Profil Kemampuan Koneksi Matematis Siswa SMP Yang Bergaya Kognitif Reflektif- Impulsif Dalam Menyelesaikan Soal Geometri
Abstract
Setiap siswa terlahir dengan karakteristik unik yang melekat pada dirinya termasuk gaya kognitif. Siswa dalam satu kelas tentu memiliki bermacam-macam tipe gaya kognitif. Perbedaan tipe gaya kognitif tersebut dapat menyebabkan perbedaan dalam hal kemampuan matematika. Salah satu kemampuan dasar matematika yang harus dimiliki oleh seorang siswa adalah kemampuan koneksi matematika. Penelitian ini bertujuan mendeskripsikan profil kemampuan koneksi matematis siswa SMP Muhammadiyah 1 Gamping kelas VIII yang bergaya kognitif Reflektif-Impulsif dalam menyelesaikan soal Geometri. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subjek penelitian ini adalah 2 orang siswa kelas VIII SMP Muhammadiyah 1 gamping yang masing-masing bergaya kognitif refleksif dan impulsif. Adapun penentuan gaya kognitif siswa menggunakan Matching Familiar Figures Test (MFFT). Teknik pengumpulan datanya menggunakan tes kemampuan komunikasi matematika (TKKM) dan wawancara. Analisis data dalam penelitian ini menggunakan model Milles dan Huberman. Sedangkan untuk mendapatkan data penelitian yang konsisten digunakan triangulasi waktu. Hasil penelitian menunjukkan bahwa dalam mengerjakan masalah yang diberikan subjek Reflektif memiliki kemampuan koneksi matematis yang lebih baik dari pada subjek impulsif. Subjek refleksif mampu mengenali dan menggunakan hubungan antar ide-ide dalam matematika, memahami bagaimana ide dalam matematika saling berhubungan dan membangun satu sama lain untuk menghasilkan suatu kesatuan yang utuh, mengenali dan mengaplikasikan matematika ke dalam lingkungan di luar matematika. Sedangkan subjek Impulsif belum sepenuhnya mampu mengenali dan menggunakan hubungan antar ide-ide dalam matematika, belum menunjukkan bahwa ia memahami bagaimana ide dalam matematika saling berhubungan dan membangun satu sama lain untuk menghasilkan suatu kesatuan yang utuh. Lebih lanjut lagi, Subjek Impulsif belum sepenuhnya mampu mengenali dan mengaplikasikan matematika ke dalam lingkungan di luar matematika.
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