Anwar, - (2023) PROFIL VISUAL THINKING SISWA SMP DALAM MENYELESAIKAN MASALAH GEOMETRI DITINJAU DARI GAYA BELAJAR MODEL KOLB. S3 thesis, Universitas Pendidikan Indonesia.
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Abstract
Penelitian ini dilatarbelakangi dari hasil studi pendahuluan yang menunjukkan bahwa siswa SMP mengalami kesulitan dalam memvisualisasikan masalah geometri sehingga mengalami hambatan dalam menyelesaikan masalah. Tujuan penelitian ini adalah melakukan kajian secara mendalam tentang visual thinking siswa SMP yang memiliki gaya belajar assimilator, converger, accomodator dan diverger dalam menyelesaikan masalah geometri. Jenis penelitian yang digunakan adalah penelitian kualitatif dengan desain phenomenology dan grounded theory. Subjek yang diteliti adalah siswa Sekolah Menengah Pertama Negeri (SMPN) 19 Percontohan Banda Aceh. Data dikumpulkan melalui pemberian angket learning style inventory (LSI) yang diberikan kepada 56 siswa untuk mengelompokkan partisipan berdasarkan gaya belajar model Kolb, kemudian tes pemecahan masalah geometri dan wawancara yang diberikan kepada 6 siswa, yaitu 2 siswa assimilator, 1 siswa converger, 1 siswa accomodator dan 2 siswa diverger. Analisis dilakukan berdasarkan data hasil tes tertulis dan hasil wawancara. Kemudian dilakukan triangulasi waktu untuk mendapatkan data penelitian yang valid. Hasil analisis menunjukkan 1) siswa assimilator dapat melakukan langkah-langkah visual thinking yang meliputi looking, seeing, imagining, dan show and telling dengan baik pada setiap fase pemecahan masalah Polya; 2) siswa converger juga dapat melakukan langkah-langkah visual thinking dengan baik yang meliputi looking, seeing, imagining, dan show and telling pada setiap fase pemecahan masalah Polya; 3) siswa accommodator juga dapat memperlihatkan langkah-langkah visual thinking pada setiap fase pemecahan masalah Polya kecuali pada tahap memeriksa kembali; 4) Siswa diverger hanya mampu memperlihatkan tahap-tahap visual thinking pada tahap memahami masalah dan melaksanakan rencana pemecahan; 5) siswa assimolator dan siswa converger mampu mencapai pada level global visual sedangkan siswa accomodator dan diverger hanya mampu mencapai pada level local visual. Analisis grounded theory menghasilkan rumusan teoritis bahwa peserta didik yang dapat memahami pengetahuan melalui konsep abstrak memiliki visual thinking yang lebih bagus dibandingkan dengan peserta didik yang dapat memahami pengetahuan melalui pengalaman konkret dalam menyelesaikan masalah geometri. This research is motivated by the results of preliminary studies, which show that junior high school students have difficulty visualizing geometry problems and experience obstacles in solving them. This study aims to conduct an in-depth study of the visual thinking of junior high school students with the learning style of assimilators, converges, accommodators and diverger in solving geometry problems. The type of research used is qualitative research with hermeneutic phenomenology design and grounded theory. The subjects studied were students of State Junior High School (SMPN) 19 Banda Aceh. Data were collected through the provision of a learning style inventory (LSI) questionnaire given to 56 students to identify participants based on the learning style of the Kolb model. Geometry problem-solving tests and interviews were given to 6 students: two assimilator students, one converges student, one accommodator student, and two diverger students. The analysis was carried out based on written test results and interview results. Then a time triangulation is carried out to get valid research data. The results showed that 1) Assimilator students can perform visual thinking steps, which include looking, seeing, imagining, and show and telling well in each phase of Polya's problem-solving; 2) Converges students can also perform visual thinking steps well, which include looking, seeing, imagining, and show and telling in each phase of Polya's problem solving; 3) Accommodator students can also show visual thinking steps in each phase of solving Polya's problems except at the re-examination stage; 4) Diverger students are only able to show the stages of visual thinking at the scene of understanding the problem and implementing the solution plan; 5) Assimilator students and converges students can reach the global visual level, whereas accommodator and diverger students are only able to achieve at the local visual level. Grounded theory analysis produces a theoretical formulation that students who understand knowledge through abstract concepts have better visual thinking than students who can discover knowledge through concrete experience in solving geometry problems.
| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | ID Sinta Promotor: 5991823 TURMUDI 6042761 DADANG JUANDI |
| Uncontrolled Keywords: | VISUAL THINKING , SMP , GEOMETRI |
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Matematika > Program Studi Pendidikan Matematika |
| Depositing User: | Anwar |
| Date Deposited: | 24 Mar 2023 02:58 |
| Last Modified: | 24 Mar 2023 02:58 |
| URI: | http://repository.upi.edu/id/eprint/89277 |
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