning that students must have. In fact, it was found that the grade 10 students at one of the senior high schools in Kupang were still lacking in communicating both orally and in writing in mathematics learning. They lacked the ability to describe mathematical ideas using written symbols and notations and also lacked the ability to make class presentations using mathematical language. The purpose of this study was to improve students' mathematical communication skills, both written and oral, by applying the Think-Talk-Write method. The method used in this research was classroom action research with the Kemmis and McTaggart model in three cycles. The research instruments used were observation sheets, questionnaires, rubric sheets for oral mathematic communication skills, written mathematical communication skills test sheets, and reflection journals. Based on the results of the analysis, the application of the Think-Talk-Write method can improve mathematical communication ability of grade 10 students at a senior high school in Kupang. In mathematical communication skills written algebraically or graphically using mathematical terms, the appropriate notation and formula symbols increased by 4.76%. Written communication skill with the arrangement of arguments and generalizations increased by 28.57%. Similarly, the ability to convey mathematical thinking using mathematical language increased by 23.81%. The application of the Think-Talk-Write method can improve students' mathematical communication skills with stages starting from the explanation of the model and learning objectives, the distribution of question worksheets and materials, the think stage, the talk stage, and the write stage.BAHASA INDONESIA ABSTRACT: Kemampuan komunikasi matematis merupakan salah satu standar kemampuan dalam pembelajaran matematika yang harus dimiliki siswa. Pada kenyataannya ditemukan bahwa siswa kelas X pada salah satu sekolah menengah atas Kupang masih kurang dalam berkomunikasi baik secara lisan maupun tulisan dalam pembelajaran matematika. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan komunikasi matematis siswa baik secara tulisan maupun lisan dengan menerapkan metode Think-Talk-Write. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan model Kemmis dan Mc. Taggart dalam tiga siklus. Instrumen penelitian yang digunakan dalam penelitian ini yaitu lembar observasi, lembar angket, lembar rubrik kemampuan komunikasi matematis lisan, lembar tes kemampuan komunikasi matematis tertulis, dan jurnal refleksi. Berdasarkan hasil analisis, kemampuan komunikasi matematis tertulis secara aljabar atau grafik yang menggunakan istilah matematika, simbol notasi dan formula baku yang sesuai mengalami peningkatan sebesar 4,76%. Pada kemampuan komunikasi tertulis dengan susunan argumen dan generalisasi mengalami peningkatan sebesar 28,57%. Begitu juga pada kemampuan menyampaikan pemikiran matematis menggunakan bahasa matematis mengalami peningkatan sebesar 23,81%. Sehingga dapat disimpulkan bahwa penerapan metode Think-Talk-Write dapat meningkatkan kemampuan komunikasi matematis siswa dengan tahapan mulai dari penjelasan model dan tujuan pembelajaran, pembagian lembar kerja soal dan materi, tahap Think, tahap Talk, dan tahap Write.

ANALISIS KOMUNIKASI INTERPERSONAL ANTARA GURU DAN SISWA DALAM PEMBELAJARAN MATEMATIKA [AN ANALYSIS OF INTERPERSONAL COMMUNICATION BETWEEN TEACHERS AND STUDENTS IN LEARNING MATHEMATICS] Ndraha, Yanuar Rahmat; Appulembang, Oce Datu
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.2000

Communication is a representation of God's nature in humans who are created in His image -- Imago Dei -- and therefore, part of the nature of teachers and students. One form of communication in learning is interpersonal communication. Interpersonal communication helps teachers and students learn and carry out learning, and can fosters students' interest in learning mathematics. Based on the authors’ observations and reflections when teaching at school X, interpersonal communication in learning mathematics was present, but students were still noisy, sleeping, and did not listen to the teacher which resulted in a lack of understanding of the basic mathematical concepts. Based on this, this paper aims to analyze interpersonal communication between teachers and students in learning mathematics. The research methods is a literature review. The results of the analysis show that interpersonal communication fosters students' interest in learning mathematics. The problems that occur are due to a lack of self-confidence, a lack of recognition of students, and less attention to important factors in interpersonal communication. To overcome these three factors, it is necessary to build students’ self-confidence by fostering a positive perception of students' abilities and building a good community with teachers and the existing support system.BAHASA INDONESIA ABSTRACT: Komunikasi merupakan representasi natur Allah dalam diri manusia sebagai Imago Dei. Oleh karena itu, komunikasi merupakan natur dari guru dan siswa. Salah satu jenis komunikasi yang tepat dalam pembelajaran matematika adalah komunikasi interpersonal. Komunikasi interpersonal membantu guru dan siswa dalam belajar dan menjalankan pembelajaran, misalnya, menumbuhkan minat siswa dalam belajar matematika. Hasil observasi dan refleksi mengajar penulis di sekolah X menunjukkan terjadinya komunikasi interpersonal pada pembelajaran matematika, namun siswa masih ribut, tidur, dan kurang mendengarkan guru dalam pembelajaran yang mengakibatkan pemahaman akan konsep dasar matematika kurang. Berdasarkan hal tersebut, tujuan penulisan ini adalah untuk menganalisis komunikasi interpersonal antara guru dan siswa di dalam pembelajaran matematika. Metode penelitian ini adalah kajian literatur. Hasil analisis menunjukkan komunikasi interpersonal menumbuhkan minat belajar siswa terhadap matematika. Hal ini disebabkan karena kurangnya kepercayaan diri, kurangnya pengenalan akan siswa dan kurang memperhatikan faktor-faktor penting dalam komunikasi interpersonal. Untuk mengatasi ketiga faktor tersebut, maka siswa perlu dibangun rasa percaya diri, dengan cara menumbuhkan persepsi positif terhadap kemampuan diri dan membangun komunitas yang baik dengan guru dan support system yang ada.

THE IMPLEMENTATION OF STUDENT PORTFOLIOS TO IMPROVE GRADE 9 STUDENTS’ POSITIVE ATTITUDES TOWARD ASSESSMENTS AT AN INTERNATIONAL SCHOOL IN BOGOR Kumalasari, Maria Yashinta Putri; Agustin, Atalya; Hidayat, Dylmoon
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.1614

As an integral part of learning, assessments play important roles in determining the effectiveness of students’ learning. However, in a grade 9 extended mathematics class at an International located in Bogor, it was found that the students showed negative behaviors during the test and learning processes as a manifestation of their attitudes toward assessments. Therefore, the Classroom Action Research modelled by Robert Pelton was conducted to improve students’ positive attitudes toward both formative assessment and summative assessment. As a result, by implementing the student portfolios in sixteen meetings, the students’ positive attitudes toward assessments were developing. This improvement was influenced by the involvement of cognitive, affective, and behavioral responses while the students were developing the student portfolios in this CAR scope and sequence.

PERAN GURU DALAM MEMBENTUK SIKAP DISIPLIN SISWA KELAS I SEKOLAH DASAR MELALUI PENGHARGAAN DAN KONSEKUENSI [THE ROLE OF TEACHERS IN SHAPING THE DISCIPLINE ATTITUDES OF GRADE 1 ELEMENTARY SCHOOL STUDENTS THROUGH REWARDS AND CONSEQUENCES] Rahmadi, Pitaya; Pancarania, Dinda Putri
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.2755

During their teaching Field Experience Program, the researchers noticed that many students showed undisciplined attitudes during learning. The purpose this paper is to describe through a qualitative descriptive method the role of Christian teachers in building the disciplinary attitudes of grade 1 elementary school students through rewards and consequences. In Christian education, Christian teachers are called by God to help students develop character traits that are in accordance with the character of Christ, one of which is the attitude of discipline. Discipline can not grow properly without motivation. Therefore, Christian teachers need to motivate students continuously. A disciplined attitude that is instilled early on will help students have obedient personalities. The formation of students' disciplinary attitudes can be done by using rewards and consequences in the classroom. Rewards and consequences applied by Christian teachers must be guided by biblical values so that students realize that the attitude of discipline they have is not for themselves but for the glory of God. Thus Christian teachers play a very important role in shaping students' disciplinary attitudes in accordance with Christian values. Christian teachers should apply rewards and consequences to suit students' age, development, and biblical values.BAHASA INDONESIA ABSTRACT: Selama menjalani Program Pengalaman Lapangan khususnya dalam mengajar, peneliti memperhatikan banyak siswa yang menunjukan sikap yang tidak disiplin selama pembelajaran. Tujuan dari penulisan paper ini adalah untuk memaparkan peran guru Kristen di dalam membangun sikap disiplin siswa kelas 1 sekolah dasar melalui penghargaan dan konsekuensi melalui metode kualitatif deskriptif. Dalam pendidikan Kristen, guru Kristen dipanggil Tuhan untuk membantu siswa memiliki karakter yang sesuai dengan karakter Kristus, salah satunya adalah sikap disiplin. Sikap disiplin tidak dapat bertumbuh dengan baik tanpa adanya motivasi. Oleh sebab itu, guru Kristen perlu untuk memotivasi siswa secara terus menerus. Sikap disiplin yang ditanamkan sejak dini akan membuat siswa memiliki kepribadian yang taat. Pembentukan sikap disiplin siswa dapat dilakukan dengan menerapkan penghargaan dan konsekuensi di dalam kelas. Penghargaan dan konsekuensi yang diterapkan oleh guru Kristen harus berpedoman pada nilai Alkitabiah sehingga siswa menyadari bahwa sikap disiplin yang dimilikinya bukan untuk dirinya sendiri melainkan untuk kemuliaan Tuhan. Jadi guru Kristen memegang peran yang begitu penting dalam membentuk sikap disiplin siswa yang sesuai dengan nilai kristiani. Hendaknya guru Kristen dalam menerapkan penghargaan dan konsekuensi harus disesuaikan dengan usia, perkembangan, dan tentunya nilai-nilai Alkitabiah.

IMPLEMENTASI STRATEGI INTEGRASI IMAN DAN PEMBELAJARAN JOHN W. TAYLOR DALAM PEMBELAJARAN MATEMATIKA PADA MATERI BILANGAN [THE IMPLEMENTATION OF JOHN W. TAYLOR'S FAITH AND LEARNING INTEGRATION STRATEGY IN LEARNING MATHEMATICS ON NUMBERS] Bongga, Steffi Van; Listiani, Tanti
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.1987

Humans need to receive education in their lives. Through education, humans can develop specifically in intellectual matters. Christian education has the important purpose of introducing God in Bible-based learning. But this only happens if the teacher has implemented biblical integration in learning. One way to do this is through the implementation of John W. Taylor's faith and learning integration strategy. This study focuses specificially on the learning of mathematics in the area of numbers. Christian teachers can truly carry out their call to preach Christ in number mathematics using John W. Taylor's faith and learning integration strategy. This scientific paper is a literature study with supporting data in the form of books, journal articles, and the results of observations and interviews that the author encountered at a Christian school in Ambarawa. This literature review shows that the implementation of John W. Taylor's faith and learning integration strategy in number mathematics can increase students' biblical insights. Students seem to be more enthusiastic learning about knowing God through the learning of number mathematics. It is recommended that teachers implement John W. Taylor strategy with a correct understanding of the steps for its application and make good preparations before teaching.BAHASA INDONESIA ABSTRACT: Manusia perlu menerima pendidikan di dalam kehidupannya. Melalui pendidikan, manusia dapat berkembang terkhusus dalam hal intelektual. Pendidikan Kristen memiliki tujuan yang penting untuk memperkenalkan Allah di dalam pembelajaran yang berlandaskan alkitab. Namun fakta yang terjadi adalah guru belum mengimpelementasikan integrasi alkitabiah di dalam pembelajaran. Salah satu alternatif yaitu melalui implementasi strategi integrasi iman dan pembelajaranJohn W. Taylor. Topik bahasan ini mengarah pada pembelajaran matematika materi bilangan. Tujuan studi literatur ini yaitu agar guru Kristen dapat benar-benar menjalankan panggilannya untuk memberitakan Kristus khusunya di dalam pembelajaran matematika materi bilangan melalui strategi integrasi iman dan pembelajaranJohn W. Taylor. Penulisan studi literatur ini murni kajian literatur dengan data pendukung berupa buku, jurnal, serta hasil observasi dan wawancara yang sesuai dengan persoalan penulis di sekolah Kristen di Ambarawa. Sumber pendukung Kajian literatur ini memperoleh hasil bahwa implementasi strategi integrasi iman dan pembelajaranJohn W. Taylor dalam pembelajaran matematika materi bilangan dapat menambah wawasan alkitabiah siswa. Siswa terlihat lebih antusias mengikuti pembelajaran mengenai pengenalan akan Allah di melalui pembelajaran matematika materi bilangan ini. Disarankan agar guru mengimplementasikan strategi John W. Taylor ini dengan pemahaman yang benar akan langkah-langkah penerapannya serta melakukan persiapan yang baik sebelum mengajar.

PEMECAHAN MASALAH GENERALISASI POLA MATEMATIKA CALON GURU SEKOLAH DASAR DITINJAU DARI GAYA BELAJAR [THE PROBLEM SOLVING OF MATHEMATICAL PATTERN GENERALIZATION BY PROSPECTIVE ELEMENTARY SCHOOL TEACHERS BASED ON LEARNING STYLES] Radiusman, Radiusman; Simanjuntak, Maslina
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.2654

This qualitative research aims to describe the problem solving of pattern generalization in terms of visual, auditory, and kinesthetic learning styles. The subjects in this study were three primary school teacher candidates at the University of Mataram with visual, auditory, and kinesthetic learning styles. Data was collected by giving ELSA learning style tests and pattern generalization tests to the subjects and interviewing the subjects. Data was analyzed using descriptive method and classificationing. The results showed that the research subjects who had a visual learning style were able to perform the problem-solving stages better than the audio and kinesthetic learning styles. This is because the visual learning style likes reading or understanding written instructions which results in the visual learning style being capable of good and orderly coding and processing of information.BAHASA INDONESIA ABSTRACT: Penelitian kualitatif ini bertujuan untuk mendeskripsikan pemecahan masalah generalisasi pola ditinjau dari gaya belajar visual, auditori dan kinestetik. Subjek pada penelitian ini adalah tiga orang mahasiswa calon guru Universitas Mataram dengan gaya belajar visual, auditori dan kinestetik. Pengambilan data dilakukan dengan cara memberikan tes gaya belajar ELSA dan tes generalisasi pola dan wawancara. Data dianalisis dengan cara deskriptif dan klasifikasi. Hasil penelitian menunjukkan bahwa subjek penelitian yang memiliki gaya belajar visual mampu melakukan tahapan pemecahan masalah yang lebih baik dibandingkan gaya belajar audio dan kinestetik. Hal ini disebabkan karena gaya belajar visual memiliki sifat suka membaca ataupun memahami instruksi secara tertulis yang mengakibatkan gaya belajar visual memiliki sifat mampu melakukan pengkodean dan pemrosesan informasi yang baik dan teratur.

KEYAKINAN MATEMATIS DAN KEMANDIRIAN BELAJAR MAHASISWA PADA PROGRAM STUDI PENDIDIKAN MATEMATIKA [MATHEMATICAL BELIEFS AND THE SELF-REGULATED LEARNING OF STUDENTS IN A MATHEMATICS EDUCATION STUDY PROGRAM] Soesanto, Robert Harry; Rahayu, Wardani; Kartono, Kartono
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.2637

In general, integral calculus courses are difficult for students because the problems involved require strong problem-solving skills. For university students, integral calculus courses also require them to do self-regulated, or independent, learning. Another aspect that makes learning difficult for these students is their mathematical beliefs and prior knowledge. This study aims to see how different types of mathematical beliefs affect self-regulated learning in terms of students' prior knowledge. This research was conducted on students in a mathematics education study program at a private university in Tangerang with a sample of 120 students. This research is an ex post facto quantitative study using a two factorial design. The variables in this study consisted of independent variables in the form of mathematical beliefs, the moderator variable in the form of students’ prior knowledge, and the dependent variable in the form of self-regulated learning. The results obtained are: (1) self-regulated learning by students with logical consistency mathematical beliefs is higher than students with memorized and procedural beliefs, (2) there is an interaction between mathematical beliefs and prior knowledge towards self-regulated learning, (3) student in the high prior knowledge gorup logical consistency beliefs had higher self-regulated learning than students with memorized and procedural beliefs, and (4) self-regulated learning in the low mathematics prior knowledge group with logical consistency beliefs is lower than students with memorized and procedural beliefs.BAHASA INDONESIA ABSTRACT: Mata kuliah kalkulus integral pada umumnya masih menjadi kesulitan bagi mahasiswa karena permasalahan yang terkandung membutuhkan pemecahan masalah yang kuat. Kalkulus integral juga membutuhkan kemandirian belajar bagi mahasiswa yang mempelajarinya. Hal lain yang menjadi kesulitan mahasiswa adalah faktor keyakinan matematis dan pengetahuan awal matematis. Penelitian ini bertujuan untuk melihat perbedaan jenis keyakinan matematis terhadap kemandirian belajar mahasiswa ditinjau dari pengetahuan awal matematisnya. Penelitian ini dilakukan terhadap mahasiswa program studi pendidikan Matematika pada salah satu universitas swasta di Tangerang dengan sampel yang digunakan sebanyak 120 orang. Penelitian ini merupakan penelitian kuantitatif ex post facto dengan menggunakan desain dua faktorial. Variabel pada penelitian ini terdiri dari variabel bebas berupa keyakinan matematis, variabel moderator berupa pengetahuan awal matematis, dan variabel terikat berupa kemandirian belajar. Hasil penelitian yang didapatkan adalah: (1) mahasiswa dengan keyakinan logical consistency memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, (2) terdapat interaksi antara keyakinan matematis dan pengetahuan awal matematis (PAM) terhadap kemandirian belajar mahasiswa, (3) mahasiswa pada kelompok PAM tinggi dengan keyakinan logical consistency memiliki kemandirian belajar lebih tinggi daripada mahasiswa dengan keyakinan hafalan dan prosedural, dan (4) mahasiswa pada kelompok PAM rendah dengan keyakinan logical consistency memiliki kemandirian belajar lebih rendah daripada mahasiswa dengan keyakinan hafalan dan prosedural.

KESULITAN BELAJAR MATEMATIKA: ANALISIS PENGETAHUAN AWAL [DIFFICULTY IN LEARNING MATHEMATICS: PRIOR KNOWLEDGE ANALYSIS] Panggabean, R. F. Setia Budi; Tamba, Kimura Patar
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.2091

In line with constructivism theory, prior knowledge is important in learning. Prior knowledge is the basis for a person being able to accept any new information that has been given. The background of this paper is the recognition that a number of students have difficulty learning mathematics. The results of observations when teaching grade 12 students about the matrix show that students still have difficulty in performing addition and subtraction arithmetic operations. This fact shows that there is a problem in students' prior knowledge. This paper aims to see the importance of the position of initial knowledge in student learning difficulties. This paper is a literature review. The results obtained show that initial knowledge is a source of student learning difficulties. This can be seen from the nature of mathematics and the thinking process of students in learning mathematics. From the nature of mathematics, according to constructivism, knowledge is acquired in a progressive constructive manner. Difficulties will arise when the prior knowledge is epistemologically different from the new knowledge. From the thinking process, students use their prior knowledge to construct new knowledge or respond to new information. The implication is that learning difficulties will arise when there is a conflict between prior knowledge and new knowledge.BAHASA INDONESIA ABSTRACT: Sejalan dengan teori konstruktivisme, pengetahuan awal (prior knowledge) merupakan hal penting dalam pembelajaran. Pengetahuan awal menjadi landasan bagi seseorang untuk mampu menerima informasi baru yang telah diberikan. Hal yang melatar belakangi tulisan ini adalah banyaknya anak didik yang kesulitan belajar matematika. Hasil observasi ketika mengajar SMA kelas XII tentang matriks menunjukkan siswa masih kesulitan dalam melakukan operasi hitung penjumlahan dan pengurangan. Hal tersebut menunjukkan ada masalah dalam pengetahuan awal siswa. Tujuan penulisan adalah untuk melihat pentingnya posisi pengetahuan awal dalam kesulitan belajar siswa. Tulisan ini merupakan kajian literatur. Hasil yang diperoleh menunjukkan pengetahuan awal merupakan sumber kesulitan belajar siswa. Hal ini dilihat dari natur matematika dan proses berpikir siswa dalam belajar matematika. Dari natur matematika, menurut teori konstruktivisme, pengetahuan diperoleh secara konstruktif progresif. Implikasinya, kesulitan akan muncul ketika secara epistemology pengetahuan awal berbeda dengan pengetahuan yang akan dipelajari. Dari proses berpikir, dalam membentuk pengetahuan baru atau merespon informasi yang dihadapkan padanya, siswa menggunakan pengetahuan awalnya. Implikasinya, kesulitan belajar akan muncul ketika terjadi konflik antara pengetahuan awal dengan pengetahuan yang akan dipelajari.

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Location Kota tangerang, Banten INDONESIA

Abstract

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota tangerang,

Banten

INDONESIA