IMPLEMENTASI PRODUCTIVE PEDAGOGIES FRAMEWORK DIMENSI RECOGNITION OF DIFFERENCE DALAM PEMBELAJARAN MATEMATIKA

Hertiana Sundawa, - (2018) IMPLEMENTASI PRODUCTIVE PEDAGOGIES FRAMEWORK DIMENSI RECOGNITION OF DIFFERENCE DALAM PEMBELAJARAN MATEMATIKA. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Sebagian pembelajaran matematika saat ini diduga masih mendiskriminasi perlakuan kepada siswa karena perbedaan latar belakang siswa, dan strategi pembelajaran yang diterapkan. Diskriminasi tersebut secara tidak langsung berdampak pada prestasi belajar siswa. Untuk mengatasi hal tersebut, penulis tertarik untuk mengimplementasikan kerangka pembelajaran yang melibatkan aspek kognitif dan afektif, khususnya dalam menyikapi perbedaan siswa. Salah satu kerangka pembelajaran yang mendukung perlakuan terhadap perbedaan dalam pembelajaran matematika adalah Productive Pedagogies Framework dimensi Recognition of Difference. Peneliti melaksanakan implementasi Productive Pedagogies Framework untuk dimensi Recognition of Difference dalam pembelajaran matematika di kelas VII pada salah satu SMP Negeri di Kota Bandung. Penelitian ini bertujuan untuk mengkaji implementasi, mengidentifikasi kendala, menemukan cara penanggulangan kendala, dan melihat respons siswa terhadap pembelajaran matematika dengan menggunakan implementasi Productive Pedagogies Framework Dimensi Recognition of Difference. Metode penelitian yang digunakan adalah kualitatif deskriptif yang bertujuan mencari informasi faktual yang mendetail untuk mendeskripsikan fenomena yang ada. Temuan penelitian menyatakan bahwa indikator dari elemen-elemen dimensi Recognition of Difference tidak selalu dapat diimplementasikan dalam satu pertemuan secara sekaligus. Adapun kendala yang ditemukan berupa kemampuan adaptasi guru dan siswa yang memerlukan waktu pertemuan lebih banyak, faktor lingkungan yang sewaktu-waktu dapat berubah, waktu yang terbatas dan tuntutan mengajar dari sekolah. Adapun upaya-upaya dalam menanggulangi kendala tersebut adalah dengan melakukan implementasi dalam pembelajaran secara bertahap dan berkala, guru perlu bersikap lebih supel namun tegas, dan variatif dalam mengajar serta guru perlu kemampuan mengaitkan setiap materi pembelajaran dengan dimensi Recognition of Difference termasuk memperhitungkan batasan waktu dan target mengajar sekolah. Meskipun demikian pembelajaran matematika dengan menggunakan implementasi Productive Pedagogies Framework Dimensi Recognition of Difference ini ternyata mendapat respons positif dari siswa.;--Some of the current mathematics learning are presumably still discriminating treatment to students due to differences in student background, and applied learning strategies. Such discrimination indirectly affects student achievement. To overcome this, the authors are interested to implement a learning framework that involves cognitive and affective aspects, especially in addressing student differences. One of the learning frameworks that support the treatment of differences in mathematics learning is the dimension of Recognition of Difference from Productive Pedagogies Framework. Researcher implements the implementation of Productive Pedagogies Framework for the dimensions of Recognition of Difference in learning mathematics in class VII in one of the State Junior High School in Bandung. This study aims to examine the implementation, identify constraints, find ways to overcome obstacles, and see student responses to mathematics learning that using the implementation of the Dimension Recognition of Difference from Productive Pedagogies Framework. The research method used is qualitative descriptive that aims to find detailed factual information to describe the existing phenomenon. The research findings suggest that the indicators of the elements of the Recognition of Difference dimension cannot always be implemented in one meeting at a time. The obstacles found in the ability of adaptation of teachers and students that require more meeting time, environmental factors that can change at any time, limited time and teaching demands from school. The efforts to handle these obstacles such as by doing the implementation gradually and periodically, teachers need to be more responsive but assertive, and varied in teaching, also teachers need the ability to connect each learning material with the Recognition of Difference dimension, along with considering the time limits and targets of school teaching. However, this mathematics learning that using the implementation of the Dimension Recognition of Difference from Productive Pedagogies Framework has received positive response from students.

Item Type: Thesis (S1)
Additional Information: No. Panggil : S MAT HER i-2018; Pembimbing : I. Elah Nurlaelah, II. Suhendra; NIM : 1400989.
Uncontrolled Keywords: Productive Pedagogies Framework, Recognition of Difference.
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QA Mathematics
Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika
Depositing User: Cintami Purnama Rimba
Date Deposited: 09 Aug 2019 06:58
Last Modified: 09 Aug 2019 06:58
URI: http://repository.upi.edu/id/eprint/37446

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