Defragmenting Proses Berpikir Pseudo Siswa Dalam Menyelesaikan Masalah Matematika

Abstract

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.

Defragmentation of The False-Pseudo Thinking Process of Students in Solving Mathematical Connection Ability Problems

“…With these several stages, the subject can correct his mistakes again through the give a chance to re-work and can re-assure the correct final answer woth clear understanding of the certain the result stage. Based on this, defragmentaion can used as the development of a complete learning process with a good and structured concept flow from understanding the problem to re-examining the final answer, so as to improve student learning achievement (Efendi & Pratama, 2020).…”

“…But in fact, the thinking process of students in solving mathematical problems still often experiences errors in concepts, principles arithmetic operations, or lack of accuracy. According to Efendi (2020) when solving problems with new concepts, students' thinking processes still experience errors when constructing previously owned concepts, this thinking process is called pseudo thinking. The thought process of students who experience pseudo still experiences a shallow and pseudo-concept understanding, where questions can be answered but the actual linkage of the concepts they have is still weak.…”

“…One way is to defragmentation the thinking structure of students. According to Efendi (2020) defragmentation of the thinking structure is a rearrangement process by looking at the basic errors in students' answers so that it can be shown which steps have errors and students can understand their mistake and know how to justify them, to get the expected solution. Meanwhile, according to Rochayati (2019), defragmentation is a process of rearranging the thinking structure of students who are fragmented so that they are reconnected.…”