KEMAMPUAN PEMAHAMAN MATEMATIS SISWA MELALUI PENDEKATAN SAINTIFIK DENGAN TIPE SOAL OPEN ENDED

Authors

  • Novi Fauziyah Universitas Wiralodra
  • Runisah Runisah Universitas Wiralodra
  • Mochammad Taufan Universitas Wiralodra

DOI:

https://doi.org/10.30605/proximal.v4i1.478

Keywords:

open ended, pemahaman matematis, pendekatan saintifik

Abstract

 

ABSTRAK

 

Tujuan penelitian ini untuk  mengkaji kemampuan pemahaman matematis siswa melalui penggunaan pendekatan saintifik dengan  soal  open ended dan pendekatan saintifik tanpa soal open ended. Selain itu, penelitian ini bertujuan  untuk mengetahuai  pengaruh pemberian soal open ended pada pendekatan Saintifik terhadap kemampuan pemahaman matematis siswa. Penelitian menggunakan metode kuasi eksperimen dengan populasi terdiri dari siswa kelas VIII di salah satu sekolah di Kabupaten  Indramayu, Jawa Barat. Sampel  diambil  dua kelas dengan menggunakan teknik simple random sampling.  Satu kelas belajar melalui pendekatan saintifik dengan pemberian soal open ended, sedangkan  kelas lain menggunakan pendekatan Saintifik tanpa pemberian soal open ended. Berdasarkan hasil penelitian, kemampuan pemahaman matematis  siswa melalui penggunaan pendekatan saintifik dengan  soal  open ended dan pendekatan saintifik tanpa soal open ended masih rendah. Tidak terdapat pengaruh pemberian  soal open ended pada pendekatan saintifik terhadap kemampuan pemahaman matematis siswa.

 

Kata Kunci : open ended,  pemahaman matematis, pendekatan saintifik.

 

ABSTRACT

 

The purpose of this study is to examine students' mathematical understanding ability through the use of scientific approaches with open ended problems and scientific approaches without open ended problems. In addition, this study aims to explore the influence of open ended problems on scientific approaches to students' mathematical understanding ability The study used quasi-experimental methods with a population consisting of grade VIII students in one of the schools in Indramayu Regency, West Java. Samples were taken in two classes using simple random sampling techniques.  One class learned through a scientific approach by giving open ended problems, while the other class used a Scientific approach without giving open ended problems.  Based on the results of the study, students' mathematical understanding ability through the use of scientific approaches with open ended problems and scientific approaches without open ended problems are still low. There is no effect of giving open ended problems on scientific approaches to students' mathematical understanding ability

 

Downloads

Download data is not yet available.

References

Asria, V. Z. 2019. Improving concept comprehension ability in mathematics by using mathematical model: Think-pair-share approach. Journal of Physics: Conference Series 1402(7): 1-7.
Cahyani, F. D., dan Manoy, J. T. 2017. Pengembangan Soal Matematika Open-Ended untuk Materi Segiempat dan Segitiga. Mathedunesa 1(10): 1–9
Karim, A., dan Nurrahmah, A. 2018. Mahasiswa Pada Mata Kuliah Teori Bilangan. Jurnal Analisa 4(1): 24–32.
Kilpatrick, J., Swafford, J., & Findel, B. 2001. Adding + it UP: Helping Children Learn Mathematics. In National Academy Press. Washington, DC.
Lambertus. 2016. Developing skills understanding of mathematical. International Journal of Education and Research, 4(7), 315–326. Retrieved from https://www.ijern.com/journal/2016/July-2016/25.pdf
Minarni, A., Napitupulu, E. E., & Husein, R. 2016. Mathematical understanding and representation ability of public junior high school in North Sumatra. Journal on Mathematics Education, 7(1), 43–56. https://doi.org/10.22342/jme.7.1.2816.43-56
Deswita, R., Kusumah, Y, S., dan Dahlan J, A. 2018. Peningkatan Kemampuan Komunikasi Matematis Siswa Melalui Model Pembelajaran CORE dengan Pendekatan Scientific. Edumatika Jurnal Riset Pendidikan Matematika 1(1): 35-43.
Nissa, I. C., Lestari, P., dan Kumala, D. 2019. Pengaruh Pemberian Soal Matematika Jenis Open-Ended Problems Terhadap Kemampuan Siswa Memecahkan Masalah Program Linier. Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 7(2): 126-137.
Nugraha, H. 2018. Meningkatkan Pemahaman Matematika Siswa SMP Negeri 1 Pagaden Kelas VIII dengan Gamification Kahoot. UJMES (Uninus Journal of Mathematics Education and Science) 3(1): 148–154.
Nurlita, M. 2015. Pengembangan Soal Terbuka (Open-Ended Problem) pada Mata Pelajaran Matematika SMP Kelas VIII. Pythagoras: Jurnal Pendidikan Matematika 10(1): 38–49.
Suherman, E dkk. 2001.Common Text Book; Strategi Pembelajaran MatematikaKontemporer. Bandung : JICA-UPI
Nurrohmah, E. F. 2015. Efektivitas Pendekatan Saintifik dalam Meningkatkan Hasil dan Motivasi Belajar Siswa SMP. Universitas Pendidikan Indonesia. Repsitory auniversity Indonesia of Education. Bandung.
Purwasih, R. 2015. Peningkatan Kemampuan Pemahaman Matematis dan Self Confidence Siswa MTs di Kota Cimahi Melalui Model Pembelajaran Inkuiri Terbimbing. Jurnal Ilmiah STKIP Siliwangi Bandung 9(1): 16–25.
Runisah 2019 The effect of 5E learning cycle with metacognitive techniques and mathematical prior ability on mathematical creative thinking skills J. Phys.: Conf. Ser. 1315 012082
Ruslan, A. S., dan Santoso, B. 2013. Pengaruh Pemberian Soal Open-Ended Terhadap Kemampuan Penalaran Matematis Siswa. Kreano, Jurnal Matematika Kreatif-Inovatif 4(2): 138–150.
Senjaya, A. J. 2017. Statistika Terapan untuk Penelitian Bidang Pendidikan dan Pengajaran. Edisi Pertama. Cetakan Pertama. Fkipunwir Press. Indramayu.
Suastika, I. K., dan Safrina, M. (2016). Penggunaan Soal Terbuka dengan Scaffolding untuk Meningkatkan Pemahaman Materi Bilangan Bulat Bagi Mahasiswa PGSD Universitas Kanjuruhan Malang. Jurnal Inspirasi Pendidikan 6(2): 857-865.
Susanti, E., Murni, A., dan Anggraini, R. D. 2015. Upaya Meningkatkan Kemampuan Pemahaman Matematis Peserta Didik Kelas X Mia 2 Man 2 Model Pekanbaru Melalui Penerapan Discovery Learning. Jurnal Online Mahasiswa Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau 2(2): 1–11.
Widiani, T., Rif’at, M., dan Ijuddin, R. 2016. Penerapan Pendekatan Saintifik dan Pengaruhnya Terhadap Kemampuan Komunikasi Matematis dan Berpikir Kreatif Siswa. jurnal pendidikan dan pembelajaran khatulistiwa 5(1), 1–14.

Downloads

Published

2021-03-02

How to Cite

Novi Fauziyah, Runisah, R., & Mochammad Taufan. (2021). KEMAMPUAN PEMAHAMAN MATEMATIS SISWA MELALUI PENDEKATAN SAINTIFIK DENGAN TIPE SOAL OPEN ENDED . Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 4(1), 36–42. https://doi.org/10.30605/proximal.v4i1.478

Issue

Vol. 4 No. 1 (2021): Volume 4 Nomor 1 tahun 2021

Section

Articles

License

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) 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.