ANALISIS KESALAHAN SISWA DALAM PEMAHAMAN KONSEP OPERASI HITUNG PADA PECAHAN

nia wahyu damayanti, Sizillia Noranda Mayangsari

Abstract


Abstrak

Pemahaman matematika sangat diperlukan siswa dalam menyelesaikan masalah matematika. Siswa dituntut untuk memahami konsep matematika agar dapat menyelesaikan masalah matematika dengan benar. Namun, pemahaman konsep yang dimiliki antar siswa berbeda-beda. Perbedaan ini muncul disebabkan adanya kesalahan siswa dalam memahami konsep matematika. Selain itu, kesalahan siswa terjadi karena adanya skema yang belum dimunculkan dalam menyelesaikan soal  matematika. Penelitian ini bertujuan untuk menganalisis kesalahan siswa terhadap pemahaman konsep operasi hitung pada pecahan. Penelitian termasuk jenis penelitian kualitatif deskriptif. Berdasarkan hasil penelitian ini, kesalahan yang dilakukan siswa yaitu berupa kesalahan pemahaman konsep operasi hitung pecahan. Oleh karena itu peran guru dalam memfasilitasi siswa dalam memahami konsep matematika mutlak diperlukan.

Kata Kunci: analisis kesalahan, operasi hitung, pecahan.


Full Text:

PDF

References


Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Publications.

Ashlock, R. B. (2009). Error patterns in computation: Using error patterns to help each student learn. Upper Saddle River, NJ: Merrill.

Bikmaz, F. H., Çeleb, Ö., Ata, A., Özer, E. Soyak, Ö., & Reçber, H. (2010). Scaffolding Strategies Applied by Student Teachers to Teach Mathematics. The International Journal of Research in Teacher Education. Educational Research Association. 1(Special Issue): 25-36. ISSN: 1308-951X. http://ijrte.eab.org.tr/1/spc.issue/3f.hazir.pdf.

Casa, T. M. & DeFranco, T. C. (2005). Making Decisions About Discourse: Case Studies of Three Elementary-Level Teachers with Various Backgrounds and Years of Teaching Experience. Conference Papers. Psychology of Mathematics & Education of No. 2005 Annual Meeting, p1.

Cresswel, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education. New York: McGraw-Hill Companies, Inc.

Kamus Besar Bahasa Indonesia.http://badanbahasa.kemdikbud.go.id. (Online), diakses pada 9 November 2017

Musser, G.L. and Burger, W.F. (2006). Mathematics for Elementary Teachers: A Contemporary Approach. Seventh Edition. USA: John Willey P & Sons. Publishing Company.

Moma, L. Analisis Kesalahan Siswa Kelas VI SD dalam Menyelesaikan Soal Pengukuran Panjang. Ambon: FMIPA Universitas Pattimura.

National Center on Intensive Intervention. (2016). Principles for designing intervention in mathematics. Washington, DC: Office of Special Education, U.S. Department of Education

National Council of Teachers of Mathematics (NCTM). (2000). Principles and Standards for School Mathematics. The National Council of Teachers of Mathematics, Inc. www.nctm.org

Solichan,A.dkk. (2000). Materi Pembinaan Guru SD di Daerah. Yogyakarta: PPPG Matematika

Stein, M., Kinder, D., Silbert, J., & Carnine, D. (2005). Designing effective mathematics instruction: A direct instruction approach (4th ed.). Upper Saddle River, NJ: Pearson.

Wilson, P. H., Sztajn, P., Edgington, C., & Myers, M. (2015). Teachers’ Uses of a Learning Trajectory in Student-Centered Instructional Practices. Published online before print March 4, 2015, Journal of Teacher Education May/June 2015 vol. 66 no. 3 227-244. DOI: 10.1177/0022487115574104. http://aer.sagepub.com.

White, Allan Leslie. (2010). Numeracy, Literacy and Newman’s Error Analysis. Journal of Science and Mathematics Education in Southeast Asia 2010, Vol. 33 No. 2, 129 – 148


Refbacks

  • There are currently no refbacks.


Journal Edutic Indexed by:

   

Jurnal Edutic is licensed under a Creative Commons Attribution 4.0 International License. Copyright © 2014 Informatics Education Program Study, University of Trunojoyo Madura.