Steven Nathaniel, - (2021) IMPLEMENTASI ELEMEN HIGHER-ORDER THINKING DAN SUBSTANTIVE CONVERSATION DARI PRODUCTIVE PEDAGOGIES FRAMEWORK PADA PEMBELAJARAN MATEMATIKA. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Pada abad 21, era informasi dan teknologi kian berkembang. Pembelajaran matematika seharusnya menjadi salah satu alternatif untuk menjawab tuntutan zaman, yakni menciptakan sumber daya manusia yang di antaranya memiliki kemampuan berpikir tingkat tinggi. Namun demikian, pembelajaran matematika saat ini cenderung berkutat pada aktivitas berpikir tingkat rendah. Hal ini salah satunya dikarenakan kurangnya kesadaran guru untuk memfasilitasi siswa dengan pembelajaran matematika yang mendorong aktivitas berpikir tingkat tinggi. Productive Pedagogies Framework merupakan panduan refleksi kelas yang dapat digunakan untuk mendukung guru meningkatkan kualitas pembelajaran, khususnya berkaitan dengan kualitas intelektual pembelajaran. Untuk mengidentifikasi pembelajaran alternatif yang berpotensi menjawab kebutuhan di atas, peneliti mencoba mengimplementasikan elemen higher-order-thinking dan substantive conversation dari Productive Pedagogies Framework pada pembelajaran matematika yang dilaksanakan pada sekelompok siswa kelas XI dari salah satu SMA swasta di Kota Bandung. Penelitian ini bertujuan untuk mengkaji implementasi, kendala, cara menanggulangi kendala, hasil belajar siswa, dan capaian hasil belajar siswa pada pembelajaran yang mengimplementasikan elemen higher-order-thinking dan substantive conversation dari Productive Pedagogies Framework. Metode penelitian yang digunakan adalah metode kualitatif yang bertujuan untuk memperoleh kedalaman dan menjelaskan secara lebih rinci suatu fenomena pembelajaran yang bersifat kompleks dan dinamis. Temuan penelitian ini menyatakan bahwa implementasi elemen higher-order thinking dan substantive conversation dari Productive Pedagogies Framework pada pembelajaran matematika berpotensi untuk meningkatkan keterlibatan siswa pada pembelajaran dan kualitas intelektual pembelajaran, khususnya dalam hal berpikir tingkat tinggi yang berorientasi pada proses pembelajaran. Terdapat kendala yang berpotensi muncul, menghambat optimalisasi kualitas implementasi pada pembelajaran. Namun, kendala tersebut dapat diantisipasi dan ditanggulangi melalui refleksi terhadap pembelajaran dan tindakan pengembangan pembelajaran berdasarkan refleksi tersebut. Hasil belajar siswa dalam pembelajaran tersebut tidak selalu mencapai KKM. Namun demikian, pembelajaran ini dapat mendorong pencapaian hasil belajar siswa sesuai dengan indikator pembelajaran. Kata kunci: Productive Pedagogies Framework, Higher-order thinking, Substantive Conversation In the 21st century, the era of information and technology is continously developing. Mathematics teaching and learning is supposed to be an alternative to answer the demands of the developing era, namely creating human resources with higher-order thinking skills. However, mathematics teaching and learning nowadays tends to dwll on lower-order thinking activities. This is partly due to the lack of teachers’ awareness to facilitate students with mathematics learning that encourages higher-order thinking activities. The Productive Pedagogies Framework is a classroom reflection manual that can be used to support teachers improving the quality of learning, especially which is related to the intellectual quality of learning. To identify an alternative learning that has the potential to solve that need, researcher tried to implement higher-order-thinking and substantive conversation elements of Productive Pedagogies Framework in mathematics learning which was carried out in a group of XI grade students from a private high school in Bandung City. This study aims were to examine the implementation, obstacles, ways to overcome obstacles, to analyse the student learning outcomes, and the achievement of student learning outcomes in learning that implements higher-order-thinking and substantive conversation elements of Productive Pedagogies Framework. The research method used is the qualitative method which aims to gain a depth of understanding and explain in more detail a learning phenomenon that is complex and dynamic. The findings of this study suggest that the implementation of higher order-thinking and substantive conversation elements of the Productive Pedagogies Framework in learning is potential to increase student engagement and intellectual learning quality, especially in terms of higher-order thinking in the learning process. There are obstacles that are also potential to arise, hampering the optimization of the implementation quality in learning. However, these obstacles can be anticipated and overcome through reflections on learning and learning development actions based on those reflections. Student learning outcome in this study does not always reach the minimum mastery criteria. However, this learning can encourage the achievement of student learning outcomes in accordance with the learning indicators. Keyword: Productive Pedagogies Framework, Higher-order thinking, Substantive Conversation
| Item Type: | Thesis (S1) |
|---|---|
| Uncontrolled Keywords: | Productive Pedagogies Framework, Higher-order thinking, Substantive Conversation |
| Subjects: | L Education > L Education (General) Q Science > QA Mathematics |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika |
| Depositing User: | Steven Nathaniel |
| Date Deposited: | 03 Sep 2021 06:42 |
| Last Modified: | 03 Sep 2021 06:42 |
| URI: | http://repository.upi.edu/id/eprint/65644 |
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