Pengembangan kemampuan pemecahan masalah dan habit of mind matematis mahasiswa melalui teknik self-explanation
DOI:
https://doi.org/10.15575/ja.v5i2.6258Keywords:
Self-explanation, Kemampuan Pemecahan Masalah Matematis, Mathematical Habits of MindAbstract
Tujuan penelitian ini adalah untuk menganalisis dampak dari pembelajaran dengan teknik self-explanation pada mahasiswa yang mengikuti kuliah geometri analitik terhadap kemampuan pemecahan masalah dan habit of mind matematis. Â Metode penelitian yang digunakan adalah eksperimen semu desain Nonequivalent Control Grup Design. Sampel pada penelitian ini terdiri dari dua kelas yaitu kelas dengan teknik self-explanation (30 orang) dan kelas dengan model pembelajaran langsung (33 orang). Data yang diperoleh berupa tes kemampuan pemecahan masalah matematis dan skala habits of mind matematis. Hasil penelitian menunjukkan bahwa: (a) Peningkatan kemampuan pemecahan masalah matematis mahasiswa yang memperoleh teknik self-explanation lebih baik dibandingkan dengan yeng memperoleh pembelajaran langsung; (b) Pencapaian kemampuan pemecahan masalah matematis mahasiswa yang memperoleh strategi self-explanation lebih baik dibandingkan dengan yang memperoleh pembelajaran langsung berdasarkan tingkat Pengetahuan Awal Matematis (PAM). (c) Mathematical Habit of Mind untuk dimensi: komitmen, kapabilitas dan kebijakan semuanya terkategori positif setelah memperoleh strategi self-explanation.
References
Buchanan, N. K. (1987). Factors contributing to mathematical problem-solving performance: An exploratory study. Educational Studies in Mathematics, 18(4), 399–415.
Chapman, O. (2015). Mathematics teachers’ knowledge for teaching problem solving. LUMAT (2013–2015 Issues), 3(1), 19–36.
Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., & Glaser, R. (1989). Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145–182.
Costa, A. L., & Calick, B. (2009). Habits of Mind Across the Curriculum: Practical and Creative Strategies for Teachers. Virginia: Association for Supervision and Curriculum Development.
Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3–13.
Lerch, C. M. (2004). Control decisions and personal beliefs: Their effect on solving mathematical problems. The Journal of Mathematical Behavior, 23(1), 21–36.
Lim, K. H., & Selden, A. (2009). Mathematical habits of mind. 1576–1583.
Mark, J., Cuoco, A., Goldenberg, E. P., & Sword, S. (2010). Developing Mathematical Habits of Mind. Mathematics Teaching in the Middle School, 15(9), 505–509.
Maryono, I., Dewi, S. A. L., & Syaf, A. H. (2018). Karakteristik pencapaian kemampuan pembuktian dan kepercayaan diri mahasiswa melalui metode moore. Jurnal Analisa, 4(2), 72–82.
McNamara, D. S., O’Reilly, T., Rowe, M., Boonthum, C., & Levinstein, I. B. (2007). ISTART: A web-based tutor that teaches self-explanation and metacognitive reading strategies. Reading Comprehension Strategies: Theories, Interventions, and Technologies, 397–421.
NCTM. (2000). Principles and Standards for School Mathematics. Reston: The National Council of Teachers of Mathematics, Inc.
Scheiter, K., Gerjets, P., & Schuh, J. (2010). The acquisition of problem-solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures. Instructional Science, 38(5), 487–502.
Siegler, R.S. & Lin, X. (2010). Self-Explanations Promote Children’s Learning. In Waters, H.S. & Schneider, W. (Eds.). Metacognition, strategy use, and instruction. New York: The Guilford Press.
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish in Jurnal Analisa agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
3.Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
