REPRESENTASI MATEMATIS PESERTA DIDIK MENURUT PANDANGAN BRUNER DALAM MENYELESAIKAN SOAL GEOMETRI DITINJAU DARI KEMAMPUAN MATEMATIKA DAN JENIS KELAMIN
DOI:
https://doi.org/10.30587/didaktika.v24i2.333Keywords:
representasi matematis, kemampuan matematika, bruner, jenis kelamin, dan geometri.Abstract
Representasi matematis sangat dibutuhkan oleh peserta didik agar dapat dengan mudah
menyampaikan ide-ide dan gagasan dengan menginterpretasikan pemikiran terhadap suatu
masalah matematika. Dalam teori perkembangan kognitif, Bruner membedakan representasi
atas enactive, iconic dan symbolic. Representasi matematis dapat dilatih dan dikembangkan
melalui kebiasaan menyelesikan soal-soal geometri. Selain itu representasi matematis erat
kaitannya dengan kemampuan matematika dan jenis kelamin. Sehingga tujuan penelitian ini
adalah untuk mendeskripsikan representasi matematis peserta didik menurut pandangan Bruner
dalam menyelesaika soal geometri ditinjau dari kemampuan matematika (tinggi, sedang, dan
rendah) dan jenis kelamin (laki-laki dan perempuan) di SMPN 1 Duduk Sampeyan
Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian adalah 6
peserta didik kelas VIII-H SMPN 1 Duduk Sampeyan. Metode pengumpulan data yang
digunakan adalah metode tes dan wawancara. Instrument yang digunakan dalam penelitian ini
adalah tes kemampuan matematika, tes representasi matematis, dan pedoman wawancara.
Dari hasil analisis data, representasi matematis peserta didik laki-laki yang memiliki
kemampuan matematika tinggi dapat memenuhi ketiga indikator representasi matematis, peserta
didik laki-laki yang memiliki kemampuan matematika sedang dapat memenuhi ketiga indikator
representasi matematis, sedangkan peserta didik laki-laki yang memiliki kemampuan
matematika rendah hanya dapat memenuhi dua indikator representasi matematis. Representasi
matematis peserta didik perempuan yang memiliki kemampuan matematika tinggi dapat
memenuhi ketiga indikator representasi matematis, peserta didik perempuan yang memiliki
kemampuan matematika sedang dapat memenuhi dua indikator representasi matematis,
sedangkan peserta didik perempuan yang memiliki kemampuan matematika rendah tidak dapat
memenuhi ketiga indikator representasi matematis.
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