Perbedaan Kemampuan Pemecahan Masalah Matematika dengan Model Pembelajaran Scaffolding dalam Lingkungan Belajar Numerasi

Author


Lisa Virdinarti Putra(1Mail), Sukestiyarno Sukestiyarno(2), Masrukan Masrukan(3), Joko Widodo(4), Kartika Yuni Purwanti(5),
Pendidikan Guru Sekolah Dasar, Universitas Ngudi Waluyo, Indonesia(1)
Pendidikan Matematika, Universitas Negeri Semarang, Indonesia(2)
Pendidikan Matematika, Universitas Negeri Semarang, Indonesia(3)
Pendidikan Ekonomi, Universitas Negeri Semarang, Indonesia(4)
Pendidikan Guru Sekolah Dasar, Universitas Ngudi Waluyo, Indonesia(5)

Mail Corresponding Author
Article Analytic
 PDF Full Text   [File Size: 239KB]

Published : 2023-12-25

Article can trace at:


Article Metrics

Abstract Views: 56 times PDF Downloaded: 34 times

Abstract


Berdasarkan fakta masih banyak dijumpai para guru belum melaksanakan pembelajaran secara maksimal dalam pemecahan masalah matematika dalam lingkungan belajar numerasi. Pemecahan masalah merupakan salah satu kemampuan yang harus dikuasai siswa sekolah dasar, khususnya mengenai pembelajaran berhitung. Perlu dilakukan  penelitian  untuk  memfasilitasi  kemampuan pemecahan   masalah   matematika   siswa. Jenis penelitian ini adalah eksperimen dengan bentuk nonequivalent control group design. Populasi dalam penelitian ini adalah siswa kelas 1 A dan 1 B SDN Ungaran 01. Teknik analisis data menggunakan uji normalitas, uji homogenitas, dan uji independent sample t test. Hasil penelitian menunjukkan adanya perbedaan dalam penerapan model pembelajaran scaffolding terhadap kemampuan pemecahan masalah pada lingkungan belajar numerasi pada pembelajaran matematis siswa kelas 1, terbukti dengan nilai sig hitung 0,002 < 0,05. Sehingga dapat disimpulkan bahwa model pembelajaran scaffolding dalam lingkungan belajar numerasi dapat memberikan perubahan pada kemampuan pemecahan masalah siswa


Keywords


scaffolding; pemecahan masalah; lingkungan belajar numerasi

References


Bety. (2019). Literasi Numerasi Di Sd Muhammadiyah. Else (Elementary School Educatio Journal), 3(4), 93–103. https://journal.um-surabaya.ac.id/pgsd/article/view/2541

Gemma Carotenuto, Pietro Di Martino, & Marta Lemmi. (2021). Students’ suspension of sense making in problem solving. Journal Mathematics Education, 817–830. https://link.springer.com/article/10.1007/s11858-020-01215-0

Goos, M., Galbraith, P., & Renshaw, P. (2000). A money problem: A source of insight into problem solving action. International Journal for Mathematics Teaching and Learning, April 13, 1–21. https://espace.library.uq.edu.au/view/UQ:139465

NCTM. (2000). Principle and standar school mathematics. In Reston, VA: National Council of Teacher of Mathematics, Inc. https://doi.org/10.1016/s0737-0806(98)80482-6

OECD. (1967). PISA 2021 Mathematics Framework (Draft). 2nd draft 32-40. Angewandte Chemie International Edition, 6(11), 951–952., 5–24. http://www.oecd.org/pisa/pisaproducts/pisa-2021-mathematics-framework-draft.pdf

Prasetyo, & Lina Miftahul Jannah. (2005). Metode Penenlitian Kuantitatif. PT Raja Grafindo Persada.

Risnawati Syar, Muhammad Sudia, & Latief Sahidin. (2015). Meningkatkan Kemampuan Pemecahan Masalah Matematika Melalui Strategi Pembelajaran Scaffolding Siswa Kelas Viii-D Smp Negeri 5 Kendari. Jurnal Penelitian Pendidikan Matematika, 2. http://ojs.uho.ac.id/index.php/JPPM/article/view/3010

Reyna VF, Nelson WL, Han PK, Dieckmann NF. (2009). How numeracy influences risk comprehension and medical decision making. Psychol Bull. 135: 943. https://pubmed.ncbi.nlm.nih.gov/19883143

Rosa, Milton & Orey, Daniel Clark. (2015). A trivium curriculum for mathematics based on literacy, matheracy, and technoracy: an ethnomathematics perspective. ZDM-Mathematics Education Journal: 47, 587-598. https://link.springer.com/article/10.1007/s11858-015-0688-1

Sams, A., & Washington, O. (2012). Jonathan Bergmann.

Sandra Limia González, Manuel Deaño Deaño, & Ángeles Conde Rodríguez. (2017). Eficacia de un programa de escritura orientado metacognitivamente en alumnos de 3o a 6o grado de educación primaria con dificultades de aprendizaje en escritura. International Journal of Development and Educational Psychology, 1. https://www.redalyc.org/pdf/3498/349853365007.pdf

Scheffel, M., Drachsler, H., Stoyanov, S., & Specht, M. (2014). Quality Indicators for Learning Analytics. Educational Technology & Society, 17(4), 117–132. https://www.jstor.org/stable/jeductechsoci.17.4.117

Seliverstova, L. &. (2020). Academic Publishing House Researcher s . r . o . Published in the Slovak Republic Has been issued since 2016 . 5(1), 79–89. https://doi.org/10.13187/ijmil.2020.1.79

Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education, 2(2), 95–126. https://doi.org/10.22342/jme.2.2.746.95-126

Steen, L. A. L. (2001). Steen: Mathematics and Numeracy: Two Literacies. Journal of the Singapore Association of Mathematics Educators, 6(1), 10–16. http://www.stolaf.edu/people/steen/Papers/01twolits.html

Stewart, B., Briton, D., Gismondi, M., Heller, B., Kennepohl, D., McGreal, R., et al. (2007). Choosing moodle: An evaluation of learning management systems at Athabasca University. Journal of Distance Education Technologies, 5(3), 1–7. http://dx.doi.org/10.4018/978-1-60566-342-5.ch013

Subarinah. (2006). Model-Model Pembelajaran Matematika (Vol. 1).

Sun Z, Zhou X and Li G. (2023). Learned Index: A Comprehensive Experimental Evaluation. Proceedings of the VLDB Endowment. 16:8. https://dbgroup.cs.tsinghua.edu.cn/ligl/papers/experiment-learned-index.pdf

Supriatna, U. (2021). Flipped Classroom: Metode Pembelajaran Tatap Muka Terbatas pada Masa Pandemi Covid-19. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 7(3), 57. https://doi.org/10.32884/ideas.v7i3.408

Sutama. (2013). Pengelolaan Pembelajaran Matematika Sekolah Standar Nasional. 1(1).

Sutama, S., Narimo, S., & Haryoto, H. (2012). Mathematics Learning Management at Elemantary School Post Merapi Eruption. International Journal of Education, 4(4), 192–203. https://doi.org/10.5296/ije.v4i4.2888

Suwangsih. (2010). Filsafat Pendidikan Matematika.

Tait, H., & Entwistle, N. (1996). Identifying students at risk through ineffective study strategies. Higher Education, 31(1), 97–116. https://link.springer.com/article/10.1007/BF00129109

Taryaman. (2017). Pengaruh Manajemen Pembelajaran terhadap Kinerja Guru dalam Mewujudkan Prestasi Belajar Siswa. Jurnal Pendidikan Universitas Garut, 11(1), 1–8. https://journal.uniga.ac.id/index.php/K/article/view/290

Tety, J. L. (2016). Role of Instructional Materials in Academic Performance in Community Secondary Schools in Rombo District., 31–48. https://core.ac.uk/download/pdf/83632862.pdf

Tout, D. (2020). Evolution of adult numeracy from quantitative literacy to numeracy: Lessons learned from international assessments. International Review of Education, 66(2), 183–209. https://doi.org/10.1007/s11159-020-09831-4


Refbacks

  • There are currently no refbacks.