Jurnal Riset Pendidikan Matematika
Keywords
geometri dimensi tiga, faktor penyebab kesulitan belajar, three-dimensional geometry, the factors that cause learning difficulties
Document Type
Article
Abstract
Penelitian ini bertujuan untuk menyelidiki faktor-faktor yang menyebabkan kesulitan mahasiswa STKIP BBG dalam mempelajari geometri dimensi tiga. Penelitian ini menggunakan metode penelitian kualitatif studi kasus untuk mengkaji proses pembelajaran mahasiswa calon guru matematika di lingkungan STKIP BBG. Subjek dalam penelitian ini adalah 16 orang mahasiswa calon guru matematika STKIP BBG Semester II-IV Tahun Akademik 2016/2017 yang dipilih secara purposive sampling. Pengumpulan data dilakukan dengan menggunakan tehnik angket, tes, dan wawancara. Hasil penelitian menunjukkan bahwa kedua faktor internal dan ekternal memberi pengaruh terhadap kesulitan belajar yang dialami oleh mahasiswa pendidikan matematika STKIP BBG. Faktor internal sebagai penyebab kesulitan adalah faktor minat, bakat dan intelegensi mahasiswa yang memiliki persentase lebih dari 50% tergolong rendah dan sangat rendah. Adapun faktor ekternal, diantaranya adalah aspek penggunaan metode mengajar oleh dosen dimana, penyampaian materi oleh dosen tanpa menyesuaikan kemampuan mahasiswa memiliki peran yang tinggi (68.75%) dalam memunculkan kesulitan terhadap penguasaan konsep-konsep geometri dimensi tiga. Selain itu, pengalaman belajar geometri pada jenjang sekolah sebelumnya juga menjadi faktor lain yang mengakibatkan kesulitan belajar geometri dalam penelitian ini.
The cause of difficulty in learning the three-dimensional geometry
Abstract
This study aims to investigate the factors that cause STKIP BBG's prospective teachers difficulties in learning three-dimensional geometry. This research uses a case study qualitative research method to assess student learning process of prospective mathematics teachers in mathematics department at STKIP BBG. Subjects in this study were 16 prospective mathematics teachers in semester II - IV academic year 2016/2017 at STKIP BBG. The subjects were selected by purposive sampling. Data collection was done by using questionnaire technique, tests and interviews. The results showed that both internal and external factors had given effects toward learning difficulties experienced by mathematics education students at STKIP BBG. The internal factors are which suspected as the difficulty's cause are the interest factor; talent and intelligence where 50% of prospective mathematics teachers are in low and very low level. Meanwhile, the external factors, such as the use of teaching methods by lecturers where, the delivery of materials by lecturers without adjusting the ability of students have a high role (68.75%) in raising difficulties on the mastery of three-dimensional geometry concepts. In addition, the experience of learning geometry at the previous school level is also another factor that leads to difficulties in learning geometry in this study.
Page Range
18-29
Issue
1
Volume
5
Digital Object Identifier (DOI)
10.21831/jrpm.v5i1.16836
Source
https://journal.uny.ac.id/index.php/jrpm/article/view/16836
Recommended Citation
Novita, R., Prahmana, R. C., Fajri, N., & Putra, M. (2018). Penyebab kesulitan belajar geometri dimensi tiga. Jurnal Riset Pendidikan Matematika, 5(1), 18-29. https://doi.org/10.21831/jrpm.v5i1.16836
References
Acharya, C., & Ghose, A. (2015). Acquisition of basic geometric concepts among students who have completed class VIII. International Journal of Education and Psychological Research, 4(4), 91-98. Retrieved from http://ijepr.org/doc/V4_Is4_Dec15/ij20.pdf
Ada, T., & KurtuluÅŸ, A. (2010). Students' misconceptions and errors in transformation geometry. International Journal of Mathematical Education in Science and Technology, 41(7), 901-909. https://doi.org/10.1080/0020739X.2010.486451
Ahmad, S. R. S. (2016). Pengaruh math phobia, self-efficacy, adversity quotient dan motivasi berprestasi terhadap prestasi belajar matematika siswa SMP. Jurnal Riset Pendidikan Matematika, 3(2), 259. https://doi.org/10.21831/jrpm.v3i2.6138
Aslan-Tutak, F., & Adams, T. L. (2015). A study of geometry content knowledge of elementary preservice teachers. International Electronic Journal of Elementary Education, 7(3), 301-318. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/82
Astutik, H. S. (2017). Keefektifan pembelajaran berdasarkan masalah pada bangun ruang sisi datar ditinjau dari penguasaan SK, motivasi, dan minat siswa SMP. Jurnal Riset Pendidikan Matematika, 4(1), 56. https://doi.org/10.21831/jrpm.v4i1.12722
Browning, C., Edson, A. J., Kimani, P., Aslan-Tutak, F., & Kimani, P. M. (2014). Mathematical content knowledge for teaching elementary mathematics: A focus on geometry and measurement. The Mathematics Enthusiast TME The Mathematics Enthusiast, 11(2), 333-384. Retrieved from https://scholarworks.umt.edu/tme/vol11/iss2/7
Clements, D. H., & Sarama, J. (2011). Early childhood teacher education: The case of geometry. Journal of Mathematics Teacher Education, 14(2), 133-148. https://doi.org/10.1007/s10857-011-9173-0
Copeland, R. W. (1984). How children learn mathematics, teaching implications of Piaget's research. New York, N. Y.: The Macmillan Company.
Couto, A., & Vale, I. (2014). Pre-service teachers' knowledge on elementary geometry concepts. Journal of the European Teacher Education Network, 9(0), 57-73. Retrieved from http://jeten-online.org/index.php/jeten/article/view/32
Dalyono, M. (2012). Psikologi pendidikan. Jakarta: Rineka Cipta.
Departemen Pendidikan dan Kebudayaan. (2012). Model kurikulum tingkat satuan pendidikan dan model pengembangan silabus mata pelajaran SMP/MTs. Jakarta: BP Cipta Jaya.
George, W. (2017). Bringing van Hiele and Piaget together: A case for topology in early mathematics learning. Journal of Humanistic Mathematics, 7(1), 105-116. https://doi.org/10.5642/jhummath.201701.08
Hamalik, U. (2015). Metode belajar dan kesulitan-kesulitan belajar. Bandung: Tarsito.
Hwang, W.-Y., Su, J.-H., Huang, Y.-M., & Dong, J.-J. (2009). A study of multi-representation of geometry problem solving with virtual manipulatives and whiteboard system. Educational Technology & Society, 12(3), 229-247. Retrieved from https://pdfs.semanticscholar.org/447e/89515b54aa33eb7b6b4949b930e043fbc055.pdf
Iswadji, D. (2001). Geometri ruang. Yogyakarta: Universitas Negeri Yogyakarta.
Kabaca, T., Karadag, Z., & Aktumen, M. (2011). Misconception, cognitive conflict and conceptual changes in geometry: a case study with pre-service teachers. Mevlana International Journal of Education (MIJE), 1(2), 44-55.
Kamaliyah, K., Zulkardi, Z., & Darmawijoyo, D. (2013). Developing the sixth level of PISA-like mathematics problems for secondary school students. Journal on Mathematics Education, 4(1), 9-28. https://doi.org/10.22342/jme.4.1.559.9-28
Kereh, C. T., Sabandar, J., & Tjiang, P. C. (2013). Identifikasi kesulitan belajar mahasiswa dalam konten matematika pada materi pendahuluan fisika inti. In Prosiding Seminar Nasional Sains dan Pendidikan Sains VIII (Vol. 4, pp. 10-16). Salatiga: Universitas Kristen Setya Wacana . Retrieved from http://repository.uksw.edu/bitstream/123456789/3113/2/PROS_ Cicylia TK, Jozua S, Paulus CT_ Identifikasi Kesulitan Belajar_Full text.pdf
Leung, K. C. I., Ding, L., Leung, A. Y. L., & Wong, N. Y. (2013). Prospective teachers' competency in teaching how to compare geometric figures: The concept of congruent triangles as an example 1. In Proceedings of the KSME 2014 Spr. Conf. on Math. Educ (Vol. 3, pp. 545-558). Seoul: Hankuk U. of Foreign Studies,. Retrieved from http://210.101.116.28/W_files/kiss6/10307666_pv.pdf
National Research Council. (2009). Mathematics learning in early childhood. Washington, D.C.: National Academies Press. https://doi.org/10.17226/12519
Negoro, S. T., & Harahap, B. (2014). Ensiklopedia matematika. Ghalia Indonesia.
Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students. New Jersey: Pearson/Allyn & Bacon.
Novita, R., & Niawati, N. (2016). Penerapan pendekatan kontekstual pada bangun ruang kubus dan balok di kelas VIII sekolah menengah pertama. Jurnal Numeracy, 3(1). Retrieved from http://numeracy.stkipgetsempena.ac.id/home/article/view/31
Nurhikmayati, I. (2017). Analisis kesulitan belajar mahasiswa pada matakuliah matematika dasar. Theorems, 2(1). Retrieved from http://jurnal.unma.ac.id/index.php/th/article/view/576
Ojose, B. (2008). Applying Piaget's theory of cognitive development to mathematics instruction. The Mathematics Educator, 18(1). Retrieved from http://tme.journals.libs.uga.edu/index.php/tme/article/view/193
Özerem, A. (2012). Misconceptions in geometry and suggested solutions for seventh grade students. Procedia - Social and Behavioral Sciences, 55, 720-729. https://doi.org/10.1016/J.SBSPRO.2012.09.557
Panaoura, A. (2014). Using representations in geometry: a model of students' cognitive and affective performance. International Journal of Mathematical Education in Science and Technology, 45(4), 498-511. https://doi.org/10.1080/0020739X.2013.851804
Prahmana, R. C. I. (2017). Design research (Teori dan implementasinya: Suatu pengantar). Jakarta: Rajawali Pers.
Robichaux-Davis, R. R., & Guarino, A. J. (2016). Assessing elementary pre-service teachers' knowledge for teaching geometry. International Journal of Mathematics and Statistics Invention, 4(1), 12-20. Retrieved from www.ijmsi.org
Rofii, A., Sunardi, S., & Irvan, M. (2018). Characteristics of students' metacognition process at informal deduction thinking level in geometry problems. International Journal on Emerging Mathematics Education, 2(1), 89-104. https://doi.org/10.12928/ijeme.v2i1.7684
Romano, D. A. (2017). Prospective B&H elementary school teachers' understanding of processes with basic geometric concepts. Open Mathematical Education Notes, 7, 29-42. https://doi.org/10.7251/OMEN1701029R
Ryandi, R. B., Somakim, S., & Susanti, E. (2018). Learning combinations through "Handshake." International Journal on Emerging Mathematics Education, 2(1), 105-118. https://doi.org/10.12928/ijeme.v2i1.8693
Sugiyono. (2015). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R & D. Bandung: Alfabeta.
Sutiarso, S., Nurhanurawat, N., & Coesamin, M. (2008). Implementasi pembelajaran matematika dengan problem posing yang dikombinasikan dengan cooperative. Jurnal Pendidikan MIPA, 9(2), 30-35.
Syahrir, S., Kusnadin, K., & Nurhayati, N. (2013). Analisis kesulitan pemahaman konsep dan prinsip materi pokok dimensi tiga siswa kelas XI SMK Keperawatan Yahya Bima. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 1(1), 89-103. Retrieved from http://ojs.ikipmataram.ac.id/index.php/prismasains/article/view/522
The National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the national mathematics advisory panel. Washington, DC.: Department of Education, Office of Planing. Evaluation and Policy Development.