Karakteristik Kemampuan Menyajikan Konsep Dalam Berbagai Bentuk Representasi Matematis Pada Siswa SMP Berdasarkan Teori Pirie dan Kieren

Authors

  • Trisnanda Lady Utami Universitas Sultan Ageng Tirtayasa
  • Syamsuri Syamsuri Universitas Sultan Ageng Tirtayasa
  • Ihsanudin Ihsanudin Universitas Sultan Ageng Tirtayasa

DOI:

https://doi.org/10.25273/jems.v9i1.8580

Keywords:

Understanding Concept Ability, Mathematical Representation, Pirie-Kieren’s Theory

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan menyajikan konsep dalam berbagai bentuk representasi matematis pada siswa SMP berdasarkan Teori Pirie dan Kieren. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah siswa kelas VIII SMP Negeri 4 Kota Serang. Data dikumpulkan dengan metode tes dan wawancara. Hasil penelitian ini menunjukkan bahwa kemampuan menyajikan konsep dalam berbagai macam bentuk representasi matematis  pada siswa SMP dapat diklasifikasikan menjadi tiga tipe jawaban yaitu: 1) tipe jawaban inventising (menemukan) di mana siswa sudah memenuhi lapisan pemahaman image having, formalising, observing, dan inventising, 2) tipe jawaban observing (mengamati) di mana siswa sudah memenuhi lapisan pemahaman image having, formalising, dan observing, dan 3) tipe jawaban formalising (memfromalkan) di mana siswa sudah memenuhi lapisan pemahaman image having dan formalising.

 

This study aims to describe the ability to present concepts in various forms of mathematical representation in junior high school students based on Pirie-Kieren’s theory. This type of research is a qualitative descriptive study. The subjects of this research is VIII grade students of SMPN 4 Kota Serang. Data collected by test and interview methods. The results of this study indicate that the ability to present concepts in various forms of mathematical representation in junior high school students can be classified into three types of answers, namely: 1) the type of answer is inventising where students have fulfilled the layer of understanding: image having, formalising, observing, and inventising, 2) the type of answer is observing where students have fulfilled the layer of understanding: image having, formalising, and observing, and 3) the type of answer is formalising where students have fulfilled the layer of understanding: image having and formalising.

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Published

2021-03-06

Issue

Vol. 9 No. 1 (2021)

Section

Articles

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