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AKSIOMA: Jurnal Program Studi Pendidikan Matematika

matematika
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Published by Universitas Muhammadiyah Metro

ISSN : 20898703 EISSN : 24425419 DOI : -

Core Subject : Education,

Education Mathematics

AKSIOMA JOURNAL, e-ISSN: 2442-5419, p-ISSN: 2089-8703 is an information container has scientific articles in the form of research, the study of literature, ideas, application of the theory, the study of critical analysis, and IslÄmic studies in the field of science Mathematics Education. AKSIOMA JOURNAL published two times a year, the period from January to June and July to December, published by the Scientific Publication Unit FKIP University of Muhammadiyah Metro.

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PENGEMBANGAN SPACE GEOMETRY FLIPBOOK AUDIO VISUAL BERBASIS LITERACY DIGITAL UNTUK SISWA SMP Siti Nur Hasanah; Moh. Mahfud Effendi; Octavina Rizky Utami Putri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

bertujuan untuk menghasilkan media space geometry flipbook (SGF) audio visual berbasis digital literacy untuk siswa SMP yang valid, praktis dan efektif. Jenis penelitian ini merupakan research and development dengan tahap analysis, design, development, implementation, dan evaluation yang berorientasi pada produk. Subjek dalam penelitian ini adalah siswa SMP yang berkemampuan tinggi, sedang, dan rendah. Instrumen yang digunakan meliputi lembar validasi, lembar angket, lembar observasi, dan tes evaluasi. Hasil penelitian menunjukan bahwa media SGF yang dikembangkan valid menjadi sarana belajar siswa. Media ini praktis digunakan karena siswa mampu mengoperasikan media dengan lancar, serta 74 % siswa dapat menyelesaikan soal evaluasi dengan ketercapaian skor minimal 70. Hasil observasi pada siswa memperoleh persentase 78,25% terkait ketercapaian digital literacy. Abstract This study aims to produce a valid, practical, and effective media space geometry flipbook (SGF) based on digital literacy for junior high school students. This type of research is research and development with the stages of analysis, design, development, implementation, and evaluation that are product-oriented. The subjects in this study were high, medium, and low-ability junior high school students. The instruments used include validation sheets, questionnaire sheets, observation sheets, and evaluation tests. The results showed that the developed SGF media was valid as a means of learning for students. This media is practical to use because students can operate the media smoothly, and 74% of students can complete evaluation questions with a minimum score of 70. The observation results in students obtained a percentage of 78.25% related to the achievement of digital literacy.

EFEKTIFITAS PEMBELAJARAN PEER LED GUIDED INQUIRY UNTUK PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI NUMBER SMART Ririn Cahyani AS; Ruhban Masykur; Siska Andriani
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini dilatarbelakangi oleh pengamatan di SMP Negeri 7 Kotabumi bahwa kemampuan komunikasi matematis masih rendah, kemampuan peserta didik yang sulit untuk mengerjakan soal matematika, serta proses pembelajaran yang kurang bervariasi sehingga pembelajaran yang monoton. Tujuan dari penelitian ini adalah (1) untuk mengetahui pengaruh model pembelajaran Peer Led Guided Inquiry (PLGI) terhadap kemampuan komunikasi matematis peserta didik,(2) mengetahui pengaruh peserta didik yang memiliki kategori number smart yang tinggi, sedang, dan rendah terhadap kemampuan komunikasi matematis peserta didik, dan (3)mengetahui antara perlakuan pembelajaran dengan kategori number smart peserta didik terhadap kemampuan komunikasi matematis peserta didik. Metode yang digunakan dalam penelitian ini menggunakan metode kuantitatif. Teknik analisis data yang digunakan adalah validitas, taraf kesukaran, daya pembeda, dan reliabilitas. Teknik Uji prasyarat adalah normalitas, homogenitas, uji N-Gain . Uji hipotesis menggunakan uji anava dua arah dan uji scheffe. Hasil penelitian ini adalah untuk menunjukkan bahwa (1) Terdapat pengaruh model pembelajaran Peer Led Guided Inquiry terhadap kemampuan komunikasi matematis peserta didik. (2) Tidak terdapat pengaruh peserta didik yang memiliki kategori number smart tinggi, sedang, dan rendah terhadap kemampuan komunikasi matematis peserta didik pada materi operasi bentuk aljabar. (3) Tidak terdapat interaksi antara perlakuan model pembelajaran Peer Led Guided Inquiry dengan kategori number smart terhadap kemampuan komunikasi matematis pada materi operasi bentuk aljabar. AbstractThe purpose of this study is (1) to determine the effect of Peer Led Guided Inquiry (PLGI) learning models on students' mathematical communication skills, (2) determine the effect of students who have high, medium, and low number smart categories on mathematical communication skills students, and (3) determine the learning treatment between the student number smart category to the students' mathematical communication skills.The method used in this research is quantitative methods. Data analysis techniques used are validity, level of difficulty, distinguishing power, and reliability. The prerequisite test techniques are normality, homogeneity, and N-Gain test. Hypothesis testing using two-way anova test and scheffe test. The results of this study are to show that (1) there is an effect of the Peer Led Guided Inquiry learning model on students' mathematical communication skills. (2) There is no effect of students who have high, medium, and low number smart categories on the mathematical communication skills of students on algebraic form operating material. (3) There is no interaction between the treatments of the Peer Led Guided Inquiry learning model with the number smart category to the mathematical communication skills of the algebraic form operating material.

HAMBATAN MAHASISWA CALON GURU MATEMATIKA DALAM MENYELESAIKAN MASALAH BERMUATAN HIGHER-ORDER THINKING SKILLS Windia Hadi; Ayu Faradillah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk mengidentifikasi hambatan mahasiswa calon guru matematika dalam menyelesaikan masalah bermuatan HOTS dan faktor penyebabnya. Penelitian ini menggunakan metode kualitatif. Pengumpulan data adalah tes yang digunakan untuk mengidentifikasi hambatan belajar. Instrumen yang digunakan adalah pelaksana penelitian sebagai instrumen utama, instrument soal HOTS, kuisioner terbukaterkait hambatan belajar. Subjek penelitian terdiri dari 118 orang mahasiswa Pendidikan Matematika Semester ganjil dengan perwakilan tiap 1 kelas pada semester 1,3,5, dan 7 pada salah satu Universitas Muhammadiyah di Jakarta Timur yang dipilih dengan teknik purposive sampling. Hasil dari penelitian ini adalah terdapat tiga tipe hambatan belajar mahasiswa calon guru dalam menyelesaikan masalah bermuatan HOTS diantaranya (1) tipe 1 terkait konsep-konsep materi persamaan 4 variabel dan bilangan asli pada indikator kemampuan dalam menganalisis (C4) dan kreasi (C6); (2) tipe 2 terkait prosedur penyelesaian soal operasi aljabar, akar dan pecahan dalam bentuk irrasional pada indikator menganalisis (C4), Menilai (C5) dan kreasi (C6); (3) tipe 3 terkait hubungan materi matematika dengan konsep matematika yang lain yaitu geometri dengan trigonometri dan geometri dengan lingkaran pada indikator kemampuan dalam menilai (C5) dan kreasi (C6); Faktor yang menyebabkan mahasiswa calon guru matematika masih lemah dalam menyelesaikan masalah bermuatan HOTS adalah ketidakbiasaan mahasiswa dalam menyelesaikan masalah soal HOTS dan ketidakberkembangnya kemampuan berpikir tingkat tinggi siswa dalam menyelesaikan masalah. This study aims to identify the barriers of pre-services in solving HOTS-laden problems and their causes. This study uses a qualitative method. Data collection is a test used to identify learning barriers. The instrument used was the researcher as the main instrument, the HOTS question instrument, the open questionnaire related to learning obstacles. The research subjects consisted of 118 odd semesters Mathematics Education students with representatives for 1 class in semester 1,3,5 and 7 at one of the Muhammadiyah Universities in East Jakarta. They were selected by purposive sampling technique. The results of this study are that there are three types of pre-services obstacles in solving HOTS-loaded problems, including (1) type 1 related to the material concepts of the four variable equations and real numbers on the indicators of ability to analyze (C4) and creation (C6); (2) type 2 related to problem-solving solutions of algebra, roots, and fractions in the irrational form on indicators (C4), Assess (C5), and creation (C6); (3) type 3 relation between mathematics material and other mathematical concepts, namely geometry with trigonometry and geometry with circles on the indicators of ability in assessment (C5) and creation (C6); The factors that cause student mathematics teacher candidates to be weak in solving HOTS-laden problems are students' unfamiliarity with solving HOTS problems and not developing high-order thinking skills in solving problems.

EFEK PEMBELAJARAN TAMBAHAN MENGGUNAKAN SCHOOLOGY PADA MATA KULIAH KALKULUS Sufri Mashuri; Akbar Nasrum
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Tujuan dari penelitian ini adalah ingin melihat efek dari pemberian pembelajaran tambahan terdahap pemahaman materi Kalkulus. Selain itu juga ingin melihat kemampuan Schoology dalam hal pengelolaan kelas online, baik dalam diskusi, kemampuan berkirim pesan, pemberian materi, tugas dan lain sebagainya. Penelitian ini merupakan penelitian eksperimen dengan model desain post test only control group design. Untuk menguji efek yang dihasilkan dari pembelajaran tambahan menggunakan Schoology, diambil dua kelompok kelas mahasiswa pendidikan matematika Angkatan 2017 Universitas Sembilanbelas November Kolaka yang mempunyai kemampuan relatif sama dan homogen, kemudian masing-masing diuji menggunakan aplikasi Schoology. Data yang diperoleh dari hasil ujian dianalisis menggunakan statistik deskriftip dan inferensial. Mahasiswa yang mendapat pembelajaran tambahan mempunyai pemahaman konsep materi yang lebih baik dibandingkan mahasiwa yang tidak mendapat pembelajaran tambahan. Selisih rataan pemahaman konsep mereka sebesar 31,89. Hasil inferensi statistik membuktikan bahwa perbedaan tersebut sangat signifikan. Oleh karena itu disimpulkan bahwa pemberian tambahan belajar bagi mahasiswa pada materi Kalkulus dapat meningkatkan pemahaman materi bagi mereka. Selain itu, Schoology yang merupakan sosial medianya para pelajar dapat meningkatkan motivasi belajar mahasiswa. Dengan meningkatnya motivasi belajar, proses belajar menjadi lebih efektif sehingga implikasi terhadap pemahaman materi menjadi lebih baik. AbstractThe purpose of this study is to look at the effects of providing additional learning in an understanding of Calculus material. It also wants to see the ability of Schoology in terms of online classroom management, both in discussions, the ability to send messages, giving materials, assignments, and others. This research is an experimental study with a post-test only control group design. To test the effects resulting from additional learning using Schoology, two groups of Class 2017 Mathematics education students at the Nineteen November University Kolaka, who had relatively the same and homogeneous abilities, were taken. Each was tested using the Schoology application. Data obtained from the test results were analyzed using descriptive and inferential statistics. Students who receive additional learning have a better understanding of the concept of material than students who do not receive further knowledge. The difference between their mean understanding of the idea was 31.89. The statistical inference results prove that this difference is very significant. Therefore it is concluded that providing additional learning for students in calculus material can improve their understanding of the material. Besides, Schoology, which is social media for students, can increase student motivation to learn. With an increased motivation to learn, the learning process becomes more effective so that the implications for understanding the material are better.

PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS HIGHER ORDER THINKING SKILLS (HOTS) MENGGUNAKAN KONTEKS LINGKUNGAN Rita Pramujiyanti Khotimah; Meilina Cahya Sari
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk 1) mengembangkan lembar kerja peserta didik (LKPD) berbasis Higher Order Thinking Skills (HOTS) pada materi sistem persamaan linear dua variabel menggunakan konteks lingkungan, 2) menguji kevalidan dan kepraktisan dari LKPD berbasis HOTS yang dikembangkan. Penelitian ini merupakan penelitian research and development dengan model pengembangan Plomp yang terdiri dari tiga fase, yaitu investigasi awal, pengembangan atau prototipe, dan penilaian. Penelitian ini hanya dilakukan hingga fase pengembangan atau prototipe. Fase investigasi awal telah dilakukan sebelumnya sebagai dasar pengembangan lembar kerja peserta didik. Fase pengembangan atau prototipe terdiri dari kegiatan mendesain rancangan awal lembar kerja, kemudian melakukan penilaian lembar kerja melalui kegiatan self evaluation, expert review evaluation, one-to-one evaluation dan small group evaluation. Teknik pengumpulan data yang digunakan adalah wawancara dan angket. Proses analis data hasil wawancara dilakukan dengan analisis deskriptif, sedangkan hasil angket kevalidan dan kepraktisan dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil dari uji kevalidan menunjukkan bahwa LKPD berbasis HOTS memenuhi kriteria kevalidan dengan skor 3,385. Hasil dari uji kepraktisan menunjukkan bahwa LKPD berbasis HOTS memenuhi kriteria kepraktisan dengan skor 3,288. Berdasarkan hasil kevalidan dan kepraktisan dapat disimpulkan bahwa LKPD berbasis HOTS pada materi SPLDV menggunakan konteks lingkungan layak digunakan dalam pembelajaran. This study aims to 1) develop student worksheets based on higher order thinking skills in systems of linear equation with two variable using envionmental context, and 2) test the validity and the practicality of students worksheet based on HOTS. This research is research and development study with a Plomp development model, consisting of three phases namely, prelimenary investigation phase, development or prototype phase, and assessment phase. This research is only carried out until development or prototype phase. Prelimenary investigation phase has been carried out before as a basis for development of students' worksheets. Development phase or prototype consists of designing the initial worksheet, then evaluating the worksheet through self evaluation, expert review evaluation, one-to-one evaluation and small group evaluation. Data collection techniques used were interviews and questionnaires. Data analysis process of interview results was carried out with descriptive analysis, while the results of validity and practicality questionnaire were analyzed descriptively qualitatively and quantitatively. Results of validity test showed that student worksheets based on HOTS met validity criteria with a score of 3.385. Results of practicality test showed that student worksheets based on HOTS met practicality criteria with a score of 3.288. Based on the validity and the practicality that has been obtained, it can be concluded that the student worksheet based on HOTS in systems of linear equation with two variables using environmental context is appropriate for use in learning.

KEPRAKTISAN MODEL PEMBELAJARAN IDEA (ISSUE, DISCUSSION, ESTABLISH, AND APPLY) DALAM PEMBELAJARAN MATEMATIKA Yayan Eryk Setiawan; Mustangin Mustangin
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Salah satu upaya untuk mengatasi kesalahan konsep yang dialami oleh siswa maupun mahasiswa adalah dengan mengembangkan model pembelajaran IDEA (Issue, Discussion, Establish, and Apply) untuk meningkatkan pemahaman konsep. Penelitian sebelumnya menunjukkan bahwa model pembelajaran IDEA ini telah valid secara teoritis. Sebagai penelitian lanjutan, maka perlu diadakan uji coba lapangan dari model pembelajaran IDEA yang telah valid secara teoritis untuk mengetahui kepraktisan model pembelajaran IDEA. Untuk itu, tujuan penelitian ini adalah untuk mengetahui kepraktisan model pembelajaran IDEA dalam pembelajaran Matematika. Metode penelitian ini yaitu penelitian pengembangan. Hasil yang dibahas dalam penelitian ini fokus pada hasil uji coba kelompok kecil dan uji coba kelompok besar yang merupakan bagian dari pengembangan model pembelajaran IDEA. Dari hasil uji coba kelompok kecil diperoleh masukan-masukan yang digunakan untuk merevisi lembar kerja mahasiswa dan menambahkan kegiatan-kegitan pada sintaks model pembelajaran IDEA. Dari hasil uji coba kelompok besar diperoleh tingkat kepraktisan model pembelajaran IDEA adalah tinggi, yaitu sebesar 73,47% yang berarti bahwa model pembelajaran IDEA praktis untuk dilaksanakan dalam pembelajaran matematika. Selain itu, melalui uji coba kelompok besar diperoleh kelebihan dan kekurangan dari model pembelajaran IDEA. Kelebihan model pembelajaran IDEA yaitu dapat meningkatkan minat belajar, pemahaman konsep, kreativitas, dan membuat suasana belajar menyenangkan. Sedangkan kekurangan model pembelajaran IDEA yaitu membutuhkan waktu yang relatif lama. One of the efforts to overcome misconceptions experienced by students is by developing an IDEA (Issue, Discussion, Establish, and Apply) learning model to improve conceptual understanding. Previous research has shown that the IDEA learning model is theoretically valid. As follow-up research, it is necessary to hold a field trial of the theoretically valid IDEA learning model to determine the practicality of the IDEA learning model. For this reason, the purpose of this study was to determine the practicality of the IDEA learning model in mathematics learning. This research method is development research. The results discussed in this study focus on the results of small group trials and large group trials that are part of the development of the IDEA learning model. From the results of the small group trial, it was obtained inputs that were used to revise student worksheets and add activities to the syntax of the IDEA learning model. From the results of large group trials, the practicality level of the IDEA learning model was high, namely 73.47%, which means that the IDEA learning model is practical to be implemented in mathematics learning. Also Besides, through large group trials, the advantages, and weakness of the IDEA learning model were obtained. The advantages of the IDEA learning model are that it can increase interest in learning, understanding concepts, creativity, and create a pleasant learning atmosphere. Meanwhile, the weakness of the IDEA learning model is that it takes a relatively long time.

PENGEMBANGAN BAHAN AJAR MATEMATIKA EKONOMI BERBASIS V-LOG BERORIENTASI PADA KEMAMPUAN PENGUASAAN KONSEP DAN KOMUNIKASI MATEMATIS Isnaini Mahuda; Amah Suhamah; Anton Nasrullah; Beni Junedi
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk: a) mendeskripsikan desain bahan ajar Matematika Ekonomi berbasis vlog; b) mengukur tingkat kevalidan bahan ajar Matematika Ekonomi berbasis vlog menurut para ahli; c) mengukur tingkat kepraktisan bahan ajar Matematika Ekonomi berbasis vlog menurut mahasiswa pengguna; dan d) mengetahui tingkat efektivitas bahan ajar Matematika Ekonomi berbasis vlog terhadap kemampuan penguasaaan konsep dan komunikasi matematis mahasiswa pengguna. Metode penelitian ini menggunakan mixed-method dengan pendekatan penelitian dan pengembangan. Bahan ajar Matematika Ekonomi berbasis vlog dikembangkan dengan model pngembangan 4D (Define, Design, Develop dan Disseminate). Subjek dari penelitian ini adalah mahasiswa semester II jurusan Manajemen Fakultas Ekonomi dan Bisnis Universitas Bina Bangsa yang sedang mengambil mata kuliah Matematika Ekonomi. Hasil uji kevalidan dari para ahli yang terdiri dari ahli materi, ahli media dan ahli bahasa diperoleh bahwa bahan ajar Matematika Ekonomi berbasis vlog termasuk pada kriteria kelayakan sangat valid. Uji kepraktisan oleh mahasiswa pengguna bahan ajar diperoleh bahwa bahan ajar Matematika Ekonomi berbasis vlog termasuk dalam kriteria sangat praktis. Adapun uji efektivitas bahan ajar Matematika Ekonomi berbasis vlog efektif dalam meningkatkan kemampuan penguasaan konsep dan komunikasi matematis mahasiswa.The purpose of this study is to: a) describe the design of vlog-based Mathematics Economics teaching materials; b) measure the validity of vlog-based Mathematics Economics teaching materials according to experts; c) measure the practicality of vlog-based Mathematics Economics teaching materials according to student users; and d) measure the effectiveness of vlog-based Mathematics Economic teaching materials on the ability to mastery of mathematical concepts and mathematical communication of user students. This research method uses mixed-method with a research and development approach. Vlog-based Mathematics Economic teaching materials are developed using the 4D development model (Define, Ddesign, Develop and Disseminate). The subjects of this study is the 2nd semester students majoring in Management, Faculty of Economics and Business, University of Bina Bangsa who were currently taking Mathematics Economics courses. Validation test results from experts consisting of material experts, media experts and linguists obtained that the vlog-based Mathematics Economics teaching materials are very valid. Practicality test by students who use teaching materials is obtained that the vlog-based Mathematics Economics teaching material is very practical criteria. The effectiveness test of Vlog-based Mathematics Economics teaching materials is effective in improving students' mathematical concepts and mastery ability.

PRE-SERVICE MATHEMATICS TEACHERS METACOGNITIVE BELIEFS AND THEIR EFFECT ON MATHEMATICS ANXIETY Hendra Kartika; Lessa Roesdiana
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

The present study aimed to identify the effects of metacognitive beliefs on mathematics anxiety encompassed by pre-service mathematics teachers’. The intervention role of factors such as positive beliefs was also examined. For this purpose, a total of sixty college students from the mathematics education program of one of the public universities in Indonesia were investigated through cross-sectional surveys. The data of the research were collected through a students’ self-report measure of metacognitive beliefs and mathematics anxiety. The results reveal that although there is no gender difference in metacognitive beliefs, female students are more anxious in mathematics than male students. There are no year levels of difference in metacognitive beliefs and mathematics anxiety. The result shows that metacognitive beliefs have negatively correlated with math anxiety. This study concludes that developing metacognitive beliefs helps pre-service mathematics teachers to effectively overcome mathematics anxiety. Also, enhancing cognitive confidence and controlling negative beliefs about the uncontrollability of thoughts and danger has implications as a treatment to reduce mathematics anxiety.

THE MATHEMATICS LEARNING MODEL’S FOR EARLY GRADE STUDENTS: CONTEXTUAL OR PROBLEM-BASED LEARNING Moh. Farizqo Irvan; Mohammad Adam Jerusalem; Habibullah Habibullah
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 3 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

This research aimed to know the appropriate learning model was applied in early grade mathematics learning by showed the differences in mathematics learning outcomes of students who use contextual teaching-learning and problem-based learning. This research method was quasi-experiment with a posttest only control group design. The population of this research were 3rd grade students of SD Negeri Wonosari, Semarang City. The sampling technique was used to cluster random sampling with two experimental classes. The first experimental class used contextual teaching-learning and the second experimental class used problem-based learning. The data were analyzed using a one-way ANOVA test. The results showed that there were differences between student mathematics learning outcomes in three classes. Student learning outcomes that applied contextual teaching and learning were better than mathematics learning outcomes of students who applied problem-based learning or conventional learning because contextual teaching and learning more emphasis on meaningful learning from real life that made it easier for students to understand. The teacher should be able to choose the appropriate model to be applied in mathematics learning following the grade level so that mathematics learning in the early grade could run optimally. So, this model was suitable to apply in early grade mathematics learning.

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

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.

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aksioma.ummetro@gmail.com

Editorial Address
-

Location
Kota metro,

Lampung

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Nego Linuhung

Contact Email aksioma.ummetro@gmail.com

Phone -

Journal Mail Official aksioma.ummetro@gmail.com

Editorial Address -

Location Kota metro, Lampung INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Nego Linuhung

Contact Email
aksioma.ummetro@gmail.com

Phone
-

Journal Mail Official
aksioma.ummetro@gmail.com

Editorial Address
-

Location
Kota metro,

Lampung

INDONESIA