Desyarti Safarini TLS, - (2024) PERKEMBANGAN KOGNITIF MAHASISWA DALAM PEMBELAJARAN TURUNAN FUNGSI MENGGUNAKAN DESMOS CLASSROOM ACTIVITIES BERDASARKAN KERANGKA TIGA DUNIA MATEMATIKA: Suatu Studi Kasus. S3 thesis, Universitas Pendidikan Indonesia.
Abstract
Pada preliminary study, didapati beberapa mahasiswa Universitas Sampoerna mengalami kesulitan dalam memahami konsep turunan fungsi. Kerangka Tiga Dunia Matematika (TWM) merekomendasikan pendekatan embodied guna mendukung perkembangan kognitif mahasiswa melalui penggunaan program komputer dinamis. Penelitian studi kasus ini bertujuan untuk menginvestigasi perkembangan kognitif mahasiswa dalam pembelajaran turunan fungsi menggunakan Desmos Classroom Activities (DCA) yang dikembangkan berdasarkan ide-ide pada kerangka TWM. Dua puluh lima orang mahasiswa tahun pertama yang mengambil mata kuliah Calculus and Analytical Geometry 1 menyampaikan responsnya terhadap kegiatan pembelajaran yang menggunakan DCA berdasarkan kerangka TWM. Spektrum capaian kognitif mahasiswa diukur melalui solusi yang mereka hasilkan terhadap soal-soal pada keempat kuis. Perkembangan kognitif mahasiswa selama pembelajaran berlangsung direpresentasikan oleh berbagai aktivitas berpikir di dunia embodied, dunia proceptual, dan dunia axiomatic formal. Pada studi ini, mahasiswa melakukan embodied operations, menyelesaikan soal-soal turunan fungsi (berpikir di dunia proceptual), menemukan beragam konsep, dan membuktikan aturan-aturan turunan fungsi (berpikir di dunia axiomatic formal). Pembelajaran turunan fungsi yang menggunakan DCA berdasarkan kerangka TWM dapat mendukung perkembangan kognitif mahasiswa. Hasil kuis menunjukkan bahwa mayoritas mahasiswa dapat mencapai spektrum procept pada keempat kuis. Hampir semua mahasiswa mampu berpikir di dunia axiomatic formal dengan membuktikan turunan fungsi. Sebagian besar mahasiswa juga dapat menggambarkan representasi grafis dari soal-soal pada keempat kuis. Hasil Focus Group Discussion terhadap tujuh orang mahasiswa terpilih juga mengkonfirmasi bahwa mahasiswa memiliki pandangan yang positif terhadap pembelajaran turunan fungsi yang menggunakan DCA. Penelitian ini mengimplikasikan bahwa penggunaan DCA yang dikembangkan berdasarkan kerangka TWM dapat menjadi strategi alternatif yang dapat mendukung perkembangan kognitif mahasiswa dalam mempelajari turunan fungsi.
The preliminary study found that some Sampoerna University students had difficulty understanding the derivative of a function. The Three Worlds of Mathematics (TWM) framework recommends an embodied approach to support students' cognitive development through dynamic software. This case study research investigates students' cognitive development in learning the derivatives using Desmos Classroom Activities (DCA) based on the TWM framework. Twenty-five first-year students who took Calculus and Analytical Geometry 1 responded to the learning activities of the derivatives using DCA based on the TWM framework. Students' cognitive spectrum outcomes were measured through the solutions they produced to the problems in the four quizzes conducted at the end of each learning topic. Various thinking activities in the embodied, proceptual, and axiomatic formal worlds represent students' cognitive development. In this study, students can perform embodied operations on the graph of functions and tangent lines, solve the derivatives problems (thinking in the proceptual world), find concepts, and prove differentiation rules (thinking in the axiomatic formal world). The learning activities using DCA based on the TWM framework can support students' cognitive development. The results of the quizzes show that most students can reach the procept spectrum in all four quizzes. Almost all students can demonstrate their ability to think in the axiomatic formal world by proving the derivatives. Furthermore, many students can draw the graphical representation of the problems in all four quizzes. Seven selected students involved in the Focus Group Discussion confirmed that they have a favorable view of learning activities using DCA. This study implies that using DCA based on the TWM framework can be an alternative strategy that can support students' cognitive development in learning derivatives.
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| Item Type: | Thesis (S3) |
|---|---|
| Additional Information: | https://scholar.google.co.id/citations?user=wN6SjqQAAAAJ&hl=en ID SINTA Dosen Pembimbing: Darhim: 6166301 Dadang Juandi: 6042761 |
| Uncontrolled Keywords: | Perkembangan kognitif, Turunan, Desmos Classroom Activities (DCA), Tiga Dunia Matematika (TWM) Cognitive Development, Derivatives, Desmos Classroom Activities (DCA), Three Worlds of Mathematics (TWM) |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education Q Science > QA Mathematics |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Matematika S-3 |
| Depositing User: | Mrs Desyarti Safarini TLS - |
| Date Deposited: | 24 Jun 2024 10:29 |
| Last Modified: | 24 Jun 2024 10:29 |
| URI: | http://repository.upi.edu/id/eprint/118395 |
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