KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA SMP DITINJAU DARI KECENDERUNGAN GAYA BELAJAR MENURUT HONEY MUMFORD

    Dinda Nurdiana, - (2021) KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA SMP DITINJAU DARI KECENDERUNGAN GAYA BELAJAR MENURUT HONEY MUMFORD. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Kemampuan pemahaman konsep matematika adalah kemampuan menguasai seluruh ide matematika (konsep, relasi, dan operasi). Terdapat beberapa faktor yang dapat mempengaruhi kemapuan ini, salah satunya adalah gaya belajar. Gaya belajar siswa tidak selalu seragam Peter Honey dan Alan Mumford membaginya menjadi empat, yaitu siswa dengan kecenderungan gaya belajar activist, reflector, theorist, dan pragmatist. Gaya belajar tersebut merupakan pengembangan dari siklus pembelajaran Kolb. Penelitian ini bertujuan untuk memperoleh deskripsi mengenai kemampuan pemahaman konsep matematika siswa SMP ditinjau dari kecenderungan gaya belajar menurut Honey Mumford. Metode penelitian yang digunakan yaitu kualitatif dengan desain fenomenologi. Penelitian dilakukan di salah satu SMP Negeri di Kota Bandung. Subjek penelitian terdiri dari 29 siswa yang mengisi angket gaya belajar Honey Mumford. Namun, karena reduksi subjek siswa yang mengumpulkan jawaban tes tertulis dan wawancara tersisa 6 siswa yang terdiri dari masing-masing seorang siswa dengan kecenderungan gaya belajar activist dan pragmatist serta masing-masing dua orang siswa dengan kecenderungan gaya belajar theorist dan reflector. Berdasarkan penelitian diperoleh hasil, seluruh siswa dengan keempat gaya belajar tersebut memenuhi indikator kemampuan pemahaman konsep matematika yang berbeda. Siswa activist dan kedua siswa theorist belum mampu memenuhi semua indikator kemampuan pemahaman konsep matematika, siswa pragmatist hanya mampu mengaplikasikan konsep. Sedangkan kedua siswa reflector memenuhi indikator kemampuan pemahaman konsep matematika yang berbeda, salah satu siswa hanya mampu menyatakan ulang konsep secara verbal, sedangkan yang satunya selain indikator tersebut ia juga mampu mengaplikasikan konsep dan menyajikan konsep dalam berbagai representasi matematika. Conceptual understanding in mathematics is mastering mathematics ideas (concept, operator, and relations). There are several factors that can affect this ability, one of which is learning style. Students' learning styles are not always same. Peter Honey and Alan Mumford divide them into four, students with a tendency to learn by activists, reflectors, theorists, and pragmatists. This learning style is a development of the experiental kolb learning cycle. This study aims to obtain a description of the ability to understand mathematical concepts of junior high school students in terms of learning style according to Honey Mumford. The research method used is qualitative with a phenomenological design. This research was conducted in one of the public junior high schools in Bandung. The research subjects consisted of 29 students who filled out Honey Mumford's learning style questionnaire. However, due to the reduction in the subject matter of students who collected written test answers and interviews, 6 students consisted of each student with an activist and pragmatist learning style and two students each with a theoristist and reflector learning style. Based on research obtained, all of students have the different indicators of conceptual understanding in mathematics. Activist student and both of theorist students were not able to fulfill all indicators of conceptual understanding, pragmatist students were only able to apply concepts. While both of reflectors students, they have different conceptual understanding, one of the students is only able to verbally rephrase the concept, while the others besides these indicators are also able to apply the concept and presenting concept in various mathematical representations.

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    Official URL: http://repository.upi.edu
    Item Type: Thesis (S1)
    Uncontrolled Keywords: Conceptual Understanding, Honey Mumford's Learning Style
    Subjects: L Education > L Education (General)
    Q Science > QB Astronomy
    Divisions: Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Matematika - S1 > Program Studi Pendidikan Matematika
    Depositing User: Dinda Nurdiana
    Date Deposited: 30 Aug 2021 07:32
    Last Modified: 30 Aug 2021 07:32
    URI: http://repository.upi.edu/id/eprint/64615

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