scholarly journals KEMAMPUAN BERPIKIR KRITIS SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF

2020 ◽  
Vol 3 (1) ◽  
pp. 21
Author(s):  
Wanda Ika Narianti ◽  
Masriyah Masriyah
Keyword(s):  
High School Students ◽  
Critical Thinking ◽  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Junior High School Students ◽  
School Students ◽  
Familiar Figure ◽  
Mathematical Problems ◽  
Figure Test

Abstrak — Kemampuan berpikir kritis adalah kecakapan memecahkan masalah yang dilakukan seseorang secara sistematis dan reflektif dalam mengolah informasi yang diperoleh ketika dihadapkan pada suatu masalah. Melalui berpikir kritis, siswa dapat mengambil keputusan secara tepat untuk memecahkan masalah tersebut. Akan tetapi dalam pembelajaran matematika, kemampuan berpikir kritis kurang mendapat perhatian karena seringkali siswa mendapatkan soal yang dalam proses mengerjakannya menggunakan prosedur rutin. Selain itu, juga perlu memperhatikan gaya kognitif siswa karena setiap siswa memiliki karateristik yang berbeda dalam waktu yang diperlukan untuk menjawab soal dan kesalahan jawaban yang dihasilkan. Penelitian ini merupakan penelitian deskriptif kualitatif, yang bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa SMP yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate dalam memecahkan masalah matematika. Subjek dalam penelitian ini adalah siswa SMP kelas VIII yang bergaya kognitif reflektif, impulsif, fast accurate, dan slow inaccurate masing-masing sebanyak 1 siswa. Teknik pengumpulan data dalam penelitian ini menggunakan tes gaya kognitif MFFT (matching familiar figure test), tes kemampuan matematika, tes pemecahan masalah matematika, dan wawancara. Teknik analisis data berdasarkan indikator kemampuan berpikir kritis yang meliputi klarifikasi, asesmen, inferensi, dan strategi pada setiap langkah pemecahan masalah. Hasil penelitian menunjukkan bahwa, siswa bergaya kognitif reflektif mampu melakukan klarifikasi, asesmen, dan inferensi. Siswa bergaya kognitif impulsif mampu melakukan strategi. Siswa bergaya kognitif fast accurate tidak mampu melakukan klarifikasi, asesmen, inferensi, dan strategi. Siswa bergaya kognitif slow inaccurate mampu melakukan asesmen.Kata kunci: Kemampuan Berpikir Kritis, Memecahkan Masalah, Gaya Kognitif Abstract — Critical thinking abilities is the ability to solve problems by someone systematically and reflectively in processing information obtained when faced with a problem. Through critical thinking, students can make appropriate decisions to solve these problems. However, in learning mathematics, critical thinking abilities receive less attention because students often get questions that in solved by using routine procedures. In addition to paying attention the critical thinking abilities, it is also necessary to pay attention to students' cognitive styles because each student has different characteristics in the time needed to answer questions and the resulting answer errors. This research is a qualitative descriptive study, which aims to describe the critical thinking abilities of junior high school students who have reflective, impulsive, fast accurate, and slow inaccurate cognitive styles in solving mathematical problems. The subjects in this study were eighth-grade junior high school students who had reflective, impulsive, fast accurate, and slow inaccurate cognitive styles of 1 student each. Data collection techniques in this study used the MFFT cognitive style test (matching familiar figure test), mathematics ability test, mathematical problems solving test and interviews. Data analysis techniques are based on indicators of critical thinking abilities that include clarification, assessment, inference, and strategy at each step of problems solving. The results showed that reflective cognitive style students were able to clarification, assessment, and inference. Impulsive cognitive style students can do the strategy. Fast accurate cognitive style students are not able to clarification, assessment, inference, and strategy. Slow inaccurate cognitive style students can do assessment.Keywords: Critical Thinking Abilities, Problem Solving, Cognitive Style

scholarly journals DEVELOPMENT OF STUDENTS' UNDERSTANDING OF EXPONENTIAL BASED ON COGNITIVE STYLE

2020 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Eka Novi Arisandi ◽  
Yusuf Fuad
Keyword(s):  
High School Students ◽  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Junior High School Students ◽  
Mathematical Ability ◽  
School Students ◽  
Familiar Figure ◽  
Figure Test ◽  
Level Of Understanding

Abstrak — Pemahaman adalah faktor penting dalam pembelajaran matematika. Salah satu teori tentang pemahaman adalah Teori Pirie-Kieren. Teori Pirie-Kieren menjelaskan tentang pertumbuhan pemahaman. Faktor internal yang mempengaruhi pemahaman siswa adalah gaya kognitif. Ada berbagai jenis gaya kognitif, salah satunya adalah gaya kognitif pemahaman konsep berbasis waktu, yaitu gaya kognitif Reflektif-Impulsif. Tujuan dari penelitian ini adalah untuk menggambarkan tingkat pemahaman siswa SMP tentang perpangkatan berdasarkan teori Pirie-Kieren dan gaya kognitif reflektif-impulsif. Penelitian ini menggunakan Matching Familiar Figure Test (MFFT), Tes Kemampuan Matematika (TKM) dan Tes Pemahaman Materi Perpangkatan (TPMP) dan juga pedoman wawancara untuk menggambarkan tingkat pemahaman siswa tentang Perpangkatan berdasarkan teori Pirie-Kieren. Subjek penelitian adalah siswa kelas dua. Berdasarkan hasil pemberian TPMP diperoleh 7 siswa dengan gaya kognitif reflektif dan 10 siswa dengan gaya kognitif impulsif. Berdasarkan hasil pemberian TKM, dari 7 siswa dengan gaya kognitif reflektif diperoleh 4 siswa dengan kemampuan matematika tinggi dan 2 siswa dengan kemampuan matematika rendah. Pada gaya kognitif impulsif, 10 siswa memperoleh 3 siswa dengan kemampuan matematika tinggi, seorang siswa dengan kemampuan matematika sedang dan 6 siswa dengan kemampuan matematika rendah. Selanjutnya, dengan mempertimbangkan nilai hasil TPMP dan kesukarelaan siswa, dipilih 4 subjek penelitian dengan kemampuan matematika tinggi, ada 2 subjek dengan gaya kognitif reflektif dan 2 subjek dengan gaya kognitif impulsif. Hasil penelitian menunjukkan bahwa tingkat pemahaman siswa SMP tentang perpangkatan berdasarkan teori Pirie-Kieren dan gaya kognitif reflektifimpulsif adalah, (1) siswa dengan gaya kognitif reflektif dapat mencapai tingkat observing padalevel pemahaman oleh Teori Pirie-Kieren dan (2) siswa dengan gaya kognitif impulsif juga mencapai level observing pada level pemahaman oleh Teori Pirie-Kieren.Kata kunci: Pemahaman, Perpangkatan, Teori Pirie-Kirien, Reflektif-Impulsif Abstract — Understanding is an important factor in mathematics teaching learning. One of theories about understanding is Pirie-Kieren’s Theory. Pirie-Kieren's theories explain about growth of understanding. Internal factors that influence students' understanding include cognitive style. There are various types of cognitive styles, one of which is a time-based cognitive style of concept understanding, namely the Reflective-Impulsive cognitive style. The purpose of this study is to describe the level of junior high school students' understanding of the exponential based on of Pirie-Kieren's theory and reflective-impulsive cognitive style. This research used Matching Familiar Figure Test (MFFT), Mathematics Ability Test (TKM) and Departure Material Understanding Test (TPMP) and also interview guidelines to describe the level of students' understanding of exponential based on Pirie-Kieren's theory. The subjects of the study were students in second grade. Based on the results of giving TPMP obtained 7 students with reflective cognitive style and 10 students with impulsive cognitive style. Based on the results of giving TKM, from 7 students with reflective cognitive styles obtained 4 students with high mathematical abilities and 2 students with low mathematical abilities. In impulsive cognitive style, 10 students obtained 3 students with high mathematical ability, a student with moderate mathematical ability and 6 students with low mathematical ability. Furthermore, taking into account the value of the results of TPMP and students' willingness to choose 4 subjects with high mathematical ability, there are 2 subjects with reflective cognitive style and 2 subjects with impulsive cognitive style. The results showed that the level of junior high school students' understanding of the material in terms of Pirie-Kieren's theory and reflective-impulsive cognitive style were, (1) students with reflective cognitive style could reach the observing level at the level of understanding of Pirie-Kieren's theory and (2) students with impulsive cognitive style can reach the level of observing at the level of understanding of the Pirie-Kieren theory.Keywords: Understanding, Exponential, Pirie-Kieren’s Theory, Reflective-Impulsive.

scholarly journals Critical Thinking Profiles of Junior High School Students in Solving Plane Geometry Problems Based on Cognitive Style and Gender

2020 ◽  
Vol 3 (2) ◽  
pp. 237-244
Author(s):  
Fulgensius Efrem Men ◽  
Bedilius Gunur ◽  
Ricardus Jundu ◽  
Polykarpus Raga
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Cognitive Style ◽  
Junior High School ◽  
Cognitive Styles ◽  
Junior High School Students ◽  
Plane Geometry ◽  
School Students ◽  
And Gender

This study aimed to describe the students’ critical thinking processes in solving plane geometry problems based on cognitive styles and gender styles. This research used the descriptive qualitative method. The subjects of this study were four junior high school students selected based on differences in cognitive styles and gender styles. The instrument consisted of the main instruments are researchers and supporting instruments, namely problem-solving instruments, cognitive style instruments, and interview guidelines. The data were collected by means of tests and interviews. The results showed there is a significant difference in critical thinking based on students’ cognitive styles. Students with field independent cognitive style tend to go through critical thinking stages more fully than students with field dependent cognitive style. Besides that, gender differences also have an impact, although not as significant as the cognitive style.

scholarly journals ANALISIS KESULITAN DAN SELF-EFFICACY SISWA SMP DALAM PEMECAHAN MASALAH MATEMATIKA BERBENTUK SOAL CERITA

2016 ◽  
Vol 3 (1) ◽  
pp. 76 ◽  
Author(s):  
Novferma Novferma
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Random Sampling ◽  
Junior High ◽  
Sampling Technique ◽  
Junior High School Students ◽  
School Students ◽  
Mathematical Problems

Penelitian ini bertujuan untuk mendeskripsikan letak, jenis, faktor-faktor kesulitan, dan self-efficacy siswa SMP swasta di Kabupaten Sleman, DIY dalam memecahkan masalah matematika berbentuk soal cerita. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian adalah 124 siswa SMP swasta di Kabupaten Sleman, DIY yang berasal dari empat sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan dengan stratified proportional random sampling technique. Instrumen yang digunakan berupa tes diagnostik terdiri atas 5 butir soal, angket self-efficacy, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa kesulitan siswa dalam pemecahan masalah matematika berbentuk soal cerita terletak pada pengetahuan faktual, pengetahuan konseptual, pengetahuan prosedural, dan pengetahuan metakognitif. Jenis kesulitan yang dialami siswa yaitu pada mengingat fakta, mengingat konsep, memahami fakta, memahami konsep, menerapkan konsep, menerapkan prosedur, menganalisis prosedur, mengevaluasi faktual, mengevaluasi konsep, mengevaluasi prosedur, dan mengomunikasikan metakognitif. Faktor-faktor kesulitan yang dialami siswa SMP dalam memecahkan masalah matematika berbentuk soal cerita kelas VIII yaitu siswa merasa waktu yang diberikan tidak cukup, mudah menyerah, kurang teliti, sering lupa, merasa cemas, dan siswa tergesa-gesa untuk mengerjakan soal. Self-efficacy dari 124 siswa berada dalam kategori tinggi dengan rata-rata sebesar 90,4.Kata Kunci: analisis kesulitan siswa, self-efficacy, pemecahan masalah matematika, soal cerita AN ANALYSIS OF DIFFICULTIES AND SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING STORY FORM MATHEMATICAL PROBLEMS AbstractThis research aimed to describe the positions, types, difficulty factors, and self-efficacy of junior high school students in Sleman, DIY in solving story form mathematical problems. This study was survey research using the quantitative and kualitative approach. The subjects of this research were 124 students of private junior high schools in Sleman, DIY, which were from four different school groups in the high, middle, and low categories. The sample was established using the stratified proportional random sampling technique. The instruments which were used namely diagnostic test that consisted of 5 items, self-efficacy questionnaire, and interview guides. The results indicate that students’ difficulties in solving story form mathematical problems lie on factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The types of difficulties experienced by students include remembering fact, remembering concept, understanding facts, understanding concept, applying concept, applying procedure, analyzing procedure, evaluating fact, evaluating concept, evaluating procedure, and communicating metacognitive. Difficulty factors that grade VIII students experience in solving story form mathematical problems include: students feel that the time given is not enough, easily give up, are not meticulous enough, oftenly forget, and are anxious and impatient while solving the problems. The self-efficacy of 124 students can be categorized as high with an average score of 90.4.Keywords: analysis of students’ difficulties, self-efficacy, mathematics problem solving, story problem.

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