LEARNING OBSTACLES SISWA SMP DALAM BERPIKIR KOMPUTASI PADA MATERI POLA BILANGAN

Dwi Fitriani Rosali, - (2022) LEARNING OBSTACLES SISWA SMP DALAM BERPIKIR KOMPUTASI PADA MATERI POLA BILANGAN. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Abstrak. Berpikir komputasi adalah salah satu kemampuan yang penting dalam pemecahan masalah matematika. Namun, pada kenyataannya masih banyak siswa yang belum memiliki kemampuan tersebut akibat adanya learning obstacles. Penelitian ini adalah penelitian kualitatif dengan pendekatan fenomenologi yang bertujuan untuk mendeskripsikan learning obstacles siswa dalam berpikir komputasi pada materi pola bilangan yang meliputi ontogenical obstacle, epistemological obstacle, dan didactical obstacle. Penelitian ini dilakukan di salah satu sekolah MTsN di Kota Makassar, Sulawesi Selatan dan melibatkan 74 orang siswa kelas VIII. Dari 74 siswa, terseleksi 12 siswa yang diwawancarai. Instrumen penelitian yang digunakan adalah soal tes, angket, dan pedoman wawancara. Data yang terkumpul kemudian dianalisis dengan tahapan: reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa terdapat learning obstacles yang dialami oleh siswa, yaitu (a) ontogenical obstacle yang meliputi ontogenical obstacle instrumental, berupa kekeliruan terkait perhitungan dasar, kesulitan dalam pengenalan pola karena tidak memperhatikan hal-hal penting, dan kesulitan dalam melakukan abstraksi dan generalisasi karena hanya menghapalkan rumus yang diberikan, ontogenical obstacle psikologis, berupa rendahnya ketertarikan siswa pada materi pola bilangan, kurangnya persiapan belajar siswa, dan kondisi siswa yang kurang fokus ketika pembelajaran pola bilangan, dan ontogenical obstacle konseptual, berupa penggunaan konsep persamaan eksponen yang tidak sesuai dengan tuntutan berpikir siswa; (b) epistemological obstacle, berupa kesulitan dalam melakukan pengenalan pola ataupun abstraksi dan generalisasi karena keterbatasan konteks siswa dalam menyelesaikan masalah pola bilangan; dan (c) didactical obstacle, berupa keterbatasan pembelajaran materi pola bilangan, pembelajaran tidak melibatkan siswa dalam proses abstraksi dan generalisasi yang membuat penyajian materi menjadi tidak utuh, pembelajaran tidak menekankan pada proses berpikir siswa dalam proses abstraksi dan generalisasi, dan juga kurang menekankan dekomposisi masalah dan berpikir algoritma. Dari penelitian ini, peneliti merekomendasikan bahwa learning obstacles yang teridentifikasi dapat dijadikan sebagai bahan pertimbangan untuk mengembangkan desain didaktis yang lebih optimal terkait materi pola bilangan dengan memperhatikan karakteristik siswa. Abstract. Computational thinking is one of the most important skills in solving mathematical problems. However, in fact there are still many students who do not have these abilities due to learning obstacles. This study was qualitative research with a phenomenological approach that aims to describe students' learning obstacles in computational thinking on number pattern lesson including ontogenical obstacles, epistemological obstacles, and didactical obstacles. This study was conducted at one of the MTsN schools in Makassar, South Celebes and involved 74 students of grade 8th. From the 74 students, 12 students were selected to interview. The research instruments that were used were tests, questionnaires, and interview guidelines. The collected data was then analyzed with stages: data reduction, data presentation, and conclusion withdrawal. The results showed that there were learning obstacles experienced by students, namely (a) ontogenical obstacles that include instrumental ontogenical obstacle, in the form of errors related to basic calculations, difficulties in pattern recognition because of not paying attention to important things, and difficulties in doing abstraction and generalization because of only memorizing the given formula, psychological ontogenical obstacle, in the form of low interest of students in number pattern lesson, lack of students’ learning preparation, and the condition of students that are less focused during the learning number patterns lesson, and conceptual ontogenical obstacle, in the form of the use of the exponential equation the use of the concept of an exponential equation that is not in accordance with the demands of students' thinking that is not in accordance with the demands of students' thinking; (b) epistemological obstacle, in the form difficulties in doing either pattern recognition or abstraction and generalization because of limitations of the students’ context ability in solving the problem of number patterns; and (c) didactical obstacle, in the form of limitations of the learning of number pattern lesson, the learning does not involve the students in process of abstraction and generalization that make the material presentation become incomplete, and the learning does not emphasize on the students’ thinking process in abstraction and generalization process, and also less emphasize on problem decomposition and algoritmic thinking. From this research, the researcher recommend that the identified learning obstacles can be used as a consideration to develop a more optimal didactical design related to number pattern lesson by paying attention to the students’ characteristics.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	learning obstacles, berpikir komputasi, pola bilangan
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Divisions:	Sekolah Pasca Sarjana > Pendidikan Matematika S-2
Depositing User:	Dwi Fitriani Rosali
Date Deposited:	21 Feb 2022 04:30
Last Modified:	21 Feb 2022 04:30
URI:	http://repository.upi.edu/id/eprint/71191

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