WAWANCARA KLINIS MATEMATIS UNTUK REKONSTRUKSI PEMAHAMAN KONSEP PECAHAN SISWA KELAS III

Lianni Gustia Utami, - and Turmudi, - and Andhin Dyas Fitriani, - (2025) WAWANCARA KLINIS MATEMATIS UNTUK REKONSTRUKSI PEMAHAMAN KONSEP PECAHAN SISWA KELAS III. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Pemahaman konsep pecahan merupakan salah satu kompetensi esensial dalam kurikulum matematika sekolah dasar yang berperan sebagai fondasi dalam memahami materi lanjutan seperti desimal, persen, rasio, dan proporsi. Namun demikian, konsep pecahan sering kali menjadi salah satu topik yang paling sulit dipahami oleh siswa, khususnya siswa kelas III. Kesulitan ini muncul akibat sifat abstrak pecahan, keterbatasan representasi visual, dan miskonsepsi yang umum terjadi dalam pembelajaran konvensional. Penelitian ini bertujuan untuk: (1) mengidentifikasi kesulitan yang dihadapi siswa dalam memahami konsep pecahan, (2) mengembangkan desain pembelajaran yang efektif untuk merekonstruksi pemahaman konsep pecahan, dan (3) menganalisis dampak dari penerapan desain tersebut terhadap peningkatan pemahaman siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian ini adalah 24 siswa kelas III di salah satu SD di Kota Bandung yang dianalisis hasil belajarnya, kemudian dipilih 5 siswa di antaranya untuk diwawancarai secara klinis menggunakan teknik purposive sampling. Prosedur penelitian meliputi pelaksanaan pre-test, wawancara klinis berdasarkan hasil tes, pengembangan 15 desain pembelajaran berbasis hasil wawancara, serta pemberian post-test untuk mengukur dampak intervensi. Hasil penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memahami makna pecahan, membedakan pembilang dan penyebut, membandingkan nilai pecahan, menyederhanakan pecahan, serta melakukan operasi dasar. Desain pembelajaran yang dikembangkan mampu merekonstruksi pemahaman konsep pecahan secara bertahap, kontekstual, dan sesuai dengan tingkat pemahaman siswa. Dampak penerapan desain pembelajaran terlihat dari peningkatan signifikan hasil post-test, serta perbaikan dalam kemampuan berpikir dan komunikasi matematis siswa. Dengan demikian, wawancara klinis terbukti efektif sebagai alat diagnostik dalam merekonstruksi pemahaman konsep pecahan secara konseptual dan prosedural. Understanding the concept of fractions is one of the essential competencies in the elementary school mathematics curriculum, serving as a foundation for comprehending more advanced topics such as decimals, percentages, ratios, and proportions. However, fractions are often considered one of the most difficult topics for students to grasp, especially for third-grade students. These difficulties arise due to the abstract nature of fractions, limited visual representations, and common misconceptions that occur in conventional teaching methods. This study aims to: (1) identify the difficulties faced by students in understanding the concept of fractions, (2) develop an effective instructional design to reconstruct students’ understanding of fractions, and (3) analyze the impact of the implementation of the instructional design on improving students’ understanding. This research employed a qualitative approach with a Case study method. The subjects of this study were 24 third-grade students from an elementary school in Bandung City, whose learning outcomes were analyzed. From these, 5 students were selected for clinical interviews using purposive sampling. The research procedures included administering a pre-test, conducting clinical interviews based on test results, developing 15 instructional designs informed by interview findings, and conducting a post-test to assess the impact of the intervention. The results showed that students experienced difficulties in understanding the definition of fractions, distinguishing numerators and denominators, comparing fractional values, simplifying fractions, and performing basic operations. The instructional designs developed were able to gradually and contextually reconstruct students’ conceptual understanding of fractions, aligned with their levels of comprehension. The impact of implementing the instructional design was evident from the significant improvement in post-test results, as well as enhanced mathematical thinking and communication skills. Therefore, clinical interviews have proven to be effective as both diagnostic and pedagogical tools in reconstructing students’ conceptual and procedural understanding of fractions.

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Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?view_op=list_works&hl=id&user=XgJx0PoAAAAJ SINTA ID Dosen Pembimbing: TURMUDI: 5991823 ANDHIN DYAS FITRIANI: 5989139
Uncontrolled Keywords:	dampak, desain pembelajaran, miskonsepsi, pecahan, wawancara klinis. impact, learning design, misconception, fractions, clinical interview.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education Q Science > QA Mathematics
Divisions:	Sekolah Pasca Sarjana > Pendidikan Dasar S-2
Depositing User:	Lianni Gustia Utami
Date Deposited:	21 Aug 2025 08:57
Last Modified:	21 Aug 2025 08:57
URI:	http://repository.upi.edu/id/eprint/136026

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