Diagnosis Kesulitan Siswa dalam Menyelesaikan Masalah Geometri-PISA Melalui Pemetaan Kognitif dan Upaya Mengatasinya dengan Scaffolding
Keywords:
Cognitive Mapping, Diagnose, PISA-Geometry, Scaffolding, Students’ Difficulties
Abstract
This study, thus, has unveiled the students’ difficulties in solving PISA-geometry problems and some efforts to face them through scaffolding. This research use qualitative approach. The student were given the problems of PISA-geometry then 6 student were choosen as the subject of study. The data were got from the results of the students’ work PISA-geometry was conducted, involving: understanding of problems, associating the problems with the concept having been taught especially Pythagorean theorem, calculating multiplication of decimals, simplifying the problems, elaborating the skecth, and deciding strategies of problem solving. Scaffolding conducted by researches is refers to scaffolding Anghilari level 2 (explaining, reviewing and restructuring).
References
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Caglayan, G., & Olive, J. (2010). Eighth grade students’ representations of linear equations based on a cups and tiles model. Educational Studies in Mathematics, 74(2), 143-162.
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Frafriski. (2012). Pembelajaran Grup Investigasi (GI) Untuk Memahamkan Materi Bangun Ruang Sisi Datar pada Siswa Kelas VIII-3 SMP Negeri I Peudawa Kabupaten Aceh Timur. Tesis tidak diterbitkan. Malang: PPS UM.
Gal, H., & Linchevski, L. (2010). To see or not to see: analyzing difficulties in geometry from the perspective of visual perception. Educational studies in mathematics, 74(2), 163-183.
Garoui, N., & Jarboui, A. (2012). Cognitive mapping: testing application of causal algebra. Applied Mathematics, 3, 364-372.
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Kompasiana. (2010). Indonesia Peringkat 10 Besar Terbawah dari 65 Negara Peserta PISA [Online]. Available at: http://edukasi.kompasiana.com/2011/01/30/indonesia-peringkat-10-besar-terbawah-dari-65-negara-peserta-pisa-338464.html [21 Maret 2014].
Lee, H. S. (2005). Facilitating students’ problem solving in a technological context: Prospective teachers’ learning trajectory. Journal of Mathematics Teacher Education, 8(3), 223-254.
Montello, D. R. (2002). Cognitive map-design research in the twentieth century: Theoretical and empirical approaches. Cartography and Geographic Information Science, 29(3), 283-304.
Organization for Economic Cooperation and Development [OECD]. (2013). PISA 2012 Result in Focus [Online]. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf. [21 Maret 2014].
Özerem, A. (2012). Misconceptions in geometry and suggested solutions for seventh grade students. Procedia-Social and Behavioral Sciences, 55, 720-729.
Peled, I., & Hershkovitz, S. (2004). Evolving research of mathematics teacher educators: The case of non-standard issues in solving standard problems. Journal of Mathematics Teacher Education, 7(4), 299-327.
Sahlberg, P. (2011). PISA in Finland: An education miracle or an obstacle to change?. CEPS Journal: Center for Educational Policy Studies Journal, 1(3), 119.
Vaščák, J., & Madarász, L. (2010). Adaptation of fuzzy cognitive maps-a comparison study. Acta Polytechnica Hungarica, 7(3), 109-122.
Viandari, Y. (2013). Proses Berpikir Mahasiswa pada Pemecahan Masalah yang Berkaitan dengan Materi Kesebangunan Menggunakan Scaffolding. Tesis tidak diterbitkan. Malang: PPS UM.
Wu, M. (2004). The Impact of PISA in Mathematics Education–Linking mathematics and the real world. Education Journal (Special issue: Analyzing the quality of education in Hong Kong from an international perspective), 32(1), 21-140.
Wu, M., & Adams, R. (2006). Modelling mathematics problem solving item responses using a multidimensional IRT model. Mathematics education research journal, 18(2), 93-113.
Yuan, S. (2013). Incorporating Pólya’s Problem Solving Method in Remedial Math. Journal of Humanistic Mathematics, 3(1), 96-107.
Zahroh, F. (2011). Pengembangan Modul Matematika Materi Segitiga dan SegiEmpat Bercirikan Penemuan Terbimbing Untuk Siswa SMP Kelas VII. Tesis tidak diterbitkan. Malang: PPS UM.
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9(1), 33-52.
Caglayan, G., & Olive, J. (2010). Eighth grade students’ representations of linear equations based on a cups and tiles model. Educational Studies in Mathematics, 74(2), 143-162.
Culaste, I. C. (2011). Cognitive skills of mathematical problem solving of grade 6 children. International Journal of Innovative Interdisciplinary research, 1, 120-125.
Frafriski. (2012). Pembelajaran Grup Investigasi (GI) Untuk Memahamkan Materi Bangun Ruang Sisi Datar pada Siswa Kelas VIII-3 SMP Negeri I Peudawa Kabupaten Aceh Timur. Tesis tidak diterbitkan. Malang: PPS UM.
Gal, H., & Linchevski, L. (2010). To see or not to see: analyzing difficulties in geometry from the perspective of visual perception. Educational studies in mathematics, 74(2), 163-183.
Garoui, N., & Jarboui, A. (2012). Cognitive mapping: testing application of causal algebra. Applied Mathematics, 3, 364-372.
Husni, M. (2011). Pengembangan Buku Siswa Bangun Ruang Sisi Datar Berbasis Pendidikan Matematika Realistik pada Siswa Kelas VIII. Tesis tidak diterbitkan. Malang: PPS UM.
Jacobs, L. F. (2003). The evolution of the cognitive map. Brain, behavior and evolution, 62(2), 128-139.
Kemdikbud (2011). Survey Internasional PISA [Online]. Available at: http://litbang.kemdikbud.go.id/index.php/survei-internasional-pisa [21 Maret 2014].
Kemdikbud. (2013). Materi Pelatihan Guru Implementasi Kurikulum 2013 SMP/MTs Matematika. Jakarta: Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan.
Kompasiana. (2010). Indonesia Peringkat 10 Besar Terbawah dari 65 Negara Peserta PISA [Online]. Available at: http://edukasi.kompasiana.com/2011/01/30/indonesia-peringkat-10-besar-terbawah-dari-65-negara-peserta-pisa-338464.html [21 Maret 2014].
Lee, H. S. (2005). Facilitating students’ problem solving in a technological context: Prospective teachers’ learning trajectory. Journal of Mathematics Teacher Education, 8(3), 223-254.
Montello, D. R. (2002). Cognitive map-design research in the twentieth century: Theoretical and empirical approaches. Cartography and Geographic Information Science, 29(3), 283-304.
Organization for Economic Cooperation and Development [OECD]. (2013). PISA 2012 Result in Focus [Online]. Available at: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf. [21 Maret 2014].
Özerem, A. (2012). Misconceptions in geometry and suggested solutions for seventh grade students. Procedia-Social and Behavioral Sciences, 55, 720-729.
Peled, I., & Hershkovitz, S. (2004). Evolving research of mathematics teacher educators: The case of non-standard issues in solving standard problems. Journal of Mathematics Teacher Education, 7(4), 299-327.
Sahlberg, P. (2011). PISA in Finland: An education miracle or an obstacle to change?. CEPS Journal: Center for Educational Policy Studies Journal, 1(3), 119.
Vaščák, J., & Madarász, L. (2010). Adaptation of fuzzy cognitive maps-a comparison study. Acta Polytechnica Hungarica, 7(3), 109-122.
Viandari, Y. (2013). Proses Berpikir Mahasiswa pada Pemecahan Masalah yang Berkaitan dengan Materi Kesebangunan Menggunakan Scaffolding. Tesis tidak diterbitkan. Malang: PPS UM.
Wu, M. (2004). The Impact of PISA in Mathematics Education–Linking mathematics and the real world. Education Journal (Special issue: Analyzing the quality of education in Hong Kong from an international perspective), 32(1), 21-140.
Wu, M., & Adams, R. (2006). Modelling mathematics problem solving item responses using a multidimensional IRT model. Mathematics education research journal, 18(2), 93-113.
Yuan, S. (2013). Incorporating Pólya’s Problem Solving Method in Remedial Math. Journal of Humanistic Mathematics, 3(1), 96-107.
Zahroh, F. (2011). Pengembangan Modul Matematika Materi Segitiga dan SegiEmpat Bercirikan Penemuan Terbimbing Untuk Siswa SMP Kelas VII. Tesis tidak diterbitkan. Malang: PPS UM.
Published
2017-04-11
How to Cite
Abadi, A., Subanji, S., & Chandra, T. (2017). Diagnosis Kesulitan Siswa dalam Menyelesaikan Masalah Geometri-PISA Melalui Pemetaan Kognitif dan Upaya Mengatasinya dengan Scaffolding. MENDIDIK: Jurnal Kajian Pendidikan Dan Pengajaran, 3(1), 1-18. https://doi.org/10.30653/003.201731.71
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Copyright (c) 2017 Agung Prasetyo Abadi, Subanji, Tjang Daniel Chandra
This work is licensed under a Creative Commons Attribution 4.0 International License.
