Dosinaeng, Wilfridus Beda Nuba (2017) Scaffolding mengacu pada teori APOS untuk meningkatkan pemahaman logaritma siswa kelas X Sekolah Menengah Atas / Wilfridus Beda Nuba Dosinaeng. Masters thesis, Universitas Negeri Malang.
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ABSTRAK Dosinaeng N B W. 2017. Scaffolding Mengacu Pada Teori APOS Untuk Meningkatkan Pemahaman Logaritma Siswa Kelas X Sekolah Menengah Atas. Tesis Program Studi Pendidikan Matematika Pascasarjana Universitas Negeri Malang. Pembimbing (1) Dr.rer.nat. I Made Sulandra M.Si (II) Drs. Dwiyana M.Pd Ph.D Kata kunci Scaffolding Teori APOS Pemahaman logaritma. Pemahaman mempunyai peran yang sangat penting bagi siswa dalam mempelajari matematika. Hal ini menjadi problema tersendiri ketika hasil identifikasi awal yang dilakukan pada siswa kelas X SMAK Frateran Malang menunjukkan bahwa pemahaman logaritma siswa masih rendah walaupun telah mengikuti serangkaian kegiatan pembelajaran logaritma di kelas. Penelitian yang dilaksanakan bertujuan untuk mendeskripsikan scaffolding mengacu pada teori APOS untuk meningkatkan pemahaman logaritma siswa. Scaffolding dianggap efektif sebab sifatnya yang dinamis yang dapat disesuaikan dengan jenis bantuan yang diperlukan siswa. Dengan scaffolding mengacu pada teori APOS siswa dibantu untuk dapat mengembangkan konstruksi ataupun merekonstruksi struktur pengetahuan logaritma di dalam kognisinya berdasarkan struktur-struktur mental dari logaritma yang dikonstruksinya selama kegiatan scaffolding berlangsung. Berdasarkan tujuan tersebut maka jenis penelitian ini yaitu penelitian deskriptif dengan pendekatan kualitatif . Subjek penelitiannya yaitu 3 siswa kelas X SMAK Frateran Malang yang sudah mempelajari logaritma dan berturut-turut mempunyai pemahaman logaritma pada level aksi proses dan objek. Pengidentifikasian level pemahaman logaritma siswa sebelum scaffolding didasarkan pada hasil tes tertulis 1 dan hasil wawancara awal. Dari hasil tersebut peneliti kemudian melaksanakan scaffolding untuk membantu siswa dalam menyelesaikan masalah tes tertulis 1 tersebut. Selanjutnya tes tertulis 2 diberikan untuk mengamati peningkatan level pemahaman logaritma siswa. Hasil analisis menunjukkan bahwa scaffolding yang dilakukan efektif. Ketiga subjek penelitian mampu meningkatkan level pemahamannya yaitu (1) Subjek A dari level aksi ke level objek (2) Subjek B dari level proses ke level skema (3) Subjek C dari level objek ke level skema logaritma. Strategi scaffolding yang digunakan untuk meningkatkan pemahaman level aksi ke level proses yaitu explaining (showing and telling) dan reviewing (looking touching and verbalizing) strategi yang digunakan untuk meningkatkan pemahaman level proses ke objek yaitu reviewing (looking touching and verbalizing prompting and probing explaining and justifying) dan restricting (simplifying the problem dan negotiating meaning) strategi yang digunakan untuk meningkatkan level objek ke skema yaitu reviewing (explaining and justifying) restructuring (simplifying the problem dan negotiating meaning) dan developing conceptual thinking (developing representational tools dan negotiating meaning). ABSTRACT Dosinaeng N B W. 2017. Scaffolding referring to APOS theory meaning to increase the Logarithm Understanding of the Tenth Grade Students of Senior High School. Thesis. Math Education Study Program of Universitas Negeri Malang Postgraduate. Advisors (I) Dr.rer.nat. I Made Sulandra M.Si (II) Drs. Dwiyana M.Pd Ph.D Key words Scaffolding APOS Theory Logarithm understanding The understanding has very important role for the students in learning mathematics. This becomes special problem when the first identification for the tenth grade students of Frateran Malang Catholic Senior High School shows that the students understanding of mathematics specifically logarithm concept is still low. One way that could be done to increase students logarithm understanding is by scaffolding basing on APOS theory. Scaffolding dynamically helps students to construct mental structures of logarithm action process object and logarithm sceme. This descriptive research using qualitative approach aims at describing scaffolding basing on APOS theory just to help students in increasing their level of logarithm understanding. This study treats 3 tenth grade students of SMAK Frateran Malang as the subjects. They have already learnt logarithm and have understanding on it through action process and object. Identifying students understanding level before scaffolding is based on first written test result and early interview. Referring to the said result the researcher then applies scaffolding to help students to solve the problems encountered in first written test. Then the second written test was given just to examine the progress of students logarithm understanding level. The analysis result shows that the scaffolding applied was effective. The three research subjects were able to increase their level of understanding as the following (1) A subject moves from action level to object level (2) B subject moves from process level to sceme level (3) C subject moves from object level to logarithm sceme level. The scaffolding srategies used to increase the understanding of action level to process level are explaining (showing and telling) and reviewing (looking touching and verbalizing) the srategies to increase process level understeanding to object are reviewing (looking touching and verbalizing prompting and probing explaining and justifying) and restructuring (simplifying the problem and negotiating meaning) the strategies used to increase object level to sceme are reviewing (explaining and justifying) restructuring (simplifying the problem and negotiating meaning) and developing conceptual thinking (developing representational tools and negotiating meaning).
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Matematika (MAT) > S2 Pendidikan Matematika |
| Depositing User: | library UM |
| Date Deposited: | 06 Jul 2017 04:29 |
| Last Modified: | 09 Sep 2017 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/110801 |
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