Sukirwan, - (2019) PERANAN FENOMENOLOGI DIDAKTIS PADA PENDIDIKAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN PENALARAN, ARGUMENTASI, DAN HABITS OF MIND MATEMATIS SISWA SMP. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
ABSTRAK Sukirwan (2019). Peranan Fenomenologi Didaktis pada Pendidikan Matematika Realistik terhadap Kemampuan Penalaran, Argumentasi, dan Habits of Mind Matematis Siswa SMP. Penelitian ini bertujuan untuk menganalisis peranan fenomenologi didaktis pada Pendidikan Matematika Realistik (PMR-FD) terhadap pencapaian dan peningkatan kemampuan penalaran matematis (KPM) dan habits of mind matematis (HoM), serta argumentasi matematis siswa. Metode campuran (mixed methode) dengan tipe concurrent triangulation design ditetapkan dengan membandingkan pencapaian dan peningkatan KPM dan HoM pada tahap kuantitatif serta argumentasi matematis pada tahap kualitatif. Populasi dalam penelitian ini adalah seluruh siswa SMP kelas VIII di kota Tangerang tahun pelajaran 2016/2017, sedangkan sampel penelitian, meliputi: siswa kelompok eksperimen dan kelompok kontrol pada satu sekolah level sedang dan satu sekolah level rendah. Unit penelitian pada tiap kategori sekolah dikelompokkan berdasarkan pengetahuan awal matematis (PAM) siswa, meliputi: PAM kategori tinggi, sedang, dan rendah. Pada fase kuantitatif, pencapaian dan peningkatan KPM dan HoM siswa yang mendapatkan PMR-FD lebih baik dibandingkan dengan siswa yang mendapatkan pembelajaran matematika biasa (PMB), baik secara keseluruhan, pada PAM kategori tinggi dan sedang, sekolah level sedang serta sekolah level rendah. Interaksi yang signifikan terjadi antara faktor PAM dan pembelajaran terhadap pencapaian dan peningkatan KPM dan HoM, serta antara faktor level sekolah dan pembelajaran terhadap peningkatan HoM. Namun, interaksi tak terjadi antara faktor level sekolah dan pembelajaran terhadap pencapaian KPM dan HoM serta peningkatan KPM. Pada fase kualitatif, argumen induktif, aljabar, visual, dan perseptual adalah tipe argumen yang muncul dari hasil konstruksi argumentasi siswa. Kemunculan tipe-tipe argumen ini cukup variatif dengan didominasi oleh siswa kelompok PMR-FD. Di samping itu, siswa memiliki penilaian yang berbeda terhadap argumen yang meyakinkan. Meskipun demikian, kecenderungan siswa memilih argumen induktif lebih tinggi dibandingkan dengan tipe argumen lainnya. Berdasarkan pada hasil kuantitatif dan kualititatif diperoleh bahwa kemampuan penalaran, habits of mind, dan argumentasi matematis sama-sama mendapatkan pengaruh yang positif dari PMR-FD. Kata Kunci: Kemampuan Penalaran Matematis, Argumentasi Matematis, Habits of Mind Matematis, Fenomenologi Didaktis, Pendidikan Matematika Realistik ABSTRACT Sukirwan (2018). The Role of didactic phenomenology on realistic mathematics education toward the students’ Mathematical reasoning ability, argumentation, and habits of mind of junior high school. This study aims to analyze the role of didactic phenomenology on realistic mathematics education (RME-DP) toward the students’ achievement and improvement of mathematical reasoning ability (MRA) and habits of mind (HoM), as well as mathematical argumentation. Mixed method with concurrent triangulation design is applied by comparing the students’ achievement and improvement of RME-DP and HoM at the quantitative phase and mathematical argumentation at the qualitative phase. The population in this study were all eighth-grade of junior high school students in Tangerang City in academic year 2016/2017, while the sample of the study included: experimental and control groups in medium level school and low-level school. The study units in each school category were grouped based on students' prior mathematical knowledge (PMK), including PMK in high level, medium level and low level ability. In quantitative phase, the students’ achievement and improvement of MRA and HoM are better than students who get regular mathematics learning (RML), both in PMK in high and medium level ability, medium-level schools and low-level schools. Significant interactions occurred between PMK and learning factors towards the achievement and improvement of MRA and HoM, as well as between school-levels and learning factors to increase HoM. However, interactions did not occur between school-levels and learning factors towards the achievement of MRA and HoM as well as MRA. In qualitative phase, inductive, algebraic, visual, and perceptual arguments are types of arguments that arise from the results of student argumentation construction. The emergence of these types of arguments is quite varied, dominated by RME-DP group students. Also, students have a different assessment of convincing arguments. However, the tendency of students to choose inductive arguments is higher than other types of arguments. Based on the quantitative and qualitative results, it is founded that reasoning skills, habits of mind, and mathematical arguments shared positive effects from RME-DP. Keywords: Mathematical Reasoning Ability, Mathematical Argumentation, Habits of Mind, Didactical Phenomenology, Realistic Mathematics Education
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | No. Panggil : D MTK SUK p-2019 ; Pembimbing : I. Darhim, II. Tatang Herman ; NIM : 1303008 |
| Uncontrolled Keywords: | Kemampuan Penalaran Matematis, Argumentasi Matematis, Habits of Mind Matematis, Fenomenologi Didaktis, Pendidikan Matematika Realistik |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Sukirwan |
| Date Deposited: | 15 May 2019 04:02 |
| Last Modified: | 15 May 2019 04:02 |
| URI: | http://repository.upi.edu/id/eprint/34961 |
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