Email this article Profil Number Sense Siswa SD pada Materi Pecahan Ditinjau dari Gaya Kognitif Object Imagery, Spatial Imagery dan Verbal
Abstract
Penelitian ini bertujuan untuk mendeskripsikan profil number sense siswa SD bergaya kognitif object imagery, spatial imagery, dan verbal pada materi pecahan. Penelitian dimulai dengan memberikan tes kemampuan matematika dan tes gaya kognitif untuk pemilihan subjek dan dilanjutkan dengan tes number sense dan wawancara dengan masing-masing subjek. Subjek penelitian adalah tiga siswa laki-laki kelas VI SD bergaya kognitif object imagery, spatial imagery, dan verbal yang berkemampuan matematika setara. Hasil penelitian menunjukkan: 1) number sense siswa object imagery ditunjukkan dengan membandingkan dan mengurutkan pecahan; menyatakan pecahan ke desimal dan daerah yang diarsir; mengenal dua ekspresi matematika yang ekuivalen; menyatakan akibat dari operasi dua bilangan; dan memperkirakan panjang benda. 2) Number sense siswa spatial imagery ditunjukkan dengan menunjukkan nilai tempat desimal; membandingkan dan mengurutkan pecahan; menyatakan pecahan ke desimal, daerah yang diarsir, serta garis bilangan; mengenal dua ekspresi matematika yang ekuivalen; menyatakan akibat dari operasi dua bilangan dan memperkirakan hasil yang logis; melakukan perhitungan mental; dan memperkirakan panjang benda. 3) Number sense siswa verbal ditunjukkan dengan menunjukkan nilai tempat desimal; membandingkan dan mengurutkan pecahan; menyatakan pecahan ke desimal dan daerah yang diarsir; mengenal dua ekspresi matematika yang ekuivalen; menyatakan akibat dari operasi dua bilangan; dan memperkirakan panjang benda.
The aim of this study was to describe number sense profile of elementary students with object imagery, spatial imagery, and verbal cognitive style in fractions. Research began by giving mathematical ability test and cognitive style questionnaire to determine the subjects, then giving number sense test and doing interview with each of them. The subjects were three male students with object imagery, spatial imagery, and verbal cognitive style who had equal grade mathematical ability test. The results showed that: 1) the number sense of object imagery-student was described by compared and ordered fractions; changed fraction to decimal and shaded region; understood two equivalent expressions; understood the effect of operation; and determined the length of objects. 2) The number sense of spatial imagery-student was described by understood decimal place value; compared and ordered fractions; changed fraction to decimal, shaded region and located fractions in number line; understood two equivalent expressions; understood the effect of operation and can estimate right number as result; used mental computation; and determined the length of objects. 3) The number sense of verbal-student was described by understood decimal place value; compared and ordered fractions; changed fraction to decimal and shaded region; understood two equivalent expressions; understood the effect of operation was given; and determined the length of objects.
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