EKSPLORASI KEMAMPUAN FUNCTIONAL THINKING DAN LEARNING OBSTACLE DALAM MENYELESAIKAN MASALAH ALJABAR AWAL PADA SISWA SEKOLAH MENENGAH PERTAMA

Nadya Syifa Utami, - (2022) EKSPLORASI KEMAMPUAN FUNCTIONAL THINKING DAN LEARNING OBSTACLE DALAM MENYELESAIKAN MASALAH ALJABAR AWAL PADA SISWA SEKOLAH MENENGAH PERTAMA. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Kemampuan functional thinking merupakan kemampuan individu untuk memahami
hubungan antar variabel sebagaimana bekerja dengan fungsi. Memiliki kemampuan ini
penting bagi siswa sebagai pengantar untuk memahami aljabar sebagai studi dari fungsi
secara formal, mulai dari fungsi linear di SMP, fungsi non-linear di SMA, sampai
kalkulus di perguruan tinggi. Meskipun begitu, penelitian terdahulu mengungkapkan
berbagai kesulitan siswa dalam menghadapi masalah yang menuntut kemampuan
functional thinking ini. Penelitian ini bertujuan untuk mendeskripsikan kemampuan
functional thinking siswa dalam menyelesaikan masalah aljabar awal SMP dan
bagaimana kemampuan tersebut diperolehnya melalui pengalaman belajar terdahulu.
Melalui penelusuran pengalaman belajar, learning obstacle siswa dapat diidentifikasi.
Untuk mencapai tujuan tersebut, penelitian kualitatif ini menggunakan desain
fenomenologi hermeneutik. Partisipan pada penelitian ini adalah 39 siswa kelas IX SMP
dan seorang guru matematika. Pengumpulan data dilakukan melalui triangulasi data yakni
tes tertulis, wawancara, dan studi dokumen. Hasil penelitian ini menunjukkan bahwa
mayoritas siswa tidak sampai pada level correspondence pada kemampuan functional
thinking-nya. Mayoritas siswa hanya sampai level recursive patterns dan covariation,
bahkan mengalami kesulitan dalam menyelesaikan masalah. Adapun cara siswa dalam
menyelesaikan masalah dipengaruhi oleh pengalaman belajarnya pada konsep aljabar
awal (fungsi) yang bersumber dari sajian materi guru dan sumber belajar lainnya seperti
buku teks matematika. Oleh karena itu, penelitian ini menunjukkan bahwa siswa
mengalami beberapa learning obstacles yaitu ontogenic obstacle (ketidakpahaman siswa
pada konsep variabel dan soal cerita), didactical obstacle (guru hanya berfokus pada
konsep operasional dari pada struktural fungsi), dan epistemological obstacle (terbatasnya
pengetahuan siswa pada konsep variabel dan fungsi). Berdasarkan hasil penelitian,
learning obstacles yang teridentifikasi dapat menjadi salah satu pertimbangan untuk
membuat desain didaktis materi fungsi yang memfasilitasi siswa untuk mengembangkan
kemampuan functional thinking-nya.
The functional thinking ability is an individual ability that focuses on the relationship
between co-varying quantities (variables) as it works in a function. Acquiring this ability
is important for students as it performs as a bridge for them to understand algebra as the
study of functions, starting from linear functions in middle school and non-linear
functions in high school to calculus in higher education. However, recent studies have
revealed multiple challenges that students encounter when solving problems that require
functional thinking ability. This study aims to describe junior high school students'
functional thinking ability in solving early algebra problems and how their abilities are
developed through their previous learning experiences. By exploring students’ learning
experiences, their learning obstacles can be identified. To reach this aim, qualitative
research with a hermeneutic phenomenological design was conducted in this study. There
were 39 ninth graders and a mathematics teacher as the participants in this study. The
data were collected using the data triangulation: the written test, the interview, and the
document study. According to the findings, the majority of students do not achieve the
correspondence level in their functional thinking ability. Many of them are on the
recursive patterns or covariation level and are having difficulty solving the problem.
Furthermore, the way they solve the problem is influenced by their learning experiences
with early algebra concepts, particularly functions, sourced from the task presented by
their teacher and other learning sources such as mathematics textbook. As a result, this
study reveals that students have some learning obstacles, including ontogenic obstacles
(students' lack of comprehension of the concept of variables and in solving word
problems), didactical obstacles (the teacher focuses solely on the operational rather than
structural concept of a function), and epistemological obstacles (students' limited
knowledge in the concept of variables and functions). Therefore, the identified learning
obstacles can be one of the references when developing a didactical design in the concept
of functions, allowing students to develop their functional thinking ability.

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Item Type:	Thesis (S2)
Additional Information:	Link google scholar: https://scholar.google.com/citations?user=g6TflKcAAAAJ&hl=en ID Sinta Dosen Pembimbing: Sufyani Prabawanto : 5995121 Didi Suryadi : 5994183
Uncontrolled Keywords:	Kemampuan Functional Thinking, Aljabar Awal, Fungsi, Learning Obstacle
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Divisions:	Sekolah Pasca Sarjana > Pendidikan Matematika S-2
Depositing User:	Nadya Syifa Utami
Date Deposited:	09 Jan 2023 01:57
Last Modified:	09 Jan 2023 01:57
URI:	http://repository.upi.edu/id/eprint/86882

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