Peran PR Matematika dalam Mengembangkan Kemampuan Pemecahan Masalah dan Self-Regulation Siswa
Main Article Content
Abstract
Pekerjaan Rumah (PR) merupakan bagian tak terhindarkan dari kehidupan setiap siswa. Sebagai pendidik, mempertimbangkan tujuan akademik dari tugas PR sangat penting. Penelitian-penelitian pendidikan matematika di Indonesia masih terfokus pada penggunaan model pembelajaran di kelas dan masih sulit ditemuinya penelitian maupun ulasan mengenai PR. Mengingat pentingnya kemampuan pemecahan masalah dan self-regulation, tulisan ini bertujuan untuk menggambarkan bagaimana PR matematika dapat mengembangkan kemampuan pemecahan masalah dan self-regulation siswa. Berdasarkan hasil kajian, PR dapat mengembangkan kemampuan pemecahan masalah dan self-regulation siswa. PR yang dapat mengembangkan kemampuan pemecahan masalah adalah PR yang memuat soal pemecahan masalah yang bersifat menantang dan tidak terlalu sulit untuk membuat siswa menyerah. Kuantitas PR yang diberikan disesuaikan dengan kemampuan siswa sehingga waktu pengerjaannya kurang lebih satu jam. Selain itu, diperlukan PR Log (catatan harian PR) yang berisi refleksi diri siswa dalam prosesnya menyelesaikan tugas PR.
Article Details
How to Cite
Damayanti, T., & Masrukan, M. (2017). Peran PR Matematika dalam Mengembangkan Kemampuan Pemecahan Masalah dan Self-Regulation Siswa. PRISMA, Prosiding Seminar Nasional Matematika, 386-394. Retrieved from https://journal.unnes.ac.id/sju/prisma/article/view/21602
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References
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Trautwein, U., & Lüdtke, O. 2007. Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32(3), 348-366.
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Xu, J. 2011. Homework completion at the secondary school level: A multilevel analysis. the Journal of Educational research, 104(3), 171-182.
Xu, J. 2008. Validation of scores on the homework management scale for high school students. Educational and Psychological Measurement, 68(2), 304-324.
Zimmerman, B. J. 1998. Academic studing and the development of personal skill: A self-regulatory perspective. Educational psychologist, 33(2-3), 73-86.
Zimmerman, B. J. 2002. Becoming a self-regulated learner: An overview.Theory into practice, 41(2), 64-70.
Zimmerman, B.J. 2005. Attaining Self-Regulation, A Social Cognitive Perspective. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2005). Handbook of self-regulation. Elsevier.
Zimmerman, B. J. 2008. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects.American Educational Research Journal, 45(1), 166-183.
Cooper, H. 1989. Homework. White Plains, NY: Longman.
Cooper, H., & Valentine, J. C. 2001. Using research to answer practical questions about homework. Educational Psychologist, 36(3), 143-153.
Daw, J. 2012. Parental income and the fruits of labor: Variability in homework efficacy in secondary school. Research in social stratification and mobility,30(3), 246-264.
Dettmers, S., Trautwein, U., Lüdtke, O., Kunter, M., & Baumert, J. 2010. Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology, 102(2), 467.
Dettmers, S., Trautwein, U., Lüdtke, O., Goetz, T., Frenzel, A. C., & Pekrun, R. 2011. Students’ emotions during homework in mathematics: Testing a theoretical model of antecedents and achievement outcomes. Contemporary Educational Psychology, 36(1), 25-35.
De Jong, R., Westerhof, K. J., & Creemers, B. P. M. 2000. Homework and student math achievement in junior high schools. Educational Research and Evaluation, 6(2), 130-157. Fernández-Alonso, R., Suárez-Ãlvarez, J., & Muñiz, J. 2015. Adolescents’ homework performance in mathematics and science: Personal faktors and teaching practices. Journal of Educational Psychology, 107(4), 1075.
Hudojo, H. 2003. Pengembangan Kurikulum dan Pembelajaran Matematika. Malang: JICA-IMSTEP Universitas Negeri Malang.
Jackson, B. 2007. Homework inoculation and the limits of research. Phi Delta Kappan, 89(1), 55-59.
Kitsantas, A., & Zimmerman, B. J. 2009. College students’ homework and academic achievement: The mediating role of self-regulatory beliefs.Metacognition and Learning, 4(2), 97-110.
Marcou, A. 2005. Motivational beliefs, self-regulated learning and mathematical problem solving. In: Chick HL, Vincent JL, editors. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education; 2005 Jul 10–15; Melbourne. Melbourne (Australia): University of Melbourne.
Marzano, R. J., & Pickering, D. J. 2007. Special topic: The case for and against homework. Educational leadership, 64(6), 74-79.
Mullis, I. V. 2012. TIMSS 2011 International Result in Mathematics (Trends in International Mathematics and Science Study at the Fourth and Eight Grades).Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
NCTM. 2010. Executive Summary: Principles and Standards for School Mathematics.tersedia di https://www.nctm.org/uploadedFiles/Standards and_Positions/PSSM_ExecutiveSummary.pdf [diakses 23-05-2016]
Özcan, Z. Ç., & Erktin, E. 2015. Enhancing Mathematics Achievement of Elementary School Students through Homework Assignments Enriched with Metacognitive Questions. Eurasia Journal of Mathematics, Science & Technology Education, 11(6).
Özcan, Z. Ç. 2016. The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition. International Journal of Mathematical Education in Science and Technology, 47(3), 408-420.
PISA. 2012. PISA 2012 Result. Tersedia http://www.oecd.org/ pisa/keyfindings/pisa-2012-results-overview.pdf [diakses 5-1-2016].
Polya, G. 1957. How to Solve It. Princeton University Press.
Ramdass, D., & Zimmerman, B. J. 2011. Developing self-regulation skills: The important role of homework. Journal of advanced academics, 22(2), 194-218.
Stoeger, H., & Ziegler, A. 2008. Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3(3), 207-230.
Trautwein, U., & Köller, O. 2003. The relationship between homework and achievement—still much of a mystery. Educational psychology review, 15(2), 115-145.
Trautwein, U., Köller, O., Schmitz, B., & Baumert, J. 2002. Do homework assignments enhance achievement? A multilevel analysis in 7th-grade mathematics. Contemporary Educational Psychology, 27(1), 26-50.
Trautwein, U. 2007. The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort. Learning and Instruction, 17, 372–388. http://dx.doi.org/10.1016/ j.learninstruc.2007.02.009
Trautwein, U., Lüdtke, O., Schnyder, I., & Niggli, A. 2006. Predicting homework effort: Support for a domain-specific, multilevel homework model.Journal of educational psychology, 98(2), 438.
Trautwein, U., Schnyder, I., Niggli, A., Neumann, M., & Lüdtke, O. 2009. Chameleon effects in homework research: The homework–achievement association depends on the measures used and the level of analysis chosen.Contemporary Educational Psychology, 34(1), 77-88.
Trautwein, U., & Lüdtke, O. 2007. Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32(3), 348-366.
Tymms, P. B., & Fitzâ€Gibbon, C. T. 1992. The relationship of homework to Aâ€level results. Educational Research, 34(1), 3-10.
Wardhani, S. 2008. Analisis SI dan SKL Mata Pelajaran Matematika SMP/MTs untuk Optimalisasi Tujuan Mata Pelajaran Matematika. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika.
Xu, J. 2011. Homework completion at the secondary school level: A multilevel analysis. the Journal of Educational research, 104(3), 171-182.
Xu, J. 2008. Validation of scores on the homework management scale for high school students. Educational and Psychological Measurement, 68(2), 304-324.
Zimmerman, B. J. 1998. Academic studing and the development of personal skill: A self-regulatory perspective. Educational psychologist, 33(2-3), 73-86.
Zimmerman, B. J. 2002. Becoming a self-regulated learner: An overview.Theory into practice, 41(2), 64-70.
Zimmerman, B.J. 2005. Attaining Self-Regulation, A Social Cognitive Perspective. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2005). Handbook of self-regulation. Elsevier.
Zimmerman, B. J. 2008. Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects.American Educational Research Journal, 45(1), 166-183.