ANALISIS KECAKAPAN MATEMATIS MAHASISWA PADA MATA KULIAH STATISTIKA-1 DENGAN PEMBELAJARAN KOLABORATIF BERBASIS MASALAH
Abstract
Salah satu kompetensi yang harus dimiliki oleh seorang pendidik profesional adalah kompetensi profesional yang berkaitan dengan penguasaan terhadap materi pembelajaran secara luas dan mendalam. Mata kuliah statistika 1 merupakan mata kuliah fundamental yang menjadi dasar bagi mata kuliah statistika yang lain. Oleh karena itu, Statistika 1 diambil sebagai obyek dalam pelaksanaan Lesson Study untuk semester ganjil tahun akademik 2013/2014.
Agar sukses dalam belajar matematika maka seseorang harus memiliki kecakapan matematika. Kecakapan Matematika (Mathematics Proficiency) menurut Kilpatrick (2001) terdiri dari (1) pemahaman konseptual (conceptual understanding), (2) kelancaran prosedural (procedural fluency), (3) kompetensi strategis (strategic competence), (4) penalaran adaptif (adaptive reasoning) dan (5) disposisi produktif (productive disposition). Sementara itu, pembelajaran Statistika 1 biasanya dilaksanakan dengan berpusat pada siswa (student centered learning) yang biasanya hanya memfokuskan pada kelancaran prosedural dan kompetensi strategis.
Oleh karena itu, tim MK Statistika 1 menerapkan model pembelajaran kolaboratif berbasis masalah yang dilaksanakan sebagai bagian dari kegiatan Lesson Study yang diharapkan dapat mengembangkan seluruh bagian dari kecakapan matematis tersebut secara terpadu. Kegiatan LS dilaksanakan selama 4 siklus dan setiap siklusnya dibagi atas plan, do dan see. Instrumen yang digunakan yaitu lembar observasi pembelajaran, lembar pengamatan kecakapan matematis mahasiswa. Selain itu, seluruh proses pembelajaran direkam dengan kamera video. Berdasarkan hasil analisa didapatkan bahwa pembelajaran mata kuliah 1 dengan pembelajaran kolaboratif berbasis masalah dilakukan dengan tahapan; 1). Fase 1: membagi tugas, 2). Fase 2: Pembentukan kelompok, 3). Fase 3:Diskusi kelompok, 4). Presentasi kelas. Sedangkan kecakapan matematis mahasiswa secara garis besar meningkat dari sklus yang satu ke siklus yang lain kecuali dari siklus yang ke-2 ke siklus yang ke-3. Desain masalah yang diajukan sangat mempengaruhi bagaimana kecakapan matematis dapat dimunculkan dalam pembelajaran di dalam kelas.
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