KEMAMPUAN REPRESENTASI MATEMATIS DAN SELF CONFIDENCE SISWA SMP MELALUI PENERAPAN MODEL PROBLEM BASED LEARNING (PBL)

Yunita Herdiana, M. Marwan, Cut Morina Zubainur
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Penelitian ini memberikan gambaran tentang pentingnya melatih siswa menjawab soal non-routin melalui pembelajaran. Tantangan bagi guru untuk membiasakan siswa merepresentasi dan  melakukan langkah-langkah penyelesaian masalah secara sistematis serta memiliki kepercayaan diri dalam menjawab soal. Pembelajaran yang dilaksanakan guru berpengaruh terhadap terbentuknya kebiasaan siswa. \nKatakunci : kemampuan representasi matematis, self confindece,model PBL \nThis research is to know the development of mathematical representation abilities and self-confidence of junior high school students through the application of the Problem Based Learning (PBL) model.This type of research is qualitative research. The subjects used in this research isthe  students of Junior High School at class VII. The students are taking by consultation with the teacher. 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引用次数: 4

Abstract

Penelitian ini bertujuan untuk mengetahui perkembangan kemampuan representasi matematis dan Self Confindece siswa SMP melalui penerapan model Problem Based Learning (PBL). Jenis penelitian ini adalah penelitian kualitatif. Subjek yang digunakan dalam penelitian ini adalah dua orang siswa kelas VII. Pengambilan siswa berdasarkan hasil tes dan konsultasi dengan guru. Pengumpulan data dilakukan menggunakan tes dan wawancara semi terstruktur. Instrumen yang digunakan untuk memperoleh data kemampuan representasi matematis selama proses pembelajaran dengan menggunakan model pembelajaran PBL berupa hasil tes individu setiap pertemuan, sedangkan instrumen yang digunakan untuk memperoleh data Self Confidece siswa berupa angket. Hasil penelitian menunjukkan bahwa pembelajaran dengan model PBL dapat membantu menumbuhkan perkembangan kemampuan representasi matematis siswa terlihat dari hasil tes individu setiap pertemuan dan hasil wawancara semi terstruktur siswa. Meskipun siswa belum dapat memenuhi semua indikator yang diukur, namun terlihat sebahagian besar siswa telah dapat memenuhi sebahagian besar  indikator representasi matematis yaitu (1) menyajikan data atau informasi dari suatu masalah ke representasi gambar, diagram, grafik atau tabel, (2) menyelesaikan masalah yang melibatkan ekspresi matematis. Hanya satu indikator kemampuan representasi matematis yang tidak terpenuhi yaitu  menuliskan langkah-langkah penyelesaian masalah matematika. Kemampuan Self Confindece siswa mengalami perkembangan secara klasikal dan memiliki dampak positif terhadap kemampuan representasi matematis siswa terhadap proses pembelajaran PBL sesuai dengan indikator Self Confindece. Penelitian ini memberikan gambaran tentang pentingnya melatih siswa menjawab soal non-routin melalui pembelajaran. Tantangan bagi guru untuk membiasakan siswa merepresentasi dan  melakukan langkah-langkah penyelesaian masalah secara sistematis serta memiliki kepercayaan diri dalam menjawab soal. Pembelajaran yang dilaksanakan guru berpengaruh terhadap terbentuknya kebiasaan siswa. Katakunci : kemampuan representasi matematis, self confindece,model PBL This research is to know the development of mathematical representation abilities and self-confidence of junior high school students through the application of the Problem Based Learning (PBL) model.This type of research is qualitative research. The subjects used in this research isthe  students of Junior High School at class VII. The students are taking by consultation with the teacher. Data collection was performed using semi-structured tests and interviews.The instrument used to obtain mathematical representation ability data during the learning process by using the PBL learning model in the form of individual test results at each meeting, while the instrument used to obtain students' Self Confidence data in the form of a questionnaire.The results was  showed that learn with the PBL model can help students to grow the development of students 'mathematical representation abilities seen from the results of individual tests at each meeting and the results of students' semi-structured interviews. Although students have not been able to meet all the measured indicators, it appears that most students have been able to meet most of the mathematical representation indicators, namely (1) presenting data or information from a problem to the representation of images, diagrams, graphs or tables, (2) solving problems that involves mathematical expressions. Only one indicator of mathematical representation ability that is not fulfilled is to write steps to solve mathematical problems. The ability of Self Confindece students have developed classically and has a positive impact on the ability of students' mathematical representation of the PBL learning process in accordance with the Self Confindece indicator. This study provides an overview of the importance of training students to answer non-routin problems through learning. The challenge for the teacher is to get the students to represent and take steps to solve problems systematically and have confidence in answering questions. Learning conducted by the teacher influences the formation of student habits. Keywords : The Ability of Representation, Self-Confidence, Model Problem Based Learning
中学生通过应用基于学习问题的模型(PBL)的数学表现和自我认同能力
本研究旨在通过应用基于学习问题的模式(PBL)来了解初级学生的数学表现和自我发现能力的发展。这种研究是一种定性研究。本研究的题目是两名七年级学生。根据考试结果进行学生复习并咨询老师。数据收集是通过测试和半结构性采访进行的。用于在学习过程中通过每次会议的个别测试结果的PBL学习模式来获得数学表现能力的数据,而用于获取学生自我认同数据的工具则是脚踝。研究结果表明,PBL模型的学习可以帮助提高学生的数学表现能力,从每个会议的个别测试和半结构化面试的结果可以看出。虽然学生还不能满足所有测量指标,但似乎大多数学生已经能够满足数学表示指标的很大一部分,即(1)将从问题中的数据或信息呈现到图像表示、图表、图表或图表中,(2)解决涉及数学表达的问题。只有一个数学表示能力不完整的指标是写出数学解决方案的步骤。学生自我控制能力经历了古典发展,并根据自我控制指示器对学生的数学表现能力产生了积极的影响。本研究说明了通过学习训练学生回答非routin问题的重要性。对教师来说,要让学生习惯系统地做报告和解决问题的步骤,并有信心回答问题,将是一个挑战。教师的学习影响了学生习惯的形成。这个研究的PBL模型的数学表现能力,自我实现,是通过基于学习的应用,了解初级高中学生的数学表现和自我认同的发展。这是一种研究的可行性研究。这个研究的主题是七年级的初中学生。学生们正在和老师商量。数据收集使用半模式测试和面试。在学习过程中,工具通过在每次会议上使用PBL学习模式来表现数据,而工具则用来识别问题形式中的自我验证数据。再生学表明,与PBL模型一起学习可以帮助学生发展成长的数学代表能力,即在每次会议上从个人推荐和学生推荐中观察到的半主题面试。虽然学生有不是一直都能干高兴见到《measured indicators,塔那大多数学生已被大多数able to见面会《mathematical representation indicators, namely (1) presenting数据或信息从a到问题和《representation of images,图表,graphs或凳,(2)解决problems that involves mathematical表白。只有一种数学代表的能力是写不出解决数学问题的步骤。自我控制学生的能力是高度发展的,对学生的能力有积极的影响。这项研究提供了一个预览,培训学生在学习过程中解决问题的重要性。教师的挑战是让学生重新学习,并采取步骤来解决系统问题,并有信心回答问题。学生习惯的教师影响。重点词:代表、自我认同、问题学习模式的能力
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