ANALISIS KEMAMPUAN PESERTA DIDIK DALAM MEMECAHKAN MASALAH PADA SOAL CERITA MATERI PERSAMAAN LINIER SATU VARIABEL DITINJAU DARI GAYA BELAJAR DI SMP NU 2 GRESIK
Abstract
Peserta didik dalam memecahkan soal matematika memiliki cara yang berbedabeda
karena setiap individu memiliki kemampuan matematika yang berbeda-beda pula.
Masalah-masalah pada soal cerita yang berhubungan dengan matematika sering
dijumpai pada situasi sehari-hari. Penyajian matematika dalam bentuk cerita merupakan
salah satu fungsi matematika sebagai aktivitas manusia, karena dalam soal cerita
terdapat pengalaman-pengalaman peserta didik. Selain dilihat kemampuan dalam
memecahkan soal cerita diperhatikan juga aspek perbedaan gaya belajar peserta didik,
karena pada proses kegiatan pembelajaran di kelas banyak peserta didik yang terlibat
dimana setiap peserta didik memiliki kesempatan yang sama untuk mendapatkan materi
dengan sejelas-jelasnya. Perbedan gaya belajar merupakan sebuah pendekatan yang
menjelaskan mengenai bagaimana individu belajar atau cara yang ditempuh oleh
masing-masing individu untuk berkonsentrasi pada proses, dan menguasai informasi
yang sulit dan baru melalui presepsi yang berbeda Grinder mengidentifikasikan 3 jenis
gaya belajar, yaitu : gaya belajar visual, auditori, dan kinestetik.
Penelitian ini adalah penelitian deskriptif kualitatif yang bertujuan untuk
mendeskripsikan kemampuan peserta didik dalam pemecahan masalah
peserta didik SMP NU 2 Gresik kelas VII A pada materi persamaan linier satu
variabel ditinjau dari gaya belajar.
Hasil dari penelitian ini adalah kemampuan pemecahan masalah meliputi: Peserta
didik visual mengerjakan soal sesuai dengan tahapan polya, saat menghitung
menggunakan prosedur tertentu dan jawaban benar. Peserta didik memahami elemen
netral (0) tetapi tidak menuliskannya. Peserta didik auditorial mengerjakan soal sesuai
dengan tahapan polya, tetapi setelah peserta didik melakukan tahap memeriksa kembali
pemecahan justru membuat peserta didik ragu dalam memberikan kesimpulan akhir.
Peserta didik kinestetik saat mengerjakan soal terkadang melewatkan beberapa proses
tahapan Polya. Karena peserta didik lebih suka menggunakan cara praktis dan
mengabaikan persamaan matematikanya. Persamaan matematika tidak bermakna bagi
peserta didik kinestetik.
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