Proses Berpikir Siswa pada Level Model Mental “Sintetis’ dalam Konsep Bilangan Bulat Berdasarkan Teori Pemrosesan Informasi
DOI:
https://doi.org/10.25273/jems.v10i2.12596Keywords:
Proses Berpikir, Model Mental, Bilangan Bulat, Teori Pemrosesan InformasiAbstract
Tujuan dari penelitian ini adalah untuk mendeskripsikan bagaimana proses berpikir siswa pada level model mental “sintetis’ dalam konsep bilangan bulat berdasarkan teori pemrosesan informasi. Subjek pada penelitian ini adalah dua siswa yang berada pada level model mental “sintetis†kelas II. Tahapan pada penelitian ini adalah pemberian soal, memilih subjek yang berada pada level model mental sintetis dan wawancara. Hasil penelitian menyebutkan bahwa proses berpikir subjek yang berada pada level model mental sintetis berdasarkan teori pemrosesan informasi diawali dengan membaca soal yang diberikan peneliti terlebih dahulu sehingga stimulus bisa masuk pada otak. Soal yang diberikan akan masuk pada sensory register yang dapat melalui indra penglihatan dan pendengaran subjek. Rangsangan sensory register akan masuk ke dalam short term memory dengan cara attention. Tidak semua memory yang dipilih tadi bisa diproses semuanya oleh otak maka perlu dilakukan selective attention. Kemudian informasi akan diteruskan dalam short term memory dan akan terjadi retrieval. Selanjutnya pada tahapan ini, subjek memanggil kembali informasi yang pernah dia dapatkan dari short term memory pada long term memory. Sehingga saat adanya proses retrieval subjek mengalami forgotten sehingga lupa dengan bagaimana hasil proses penjumlahan bilangan negatif dan positif
Downloads
References
Badarudin, B. R. H., & Khalid, M. 2009. Using the Jar Model to Improve Students’ Understanding of Operations on Integers. Proceedings of icme-11–topic study group 10 research and development in the teaching and learning of number systems and arithmetic. 85
Baltaci, S. 2016. Examination Of Gifted Students’ Probability Problem Solving Process In Terms Of Mathematical Thinking. Malaysian Online Journal of Educational Technology. 4 (4). 18-35
Bofferding, L 2014. Negative Integer Understanding: Characterizing First Graders' Mental Models. Journal for Research in Mathematics Education, 45 (2). 194 – 245
Duffy, FM. 2012. Paradigms, Mental Models, and Mindsets In-Use. Creative Commons Attribution
Ernest, P. 2004. The Philosophy of Mathematics Education. UK: Taylor & Francis
Gagne, R. M. 1975. Esentials of Learning for Instruction. New York: Holt, Rinehart and Winston
Goh, L. S., Tengah, K. A., Shahrill, M., Tan, A., & Leong, E. 2017. Teaching and learning of integers using hands-on versus virtual manipulatives. Paper presented at the 3rd International Conference on Education 2017 (ICEDU 2017), Kuala Lumpur, Malaysia. 20-22 April 2017
Hayes, B., & Stacey, K. 1998. Teaching negative numbers using integers tiles. Melbourne, Australia: Heinemann
Kemendikbud. 2018. Peraturan menteri pendidikan dan kebudayaan republik Indonesia nomor 37 tahun 2018 tentang perubahan atas peraturan menteri pendidikan dan kebudayaan nomor 24 tahun 2016 tentang kompetensi inti dan kompetensi dasar pelajaran pada kurikulum 2013 pada pendidikan dasar dan pendidikan menengah.
Khalid, M., Ibrahim, M. B., Saad, S., Othman, J., Mohd Yussuf, Y., Embong, Z., 2018. A Preliminary Study on Form 1 Students? Errors and Misconception in Operations of Integers. Proceedings of National Education Deans’ Council Seminar [Medc 2018], Unisza. 7-8 November, 2019.
Khan, L. 2015. What is Mathematic – an Overview, International Journal of Mathematic and Computational Science. 1(3). 98-101
Makonye, J. P., & Fakude, F. 2016. A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8. SAGE Open. SAGE Open (October-December, 2016), 1- 10
Mudrikah, A. 2016. Problem-Based Learning Associated By Action-Process-Object-Schema (Apos) Theory To Enhance Students’ High Order Mathematical Thinking Ability. International Journal of Research in Education and Science (IJRES), 2(1), 125- 135
Moleong. 2006. Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosda Karya
Nayazik, A. & Sukestiyarno. 2012. Pembelajaran Matematika Model Ideal Problem Solving dengan Teori Pemrosesan Informasi untuk Pembentukan Pendidikan Karakter dan Pemecahan Masalah Materi Dimensi Tiga Kelas X SMA. Phytagoras. 7(2). 1-8
Ngilawajan, D.A. 2013. Proses Berpikir Mahasiswa SMA dalam Memecahkan Masalah Matematika Materi Turunan Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent. Pedagogia. 2(1). 71-83
Rohana, R. 2015. Peningkatan Kemampuan Penalaran Matematis Mahamahasiswa Calon Guru Melalui Pembelajaran Reflektif. Infinity Journal. 4 (1). 105-119
Sadler, J. T. 2012. The Positives about Negatives: A Study of Errors and Misconceptions with Integer Operations in Adult Education. State University of New York
Schindler, M., & Hubmann, S. 2013. About Students’ Individual Concepts of Negative Integer – In Terms of the Order Relation. Proceedings of Congress of European Research in Mathematics Education. 6-10 February. Turkey.
Solso, R.L, Maclin, O.H & Maclin, M.K. 2008. Psikologi Kognitif Edisi Kedelapan. Jakarta: PT Gelora Aksara Pratama
Steiner, C. J. 2009. A study of pre-service elementary teachers’ conceptual understanding of integers. Kent State University College and Graduate School of Education, US.
Syifa’ul. 2016. Proses Berpikir Siswa SMP Bergaya Kognitif Field Dependent Dalam Menyelesaikan Masalah Berdasarkan Teori Pemrosesan Informasi. Jurnal Pendidikan : Teori, Penelitian, dan Pengembangan. 1(2). 237-245
Turk, C, dkk. 2016. Elementary School Students’ Mental Models about Formation of Seasons: A Cross Sectional Study. Journal of Education and Learning. 5 (1). 7 – 30
Widjaja, W., Stacey, K., & Steinle, V. 2011. Locating negative decimals on the number line: insights into the thinking of pre-service primary teachers. Journal of Mathematical Behavior, 30(1), 80-91
Wulandari&Damayanti. 2018. Scaffolding Based on Telolet Game in Teaching Integers. Malikussaleh Journal of Mathematics Learning (MJML). 1 (2). 36-39
Downloads
Published
Issue
Section
License
Please find the rights and licenses in JEMS (Jurnal Edukasi Matematika dan Sains). By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
1. License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-ShareAlike 4.0 International License.
2. Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
3. User Rights
JEMS (Jurnal Edukasi Matematika dan Sains)'s spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, JEMS (Jurnal Edukasi Matematika dan Sains) permits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and JEMS (Jurnal Edukasi Matematika dan Sains) on distributing works in the journal and other media of publications.
4. Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. JEMS (Jurnal Edukasi Matematika dan Sains) will not be held liable for anything that may arise due to the author(s) internal dispute. JEMS (Jurnal Edukasi Matematika dan Sains) will only communicate with the corresponding author.
5. Miscellaneous
JEMS (Jurnal Edukasi Matematika dan Sains) will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. JEMS (Jurnal Edukasi Matematika dan Sains)'s editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
Â
Every accepted manuscript should be accompanied by "Copyright Transfer Agreement" prior to the article publication.
Â
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
