Analisis Kesalahan Siswa dalam Menilai Kebenaran Suatu Pernyataan

JNPM (Jurnal Nasional Pendidikan Matematika)

2020

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Abstrak. Salah satu kemampuan penting dalam matematika adalah generalisasi. Kemampuan generalisasi pada siswa Sekolah Menengah Pertama (SMP) lebih menekankan pada generalisasi pola linier. Namun siswa masih memiliki kesulitankesulitan dalam hal ini, yang pada akhirnya menyebabkan kesalahan dalam menggeneralisasi pola linier. Melalui analisis kesalahan pekerjaan siswa dalam menyelesaikan masalah pola linier, maka penelitian ini bertujuan untuk memperoleh gambaran kesalahan siswa dalam menggeneralisasi pola linier. Jenis penelitian ini adalah penelitian kualitatif deskriptif dengan pendekatan studi kasus. Instrumen berupa soal pola linier diberikan kepada siswa. Sebanyak 4 siswa terpilih dengan karakteristik kesalahan yang berbeda sebagai subjek penelitian. Analisis kesalahan pekerjaan siswa dilakukan secara deskriptif dengan mengategorikan ke dalam dua bentuk kesalahan, yaitu overgeneralisasi dan overspesialisasi. Hasil penelitian menunjukkan bahwa kesalahan siswa berupa kesalahan overgeneralisasi adalah kesalahan terburu-buru membuat hasil generalisasi sebelum memiliki data yang cukup. Penyebab utama kesalahan ini adalah pemrosesan selektif yang hanya menggunakan tahapan tertentu dari pola linier. Sedangkan kesalahan overspesialisasi adalah kesalahan memberikan batasan yang tidak tepat dalam menggeneralisasi pola linier. Penyebab utama kesalahan ini adalah persepsi siswa yang membatasi tentang penggunaan dan makna istilah-istilah yang ada dalam pola linier. Untuk menghindari kesalahan overgeneralisasi, siswa sebaiknya melakukan pemrosesan secara berurutan dan untuk menghindari kesalahan overspesialisasi, guru dapat menjelaskan makna dari istilah-istilah yang ada dalam pola linier.

Section: Overspesialisasiunclassified

Analisis Kesalahan Siswa dalam Menggeneralisasi Pola Linier

JNPM (Jurnal Nasional Pendidikan Matematika)

2020

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“…This means that learning linear patterns should emphasize the concept of linear patterns that do not only emphasize memorization. Because understanding concepts have an important role in learning mathematics [15], [16]. It is also important to equip students with basic knowledge in solving mathematical problems [17]- [21].…”

Section: Steps Looking At Quantities Relationship Looking At Patternsmentioning

confidence: 99%

The Thinking Process of Students Using Trial and Error Strategies in Generalizing Linear Patterns

Numerical: J.Mat and Pend.Mat

2020

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Patterns generalization learning at the junior high school is more emphasis on the generalization of linear patterns. One problem in generalizing linear patterns is that students do not know the process of using trial and error strategies to generalize linear patterns. For this reason, the purpose of this study was to analyze the thought processes of 2 junior high school students who succeeded in generalizing linear patterns using trial and error strategies. The results show that there are two trial and error strategies that can be used to generalize linear patterns, namely: (1) Trial and error strategy by looking at the relationship of quantity consists of three steps. The first step is called relating, namely, the subject connects between the first term, the term in question, and difference. The second step is called searching, where the subject finds similarities by using addition and subtraction operations to obtain the nth term formula. The third step is called extending; the subject expands the pattern into more general structures by looking at the relationship between quantities. (2) Trial and error strategy by looking at patterns that consist of three steps. The first step is called relating, namely, the subject connects small positive integers by using arithmetic operations to obtain the first term and the second term. The second step is called searching, where the subject finds similarities by finding the formula for the first, second, and third terms. The third step is called extending, where the subject expands the pattern into more general structures by looking at the pattern that applies to the first, second, and third terms.

“…Selain itu pemahaman konsep juga merupakan prasyarat dari pemahaman prosedural (Mills, 2019) serta penyelesaian masalah kehidupan sehari-hari merupakan penerapan konsep matematika (Downing, 2009). Berbagai hasil penelitian juga menunjukkan bahwa kesalahan siswa maupun mahasiswa dalam menyelesaikan masalah matematika banyak disebabkan kesalahan konsep (Afifah, Nafi'an, & Putri, 2018;Afriadi, 2019;Farhan & Zulkarnain, 2019;Jana, 2018;Setiawan, 2020cSetiawan, , 2020a. Jadi dapat dikatakan bahwa pemahaman konsep sangat penting untuk dibelajarkan kepada siswa maupun mahasiswa agar berhasil dalam mempelajari matematika dan dapat menghindari kesalahan-kesalahan yang disebabkan kurangnya pemahaman konsep.…”

Section: Pendahuluanunclassified

Pemahaman Konsep Mahasiswa Semester Satu pada Mata Kuliah Trigonometri

Mustangin¹,

2021

jel

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Trigonometry, a discipline in mathematics, is often misunderstood by mathematics learners. To understand Trigonometry, students should start learning from understanding Mathematical concepts. Therefore, this study aims to analyze students' understanding of concepts in the Trigonometry course. This research is a qualitative descriptive study of the first semester students' conceptual understanding of the mathematics education study program at a university in Malang City. The data collected in this study consisted of the subject's work and transcripts of interviews. The instrument used in this study consisted of 6 questions about understanding the concept of trigonometric material. Analysis of the subject's work results is carried out to find out the right or wrong answers. Meanwhile, the interview transcripts were analyzed by coding to determine the factors that support conceptual understanding. The results showed that students with good conceptual understanding could solve trigonometric problems, while students with less understanding of concepts had difficulty solving trigonometric problems. The results of this study also found aspects that influence (encourage and inhibit) students in understanding the concept of trigonometry. Furthermore, this research is expected to contribute to trigonometry subjects' learning based on indicators of conceptual understanding in the Trigonometry course.