Respon Siswa terhadap Penggunaan Puzzle Tangram-7 sebagai Alat Peraga Manipulatif Individual dalam Ujicoba Terbatas Pembelajaran Matematika dengan HOTS
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Published
Feb 13, 2019
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Abstract
Dalam rangka pengembangan alat peraga manipulatif individual pembelajaran matematika pendidikan dasar dan aktivitasnya untuk mendukung pengembangan kemampuan berpikir tingkat tinggi, telah dilakukan ujicoba terbatas. Apakah respon siswa positif? Sebagai bagian tahapan desain R & D, ujicoba terbatas dilakukan di SMP N 22 Semarang. Sampel acak adalah siswa di 3 kelas. Ujicoba yang dilakukan dengan tahapan penyajian masalah berbasis Tangram-7, siswa diberi kesempatan untuk menyelesaikannya, tiap siswa mengamati dan menggunakan puzzle Tangram-7 menjadi bentuk-bentuklain,mengembalikan bagian-bagian tangram ke bentuk semula, menjawab permasalahan awal. Untuk mengetahui respon siswa digunakan angket dan pengamatan guru. Hasil ujicoba menunjukkan respon siswa terhadap penggunaan dan aktivitasnya adalah positif. Permasalahan di awal terjawab benar oleh 2 dari 92 siswa (2%), setelah melakukan aktivitas dengan tangram-7 tanpa arahan ke jawaban soal, di kegiatan penutup terdapat 33 dari 92 siswa (36%) memberikan jawaban benar. Simpulan bahwa dengan puzzle Tangram-7 membuat siswa aktif, membuat siswa berpikir.
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Hidayah, I., Isnarto, I., & Asikin, M. (2019). Respon Siswa terhadap Penggunaan Puzzle Tangram-7 sebagai Alat Peraga Manipulatif Individual dalam Ujicoba Terbatas Pembelajaran Matematika dengan HOTS. PRISMA, Prosiding Seminar Nasional Matematika, 2, 305-312. Retrieved from https://journal.unnes.ac.id/sju/prisma/article/view/28944
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References
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Barniol, P., & Zavala, G. (2016). A tutorial worksheet to help students develop the ability to interpret the dot product as a projection. Eurasia Journal of Mathematics, Science and Technology Education, 12/9, 2387-2398.
Cañas, A. J., Reiska, P., & Möllits, A. (2017). Developing higher-order thinking skills with concept mapping: A case of pedagogic frailty. Knowledge Management & E-Learning, 9(3), 348–365.
Cope, L. (2015). Math Manipulatives: Making the Abstract Tangible. Delta Journal of Education ISSN 2160-9179. Volume 5, Issue 1, Spring 2015. Pp. 10-19
Furner, J.M. & Worrell, N.L. (2017). The Importance of Using Manipulatives in Teaching Mathematics Today. Transformation. Vol 3, Issue 1, Winter 2017. 1-25
Gall, M.D., Gall, J.P. and Borg, W.R. (2003). Educational Research, An Introduction. Seventh Edition. Boston: Allyn and Bacon.
Harvey, B. (2005). Learning Objects and Instructional Design. International Review of Research in Open and Distance Learning. Volume 6, Number 2. ISSN: 1492-3831
Heong, Y.M, Yunos, J.Md, Othman, W., Hassan, R., Kiong, T.T., and Mohamad, M.M. (2012). The needs analysis of learning higher order thinking skills for generating ideas. Procedia - Social and Behavioral Sciences 59 (2012) 197 – 203
Hidayah, I & Sugiarto. (2015). Model of Independent Working Group of Teacher and its Effectiveness towards the Elementary School Teacher's Ability in Conducting Mathematics Learning. Procedia-Social and Behavioral Sciences. Vol. 214, 5 Desember 2015
Hidayah, I, Sugiarto, dan Dwijanto. (2016). The Role OfManipulatives Usage In Mathematics Learning Of Primary Education With Scientific Approach Towards The Students’ Thinking Ability. International Journal of Applied Business and Economic Research. Vol. 14No. 10 (2016)
Hidayah, I., Dwijanto, D., Istiandaru, A. (2018). Manipulatives and Question Series for Elementary School Mathematics Teaching on Solid Geometry. International Journal of Instruction. Vol.11, No.3, Juli 2018. e-ISSN: 1308-1470â— www.e-iji.net,p-ISSN:1694-609X, pp. 649-662
Jailani, Md. Y., Tee, T. K. & Yee, M. H. (2010). The Level OfHigher Order Thinking Skills For Technical Subject in Malaysia. Proceedings of the 1st UPI International Conference on Technical and Vocational Education and Training, 2010. Bandung, Indonesia, 10-11 November.
Khoerunnisa, E., Hidayah, I., Wijayanti., K. (2016). Keefektifan Pembelajaran Think Talk Write Berbantuan Alat Peraga Mandiri Terhadap Komunikasi Matematis dan Percaya Diri Siswa Kelas-VII. Unnes Journal of Mathematics Education. Vol (5). Issue 1.
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212-218.
Liu, X. (2010). Essentials of sciences classroom assessment. Thousand Oaks, CA: SAGE Publication.
Meyer, G. R. (1988). Modules from Design to Implementation, 2nd Ed, Filipina: Colombo Plan Staff College for Technician Education, pp. 5-6, 19, 22, 46, 49, 63-64, 274, 277, 279, 282-284
Putra, D., Herman, T., & Sumarmo, U. (2017). Development of student worksheets to improve the ability of mathematical problem posing. International Journal on Emerging Mathematics Education, 1/1, 1-10.
Rajendran, N. S. (2008). Teaching & Acquiring Higher-Order Thinking Skills: Theory & Practice. Tanjong Malim: Penerbit Universiti Pendidikan Sultan Idris.
Saido, G. M., Siraj, S., Nordin, A. B. B., & Al_Amedy, O. S. (2018). Higher order thinking skills among secondary school students in science learning. MOJES: Malaysian Online Journal of Educational Sciences, 3(3), 13-20.