PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS SOSIAL HUMANISTIK DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK SEKOLAH DASAR

Taman Cendekia: Jurnal Pendidikan Ke-SD-an Pub Date : 2021-12-29 DOI:10.30738/tc.v5i2.11115

Rosidah Aliim Hidayat, Zainnur Wijayanto

{"title":"PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS SOSIAL HUMANISTIK DALAM MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK SEKOLAH DASAR","authors":"Rosidah Aliim Hidayat, Zainnur Wijayanto","doi":"10.30738/tc.v5i2.11115","DOIUrl":null,"url":null,"abstract":"The purpose of this research and development research was (1) to produce a humanistic social-based learning model that was suitable for the mathematical communication skills of elementary school students and (2) to test its effectiveness. The type of research used was RnD with a 4-D development model developed by Thiagarajan. The research subjects on a small scale were 4 students of grade IV and on a wide scale were all students in grade IV of SD Taman Muda IP. The data analysis technique used descriptive qualitative and quantitative. Qualitative analysis technique was used to describe the stages of developing a humanistic social-based learning model in improving mathematical communication skills. Quantitative analysis techniques were utilized to test the validity, practicality, and effectiveness. Based on research data, validation tests from experts and practitioners, it can be concluded that the humanistic social-based learning model in improving the mathematical communication skills of elementary school students was valid, practical, and effective. After going through the validation stage, both experts and practitioners, the product developed was said to be valid (feasible and can be used). After being tested on a small scale and a large scale, the product developed was included in the practical and effective criteria. Thus, the developed model can be used as reference material in enriching the learning process in elementary schools so that it is hoped that student learning outcomes can alsobe enhanced\nKeywords: humanistic, communication, mathematics, social.\nReferences:\nAloni, N. 2013. Empowering dialogues in humanistic education. Educational Philosophy and Theory, 45(10), 1067-1081.\nAnsari, B. I. 2012. Komunikasi Matematik dan Politik. Banda Aceh: Yayasan Pena.\nAnnisa, W.N. 2014. “Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematik Melalui Pembelajaran Pendidikan Matematika Realistik Untuk Siswa SMP Negeri Di Kabupaten Garut”. Jurnal Pendidikan dan Keguruan Vol. 1 No. 1, artikel 8.\nÄrlebäck, J.B., & Doerr, H.M. 2017. Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence. ZDM - Mathematics Education, 50(1–2), 187–200.\nBozkurt, G. 2017. Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?, Journal of Education and Practice, 2017. Journal of Education and Practice, 8(3), 210–218.\nCole, M. 1985. The Zone of Proximal Development: Where Culture and Cognition Create Each Other. In J.V. Wertsch (ed.), Culture, Communication and Cognition, p. 146-161. Cambridge: Cambridge\nDarminto, B. 2014. Penerapan Teori Maslow Pada Pembelajaran Matematika di SD. Jurnal Pendidikan, Volume 23, Nomor 1.\nDeaton, S. 2015. Social learning theory in the age of social media: Implications for educational practitioners. Journal of Educational Technology, 12(1), 1-6.\nFriedlaender, D. 2019. A Humanistic Approach to Scaling Up. Research Brief. Stanford Center for Opportunity Policy in Education.\nGmaj, I., & Fijałkowska, B. 2021. Between a humanistic and economic model of lifelong learning: The validation system in Poland. European Journal of Education, 56(3), 407-422.\nHerring, C., Rosaldo, M., Seim, J., & Shestakofsky, B. 2016. Living theory: Principles and practices for teaching social theory ethnographically. Teaching Sociology, 44(3), 188-199.\nJorgensen, R., Gates, P., & Roper, V. 2014. Structural exclusion through school mathematics: Using Bourdieu to understand mathematics as a social practice. Educational Studies in Mathematics, 87(2), 221-239.\nKemdikbud. 2013. Modul Pelatihan Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan.\nKirschner, P.A., Sweller, J., & Clark, R.E. 2006. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 111–127.\nKoswara, D. 2015. Pembelajaran Kreatif dan Bermakna. Bandung: Universitas Pendidikan Indonesia\nLerman, S. 2000. The social turn in mathematics education research. Multiple perspectives on mathematics teaching and learning, 1, 19-44.\nLestari, L.A.S., Sumantri, & Suartama. 2014. Pengaruh Model Pembelajaran Bandura Terhadap Kinerja Ilmiah dan Hasil Belajar IPA Peserta didik Kelas IV SD. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha Jurusan PGSD., Vol: 2 No: 1.\nLipeikienė, J. 2009. Development of a Mathematical Communication Curriculum. Informacijos Mokslai/Information Sciences, 50.\nMorris, C.W. 1994. Norm, Values, and Society. Wien: Kluwer Academic Publisher.\nMoshman, D. 1998. Cognitive development beyond childhood. In W. Damon (Series Ed.)\nMullis, I.V., Martin, M.O., Foy, P., & Arora, A. 2012. TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.\nNCTM. 2000. Principles and standards for school mathematics. Reston, VA: NCTM.\nPais, A., & Valero, P. 2014. Whither social theory?. Educational Studies in Mathematics, 87(2), 241-248.\nPalincsar, A.S. 1998. Keeping the metaphor of S\\scaffolding fresh – A response to C.\nPrawat, R.S. 1992. Teachers’ Beliefs about Teaching and Learning: A Constructivist Perspective. American Journal of Education, 100(3), 354–395.\nPuskur. 2002. Kurikulum dan Hasil Belajar. Kompetensi Dasar Mata Pelajaran Matematika Sekolah Dasar dan Madrasah Ibtidaiyah. Jakarta: Balitbang Depdiknas.\nRamdani, Y. 2012. “Pengembangan Instrumendan Bahan Ajar untuk Meningkatkan Kemampuan Komunikasi, Penalaran, dan Koneksi Matematisdalam Konsep Integral”. Jurnal Penelitian Pendidikan. Vol. 13. No. 1, pp. 47-48.\nRismawati, M., & Setiawan, B. 2017. Membangun Kemampuan Komunikasi Matematis Peserta Didik pada Mata Kuliah Konsep Dasar Matematika SD Prodi PGSD. Jurnal Pendidikan Dasar PerKhasa, 3(2), 462–472.\nSapriati, A., & Zuhairi, A. 2010. Using Computer-Based Testing as Alternative Assessment Method of Student Learning in Distance Education. Turkish Online Journal of Distance Education, 11(2), 161-169.\nSchneider, T.L. 2021. A social constructivist grounded theory of school principal legal learning. Journal of Research on Leadership Education, 16(3), 226-242.\nSholeh, M. 2007. “Perencanaan Pembelajaran Mata Pelajaran Geografi Tingkat SMA dalam Konteks KTSP”. Jurnal Geografis FIS UNNES. Vol. 4, No.2, 129- 137.\nSuhendra. 2015. Pengembangan Kurikulum dan Pembelajaran Matematika. Jakarta: Universitas Terbuka\nThiagarajan, S., Semmel, D.S. & Semmel, M.I. 1974. Instructional development for training teachers of exceptional children. Bloomington: Indiana University.\nTurmudi. 2009. “Students’S Responses To The Realistic Mathematics Teaching Approach In Junior Secondary School”, Indonesia University Of Education, Proceeding Of IICMA\nVan de Walle, J.A., Karp, K.S., & Bay-Williams, J. M. 2010. Elemnatary School Mathematics: Teaching developmentally (7th ed). Boston: Allyn & Balcon.\nVillares, E., Lemberger, M., Brigman, G., & Webb, L. 2011. Student Success Skills: An evidence‐based school counseling program grounded in humanistic theory. The Journal of Humanistic Counseling, 50(1), 42-55.\nVygotsky, L.S. 1978. Mind In Society. Cambridge: Harvard University Press.\nWindshitl, M. 2004. The Challenges of Sustaining a Constructivist Classroom Culture, dalam Leonard Abbeduto, Taking Sides: Clashing Views on Controversial Issues in Educational Psychology, McGrawHill/Dushkin\nWoolfolk, A. 2009. Educational Psychology (8th ed.). 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Abstract

The purpose of this research and development research was (1) to produce a humanistic social-based learning model that was suitable for the mathematical communication skills of elementary school students and (2) to test its effectiveness. The type of research used was RnD with a 4-D development model developed by Thiagarajan. The research subjects on a small scale were 4 students of grade IV and on a wide scale were all students in grade IV of SD Taman Muda IP. The data analysis technique used descriptive qualitative and quantitative. Qualitative analysis technique was used to describe the stages of developing a humanistic social-based learning model in improving mathematical communication skills. Quantitative analysis techniques were utilized to test the validity, practicality, and effectiveness. Based on research data, validation tests from experts and practitioners, it can be concluded that the humanistic social-based learning model in improving the mathematical communication skills of elementary school students was valid, practical, and effective. After going through the validation stage, both experts and practitioners, the product developed was said to be valid (feasible and can be used). After being tested on a small scale and a large scale, the product developed was included in the practical and effective criteria. Thus, the developed model can be used as reference material in enriching the learning process in elementary schools so that it is hoped that student learning outcomes can alsobe enhanced Keywords: humanistic, communication, mathematics, social. References: Aloni, N. 2013. Empowering dialogues in humanistic education. Educational Philosophy and Theory, 45(10), 1067-1081. Ansari, B. I. 2012. Komunikasi Matematik dan Politik. Banda Aceh: Yayasan Pena. Annisa, W.N. 2014. “Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematik Melalui Pembelajaran Pendidikan Matematika Realistik Untuk Siswa SMP Negeri Di Kabupaten Garut”. Jurnal Pendidikan dan Keguruan Vol. 1 No. 1, artikel 8. Ärlebäck, J.B., & Doerr, H.M. 2017. Students’ interpretations and reasoning about phenomena with negative rates of change throughout a model development sequence. ZDM - Mathematics Education, 50(1–2), 187–200. Bozkurt, G. 2017. Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?, Journal of Education and Practice, 2017. Journal of Education and Practice, 8(3), 210–218. Cole, M. 1985. The Zone of Proximal Development: Where Culture and Cognition Create Each Other. In J.V. Wertsch (ed.), Culture, Communication and Cognition, p. 146-161. Cambridge: Cambridge Darminto, B. 2014. Penerapan Teori Maslow Pada Pembelajaran Matematika di SD. Jurnal Pendidikan, Volume 23, Nomor 1. Deaton, S. 2015. Social learning theory in the age of social media: Implications for educational practitioners. Journal of Educational Technology, 12(1), 1-6. Friedlaender, D. 2019. A Humanistic Approach to Scaling Up. Research Brief. Stanford Center for Opportunity Policy in Education. Gmaj, I., & Fijałkowska, B. 2021. Between a humanistic and economic model of lifelong learning: The validation system in Poland. European Journal of Education, 56(3), 407-422. Herring, C., Rosaldo, M., Seim, J., & Shestakofsky, B. 2016. Living theory: Principles and practices for teaching social theory ethnographically. Teaching Sociology, 44(3), 188-199. Jorgensen, R., Gates, P., & Roper, V. 2014. Structural exclusion through school mathematics: Using Bourdieu to understand mathematics as a social practice. Educational Studies in Mathematics, 87(2), 221-239. Kemdikbud. 2013. Modul Pelatihan Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan. Kirschner, P.A., Sweller, J., & Clark, R.E. 2006. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 111–127. Koswara, D. 2015. Pembelajaran Kreatif dan Bermakna. Bandung: Universitas Pendidikan Indonesia Lerman, S. 2000. The social turn in mathematics education research. Multiple perspectives on mathematics teaching and learning, 1, 19-44. Lestari, L.A.S., Sumantri, & Suartama. 2014. Pengaruh Model Pembelajaran Bandura Terhadap Kinerja Ilmiah dan Hasil Belajar IPA Peserta didik Kelas IV SD. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha Jurusan PGSD., Vol: 2 No: 1. Lipeikienė, J. 2009. Development of a Mathematical Communication Curriculum. Informacijos Mokslai/Information Sciences, 50. Morris, C.W. 1994. Norm, Values, and Society. Wien: Kluwer Academic Publisher. Moshman, D. 1998. Cognitive development beyond childhood. In W. Damon (Series Ed.) Mullis, I.V., Martin, M.O., Foy, P., & Arora, A. 2012. TIMSS 2011 international results in mathematics. International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. NCTM. 2000. Principles and standards for school mathematics. Reston, VA: NCTM. Pais, A., & Valero, P. 2014. Whither social theory?. Educational Studies in Mathematics, 87(2), 241-248. Palincsar, A.S. 1998. Keeping the metaphor of S\scaffolding fresh – A response to C. Prawat, R.S. 1992. Teachers’ Beliefs about Teaching and Learning: A Constructivist Perspective. American Journal of Education, 100(3), 354–395. Puskur. 2002. Kurikulum dan Hasil Belajar. Kompetensi Dasar Mata Pelajaran Matematika Sekolah Dasar dan Madrasah Ibtidaiyah. Jakarta: Balitbang Depdiknas. Ramdani, Y. 2012. “Pengembangan Instrumendan Bahan Ajar untuk Meningkatkan Kemampuan Komunikasi, Penalaran, dan Koneksi Matematisdalam Konsep Integral”. Jurnal Penelitian Pendidikan. Vol. 13. No. 1, pp. 47-48. Rismawati, M., & Setiawan, B. 2017. Membangun Kemampuan Komunikasi Matematis Peserta Didik pada Mata Kuliah Konsep Dasar Matematika SD Prodi PGSD. Jurnal Pendidikan Dasar PerKhasa, 3(2), 462–472. Sapriati, A., & Zuhairi, A. 2010. Using Computer-Based Testing as Alternative Assessment Method of Student Learning in Distance Education. Turkish Online Journal of Distance Education, 11(2), 161-169. Schneider, T.L. 2021. A social constructivist grounded theory of school principal legal learning. Journal of Research on Leadership Education, 16(3), 226-242. Sholeh, M. 2007. “Perencanaan Pembelajaran Mata Pelajaran Geografi Tingkat SMA dalam Konteks KTSP”. Jurnal Geografis FIS UNNES. Vol. 4, No.2, 129- 137. Suhendra. 2015. Pengembangan Kurikulum dan Pembelajaran Matematika. Jakarta: Universitas Terbuka Thiagarajan, S., Semmel, D.S. & Semmel, M.I. 1974. Instructional development for training teachers of exceptional children. Bloomington: Indiana University. Turmudi. 2009. “Students’S Responses To The Realistic Mathematics Teaching Approach In Junior Secondary School”, Indonesia University Of Education, Proceeding Of IICMA Van de Walle, J.A., Karp, K.S., & Bay-Williams, J. M. 2010. Elemnatary School Mathematics: Teaching developmentally (7th ed). Boston: Allyn & Balcon. Villares, E., Lemberger, M., Brigman, G., & Webb, L. 2011. Student Success Skills: An evidence‐based school counseling program grounded in humanistic theory. The Journal of Humanistic Counseling, 50(1), 42-55. Vygotsky, L.S. 1978. Mind In Society. Cambridge: Harvard University Press. Windshitl, M. 2004. The Challenges of Sustaining a Constructivist Classroom Culture, dalam Leonard Abbeduto, Taking Sides: Clashing Views on Controversial Issues in Educational Psychology, McGrawHill/Dushkin Woolfolk, A. 2009. Educational Psychology (8th ed.). New York: Allyn and Acon.

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社会化的学习模式发展，以提高小学学生的数学沟通能力

本研发研究的目的是:(1)产生适合小学生数学沟通能力的人本主义社会学习模式，(2)检验其有效性。使用的研究类型是由Thiagarajan开发的具有4-D开发模型的RnD。小范围的研究对象为4名四年级学生，大范围的研究对象为SD Taman Muda IP的所有四年级学生。数据分析技术采用描述性定性和定量相结合的方法。采用定性分析的方法，描述了在数学沟通能力培养过程中，以社会为基础的人本主义学习模式的发展阶段。运用定量分析技术检验了该方法的有效性、实用性和有效性。基于研究数据、专家和实践者的验证测试，可以得出结论:人本主义社会学习模式在提高小学生数学沟通能力方面是有效的、实用的和有效的。在经过专家和从业者的验证阶段后，所开发的产品被认为是有效的(可行的，可以使用的)。所开发的产品经过小规模和大规模的测试，被纳入实用有效的标准。因此，所开发的模型可以作为丰富小学学习过程的参考资料，以期提高学生的学习效果。关键词:人文，沟通，数学，社会。参考文献:Aloni, N. 2013。加强人文教育中的对话。教育哲学，45(10)，1067-1081。安萨里，b.i. 2012。共青团政治。班达亚齐:Yayasan Pena。Annisa, W.N. 2014。Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematik Melalui Pembelajaran Pendidikan Matematika Realistik Untuk Siswa SMP Negeri Di Kabupaten Garut。《中外关系学报》第1卷第1期，第8篇。Ärlebäck, j.b.， & Doerr, H.M. 2017。学生对整个模型发展过程中负变化率现象的解释和推理。数学教育，50(1-2)，187-200。Bozkurt, G. 2017。社会建构主义:数学教学中个体认知与社会教学实践的协调成功了吗?，《教育与实践》，2017。教育与实践，8(3)，210-218。科尔，M. 1985。最近发展区:文化与认知相互创造的地方。见J.V. Wertsch主编，《文化、交流与认知》，第146-161页。剑桥:剑桥达明托，2014。Penerapan Teori Maslow Pada Pembelajaran Matematika di SD。彭迪迪肯学报，第23卷，第1期。迪顿，2015。社交媒体时代的社会学习理论:对教育从业者的启示。教育技术学报，12(1)，1-6。Friedlaender, D. 2019。扩大规模的人本主义方法。研究简报。斯坦福大学教育机会政策研究中心。Gmaj, I.， & Fijałkowska, B. 2021。在终身学习的人文主义和经济模式之间:波兰的验证系统。教育科学学报，26(3)，344 - 344。Herring, C, Rosaldo, M.， Seim, J.和Shestakofsky, B. 2016。生活理论:民族志社会理论教学的原则与实践。教学社会学，44(3)，188-199。乔根森，R.，盖茨，P.，和罗珀，V. 2014。学校数学中的结构性排斥:用布迪厄的视角来理解作为社会实践的数学。数学教育研究，87(2)，221-239。2013. 模块化Pelatihan实现，Kurikulum 2013。雅加达:Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan。Kirschner, p.a.， Sweller, J.和Clark, R.E. 2006。为什么教学中的最小指导不起作用:建构主义教学、发现教学、问题教学、体验教学和探究教学的失败分析。教育心理学，41(2)，111-127。科斯瓦拉，D. 2015。Pembelajaran Kreatif dan Bermakna。万隆:印尼彭迪迪大学。北京，2000。数学教育研究的社会转向。数学教与学的多重视角，1,19-44。Lestari, l.a.， Sumantri， & Suartama. 2014。Pengaruh模型penbelajaran Bandura Terhadap Kinerja Ilmiah dan Hasil Belajar IPA Peserta didik Kelas IV SD。科学与技术大学学报。， Vol: 2 No: 1李培基，J. 2009。数学交流课程的开发。Informacijos Mokslai/信息科学，50岁莫里斯，C.W. 1994。规范、价值观和社会。Wien: Kluwer学术出版社。莫什曼博士1998。儿童期以后的认知发展。在W. Damon(系列编辑)，Mullis, i.v.， Martin, m.o.， Foy, P.和Arora, A. 2012。TIMSS 2011国际数学成绩。国际教育成就评价协会。

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