Rekognisi Dalam Merepresentasikan Simbol Turunan Parsial Sebagai Metonymy Dan Metaphor

Abstract

ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa Teknik Sipil dalam merepresentasikan simbol sebagai metonymy dan metaphor melalui penyelesaian masalah Turunan Parsial. Instrumen penelitian yang digunakan adalah lembar observasi pembelajaran dan lembar worksheet berciri representasi matematis. Obervasi pembelajaran dilakukan ketika kegiatan pembelajaran dengan menggunakan worksheet berciri representasi matematis dilaksanakan. Worksheet berciri representasi matematis yang disajikan pada masalah mengenai materi Turunan Parsial yang mengarahkan dan membantu mahasiswa mengenal representasi simbol pada materi Turunan Parsial sebagai metonymy dan metaphor. Pengerjaan worksheet dilakukan mahasiswa setelah kegiatan refleksi dan diskusi kelas mengenai materi yang akan dipelajari dilaksanakan. Hasil lembar observasi pembelajaran berupa rangkaian kegiatan dalam pembelajaran dan temuan-temuan diskusi (tanya-jawab) antara dosen dan mahasiswa mengenai materi Turunan Parsial. Sedangkan hasil pengerjaan worksheet digunakan untuk mengukur kemampuan mahasiswa dalam merepresentasikan simbol pada turunan parsial sebagai metonymy dan metaphor. Hasil pengerjaan worksheet dianalisis berdasar indikator representasi yang telah ditentukan. Hasil penelitian menunjukkan bahwa mahasiswa Teknik Sipil kurang baik dalam merepresentasikan simbol turunan parsial sebagai metonymy dan metaphor. Kurangnya kemampuan mahasiswa dalam merepresentasikan simbol sebagai metonymy tampak dari kesalahan mahasiswa dalam mengelompokkan simbol turunan parsial dan kesalahan dalam menggunakan dan mengenali simbol turunan parsial dalam penyelesaian masalah. Kurangnya kemampuan mahasiswa dalam merepresentasikan simbol sebgaai metaphor tampak dari kesalahan mahasiswa dalam memaknai simbol turunan parsial ketika fungsi diturunkan terhadap variabel maupun , dan kesalahan dalam menggunakan simbol turunan parsial dalam menyelesaikan masalah. ABSTRACTThis research aimed to describe the ability of Civil Engineering students to represent symbols as metonymy and metaphor through solving the partial derivative problem. The research instruments used were learning observation sheets and worksheets were characterized by mathematical representations. Learning observation was carried out when learning activities by using worksheets characterized by mathematical representation were carried out. Worksheets characterized by mathematical representations were presented on the problem of Partial Derivative material that directs and helps students to recognize the representation of symbols on Partial Derivative material as metonymy and metaphor. Worksheets were carried out by students after the reflection activities and class discussions regarding the material to be studied were carried out. The results of the learning observation sheet were a series of activities in learning and the findings of discussion (question and answer) between lecturers and students regarding Partial Derivative material. While the results of the worksheet were used to measure the ability...

An Analysis of Errors on Mathematical Symbol as a Metaphor in Linear Programming

“…Further, the errors committed by the research subjects were similar to those in another previous study. It was shown that the subjects could not interpret symbols holistically and precisely (Zukhrufurrohmah & Putri, 2019). In addition, the errors in designing mathematical models through mathematical symbols were also identical with a previous research that found the students' difficulties in designing mathematical model that fitted the given problems (Hidayah, 2016).…”

“…In other words, metaphor offers an ease to learn mathematics more broadly (Malviya, 2019). According to a previous research about symbols as a metaphor, it showed that students were unable to represent symbols as a metaphor (Zukhrufurrohmah & Putri, 2019).…”

“…More importantly, this current research was focused on the students' errors in interpreting mathematical symbols existing in linear programming. Prior to this, Zukhrufurrohmah and Putri (2019) had researched students' recognition in representing derivative partial symbols as metonymy and metaphor. To be particular, the statements of the problem of this present research are formulated as follows: [1] what are the errors on mathematical symbols that appear as the metaphor in linear programming?…”

Basic Mechanics of Lagrange and Hamilton as Reference for STEM Students

“…The partial derivative is the derivative of a function with respect to one variable, with the other variables constant (Zukhrufurrohmah & Putri, 2019). This allows us to understand how a function changes when one of its variables changes while the other variables stay the same.…”

“…Although partial derivatives are usually not introduced until a college-level calculus course, the concepts are relatively simple and can be explained to advanced high school students interested in learning more about calculus (Musyrifah, 2022). The partial derivative is the derivative of a function with respect to one variable, with the other variables constant (Zukhrufurrohmah & Putri, 2019). This allows us to understand how a function changes when one of its variables changes while the other variables stay the same.…”