Analisis kemampuan pemecahan masalah matematika pada materi aritmatika sosial ditinjau dari tipe kepribadian siswa
##plugins.themes.academic_pro.article.main##
Abstract
Penelitian ini bertujuan untuk mendeskripsikan kemampuan pemecahan masalah matematika siswa dalam menyelesaikan masalah aritmatika sosial yang ditinjau dari tipe kepribadian siswa. Penelitian ini merupakan penelitian deskriptif kualitatif. Instrumen penelitian terdiri dari angket penggolongan tipe kepribadian Keirsey, tes pemecahan masalah dan wawancara. Teknik analisis data yang dilakukan meliputi reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan kemampuan pemecahan masalah siswa pada masalah aritmatika sosial berdasarkan tipe kepribadian yaitu (1) siswa Guardian memecahkan masalah dapat melakukan 3 tahap polya yaitu memahami masalah dengan baik, merencanakan penyelesaian dengan tepat, melaksanakan rencana dengan benar namun tidak melakukan pemeriksaan kembali karena merasa jawaban sudah benar. (2) Siswa Artisan dapat melakukan 4 tahap polya. Memahami masalah dengan baik, menyusun rencana penyelesaian dengan runtut, melaksanakan rencana dengan perhitungan serta algoritma yang benar, dan melakukan pemeriksaan kembali (3) Siswa Rational dalam memecahkan masalah dengan tahap polya hanya mampu melakukan tahap memahami masalah. Pada tahap merencanakan penyelesaian tidak dapat menyusun strategi dengan benar sehingga hasil akhir yang diperoleh menjadi salah (4) Siswa Idealist memecahkan masalah dapat melakukan 3 tahap polya yaitu memahami masalah dengan baik, mampu menyusun strategi, melaksanakan rencana dengan metode yang singkat dengan bahasa pemahamannya sendiri dan memeriksa kembali jawaban karena merasa yakin dengan jawabannya.
##plugins.themes.academic_pro.article.details##
References
Fatmawati, Harlinda, dkk. 2014. Analisis Berpikir Kritis Siswa dalam Pemecahan Masalah Matematika Berdasarkan Polya pada Pokok Bahasan Persamaan Kuadrat. Jurnal Elektronik Pembelajaran Matematika. Volume 2. Nomor 9. Halaman: 899-910. ISSN: 2339-1685. Surakarta : Prodi Magister Pendidikan Matematika.
Hendriana, H., Soemarmo, U. 2014. Penilaian Pembelajaran Matematika. Bandung: PT RefikaAditama
Keirsey, David & Bates, Marilyn. 1985. Please Understand Me. California: Promotheus Nemesis Book Company.
Keirsey, David. 2009. About 4 Temperaments. (online), (http://www.keirsey.com, diakses 20 Desember 2019).
Khamidah dan Suherman 2016. Proses Berfikir Matematis Siswa dalam Menyelesaikan Masalah Matematika Ditinjau dari Tipe kepribadian Keirsey. Jurnal Pendidikan Matematika, 231-248
National Council of Teachers of Mathematic (NCTM). 2000. Principle and Standards for School Mathematics. Reston, VA: NCTM.
Polya, G. 1981. How to Solve It. Princenton University Press. New Jersey Princenton.
Sari, I. K. 2016. Profil Pemecahan Masalah Matematis Siswa Usia 14 – 15 Tahun di Banda Aceh. Jurnal Numeracy. 3 (1), 73-86
Sumarmo, U. 2010. Berpikir dan Disposisi Matemati: Apa, Mengapa, dan Bagaimana Dikembangkan Pada Peserta Didik. Artikel FPMIPA UPI. Tidak diterbitkan.
Yusuf dan Nurihsan. 2013. Teori Kepribadian. Bandung: PT Remaja Rosdakarya.
Zaif, Sunardi dan Diah. 2013. Penerapan Pembelajaran Pemecahan Masalah Model Polya untuk Menyelesaikan Soal – Soal Pemecahan Masalah pada Siswa Kelas IX 1 SMP Negeri 1 Jember Semester Ganjil Tahun Ajaran 2012/2013. Jurnal Pendidikan. 2 (2), 119-132
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Please find the rights and licenses in Educatif : Journal of Education Research. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.
- License
The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
- Author(s)' Warranties
The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).
- User Rights
Educatif's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Educatifpermits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Educatif on distributing works in the journal and other media of publications.
- Rights of Authors
Authors retain all their rights to the published works, such as (but not limited to) the following rights;
- Copyright and other proprietary rights relating to the article, such as patent rights,
- The right to use the substance of the article in own future works, including lectures and books,
- The right to reproduce the article for own purposes,
- The right to self-archive the article (please read out deposit policy),
- The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (Educatif : Journal of Education Research).
- Co-Authorship
If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. Educatif will not be held liable for anything that may arise due to the author(s) internal dispute. Educatif will only communicate with the corresponding author.
6. Miscellaneous
Educatif will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Educatif's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.