Kemampuan Penalaran Matematis dan Kemandirian Belajar Peserta Didik pada Pembelajaran Process Oriented Guided Inquiry Learning dengan Peer Feedback
Article Sidebar
Published
Feb 28, 2020
Main Article Content
Abstract
Kemampuan penalaran matematis perlu ditingkatkan agar peserta didik dapat menyelesaikan masalah matematika dengan baik. Penelitian ini bertujuan (1) untuk mengetahui pembelajaran POGIL dengan Peer Feedback efektif pada pencapaian kemampuan penalaran matematis peserta didik, (2) untuk mendeskripsikan kemampuan penalaran peserta didik berdasarkan kemandirian belajar pada pembelajaran POGIL dengan Peer Feedback. Penelitian ini merupakan penelitian mixed methods dengan sequential explanatory design. Populasi pada penelitian ini adalah peserta didik kelas VII di salah satu sekolah menengah pertama di kota Semarang. Pengambilan sampel dengan teknik random sampling dan penentuan subjek dengan teknik purposive sampling. Hasil penelitian menunjukkan bahwa pembelajaran POGIL dengan Peer Feedback efektif pada pencapaian kemampuan penalaran matematis peserta didik. Deskripsi kemampuan penalaran peserta didik berdasarkan kemandirian belajar pada pembelajaran POGIL dengan Peer Feedback yaitu (a) peserta didik dengan kemandirian tinggi memenuhi semua indikator kemampuan penalaran matematis; (b) peserta didik dengan kemandirian sedang memenuhi dua indikator kemampuan penalaran matematis; dan (c) peserta didik dengan kemandirian rendah hanya memenuhi satu indikator kemampuan penalaran matematis.
Article Details
How to Cite
Shora, R. Y., & Kartono, K. (2020). Kemampuan Penalaran Matematis dan Kemandirian Belajar Peserta Didik pada Pembelajaran Process Oriented Guided Inquiry Learning dengan Peer Feedback. PRISMA, Prosiding Seminar Nasional Matematika, 3, 551-560. Retrieved from https://journal.unnes.ac.id/sju/prisma/article/view/37641
Section
Articles
References
Astuty, Eny Sri Wiji, St. Budi Waluyo, & Sugianto. (2019). Mathematical Reasoning Ability Based on Self Regulated Learning by Using The Learning of Reciprocal Teaching with RME approach. Unnes Journal of Mathematics Education Research, 8(1): 49-56.
Azwar, Saifuddin. (2012). Penyusunan Skala Psikologi. Yogyakarta: Pustaka Belajar.
De Gale, S. & Boisselle L.N. (2015). The Effect of POGIL on Academic Performance and Academic Confidence. Science Education International, 26(1): 56-61.
Daubenmire, Patrick L, & Diane M. Bunce. (2014). What Do Students Experience during POGIL Instruction?. Washington: East Carolina Univ.
Fadlelmula, Fatma Kayan. (2010). Mathematical Problem Solving and Sel-Regulated Learning. International Journal of Learning, 17(3): 364-372.
Farda, Hilyatin, Zaenuri, & Sugiarto. (2017). Keefektifan Model Pembelajaran POGIL Bernuansa Etnomatematika Berbantuan LKPD terhadap Kemampuan Komunikasi Siswa. Unnes Journal of Mathematics Education, 6(2).
Hanib, Mohamad Tofan, Suhadi, & Sri Endah Indriwati. (2017). Penerapan Pembelajaran Process Oriented Guided Inquiry Learning untuk Meningkatkan Kemampuan Berpikir Kritis Dan Karakter Peserta didik Kelas X. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(1): 22-31.
Hanson, David. (2013). Instructor’s Guide to Process Oriented Guided Inquiry Learning. Hampton: Pacific Crest.
Hidayati, K. & E. Listiyani. (2010). Pengembangan Instrumen Kemandirian Belajar Maha peserta didik. Jurnal Penelitian dan Evaluasi Pendidikan. 14(1): 84-99.
Irons, Alastair. (2008). Enhancing Learning through Formative Assessment and Feedback assessment. New York: Routledge.
Irwanto, Anip Dwi Saputro, Eli Rohaeti, A.K. Prodjosantoso. (2018). Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4): 777-794.
Isnaeni, Sarah et al. (2018). Analisis Kemampuan Penalaran Matematis dan Kemandirian Belajar Peserta didik SMP pada Materi Persamaan Garis Lurus. Siliwangi: IKIP Siliwangi. Journal of Medives, 2(1): 107-115.
Kurniawati, Maya, Iwan Junaedi, & Scolastika Mariani. (2015). Analisis Karakteristik Berpikir Geometri dan Kemandirian Belajar dalam Pembelajaran Fase Van Hiele Berbantuan Geometers Sketchpad. Unnes Journal of Mathematics Education Research, 4(2): 102-107.
Masduki et al.. (2013). Level Kognitif Soal-soal Buku Pelajaran Matematika SMP. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika.
Mulyono, Dodik. (2017). The Influence of Learning Model and Learning Independence on Mathematics Learning Outcomes by Controlling Students’ Early Ability. International Electronic Journal of Mathematics Education, 12(3): 689-708.
Nunes, T., & Csapó, B. (2011). Developing and assessing mathematical reasoning. In B. Csapó & M. Szendrei (Eds.), Framework for diagnostic assessment of mathematics (pp. 17-56). Budapest: Nemzeti Tankönyvkiadó.
Nurwijayanti, Ani, Akhmad Jazuli, & Erni Widyastuti. (2017). The Description of Students’ Mathematical Problem Solving Skill and Self-Regulation. International Journal of Science and Applied Science: Conference Series, 2(1): 38-44.
Prastowo, Andi. (2015). Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: Pustaka Belajar.
Purnomo, Mega Eriska Rosaria, & Agus Maman Abadi. 2015. The Implementation of POGIL in Mathematics Learning Process to Develop Students’ Competence within Curriculum 2013. Proceeding of International Conference on Research, Implementation and Education of Mathematics and Sciences. Yogyakarta: Yogyakarta State University.
Reinholz, Daniel L. (2018). Peer Feedback for Learning Mathematics. American Mathematical Mothly, 125(7): 653-658.
Rifa’i, A. & Anni, A. T. (2015). Psikologi Pendidikan. Semarang: Pusat Pengembangan MKU-MKDK UNNES.
Riwayati, Selvi, & Yuriska Destania. (2018). Design of Internet Integrated Students Worksheet for Developing the Ability of Mathematical Reasoning. Advances in Social Science, Education and Humanities Research, 295: 30-33.
Rizqi, Nur Rahmi & Surya. (2017). An Analysis of Students’ Mathematical Reasoning Ability in VIII Grade of Sabilina Tembung Junior High School. International Journal of Advance Research and Innovative Ideas In Education, 3(2): 3527-3533.
Saleh, Muhamad, Rully Charitas I.P., Muhammad Isa, & Murni. (2018). Improving the Reasoning Ability of Elementary School Student Through The Indonesian Realistic Mathematics Education. Journal on Mathematics Education, 9(1): 41-54.
Sari, F.A, I.A.V Yindari, & Fakhrudin. (2017). The Application of Problem Based Learning Model to Improve Mathematical Literacy Skill and The Independent Learning of Student. Journal of Physics, 812(1): 1-7.
Sari, Wike Arum, Agung Nugroho C.S., & Mohammad Masykuri. (2016). Penerapan Process Oriented Guided Inquiry Learning (POGIL) Dilengkapi LKS untuk Meningkatkan Kemandirian dan Prestasi Belajar Siswa. Jurnal Profesi Pendidik, 3(2): 114-128.
Sen, Senol, Ayhan Yilmaz, & Omer Geban. (2015). The Effect of Process Oriented Guided Inquiry Learning Environment on Students’ Self-Regulated Learning Skills. Problems of Education in the 21st Century, 66: 54-65.
Stahlberg, Nadine. (2016). Writing, Calculating and Peer Feedback in a Mathematically-oriented Course for Process Engineers: Raising Motivation and Initiating Processes of Thinking and Learning. Jounal of Academic Writing, 6(1): 84-97.
Sudirman, M, S Fatimah, & A Jupri. (2017). Improving Problem Solving Skill and Self Regulated Learning of Senior High School Students through Scientific Approach using Quantum Learning Strategy. International Journal of Science and Applied Science: Conference Series, 2(1): 249-255.
Sukirwan, Darhim, & T Herman. (2018). Analysis of Students’ Mathematical Reasoning. Journal of Physics, 948(1): 1-8.
Walker, L., & Warfa, A.-R. M. (2017). Process oriented guided inquiry learning (POGIL) marginally effects student achievement measures but substantially increases the odds of passing a course. PLoS ONE, 12(10), 1–17.
Azwar, Saifuddin. (2012). Penyusunan Skala Psikologi. Yogyakarta: Pustaka Belajar.
De Gale, S. & Boisselle L.N. (2015). The Effect of POGIL on Academic Performance and Academic Confidence. Science Education International, 26(1): 56-61.
Daubenmire, Patrick L, & Diane M. Bunce. (2014). What Do Students Experience during POGIL Instruction?. Washington: East Carolina Univ.
Fadlelmula, Fatma Kayan. (2010). Mathematical Problem Solving and Sel-Regulated Learning. International Journal of Learning, 17(3): 364-372.
Farda, Hilyatin, Zaenuri, & Sugiarto. (2017). Keefektifan Model Pembelajaran POGIL Bernuansa Etnomatematika Berbantuan LKPD terhadap Kemampuan Komunikasi Siswa. Unnes Journal of Mathematics Education, 6(2).
Hanib, Mohamad Tofan, Suhadi, & Sri Endah Indriwati. (2017). Penerapan Pembelajaran Process Oriented Guided Inquiry Learning untuk Meningkatkan Kemampuan Berpikir Kritis Dan Karakter Peserta didik Kelas X. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(1): 22-31.
Hanson, David. (2013). Instructor’s Guide to Process Oriented Guided Inquiry Learning. Hampton: Pacific Crest.
Hidayati, K. & E. Listiyani. (2010). Pengembangan Instrumen Kemandirian Belajar Maha peserta didik. Jurnal Penelitian dan Evaluasi Pendidikan. 14(1): 84-99.
Irons, Alastair. (2008). Enhancing Learning through Formative Assessment and Feedback assessment. New York: Routledge.
Irwanto, Anip Dwi Saputro, Eli Rohaeti, A.K. Prodjosantoso. (2018). Promoting Critical Thinking and Problem Solving Skills of Preservice Elementary Teachers through Process-Oriented Guided-Inquiry Learning (POGIL). International Journal of Instruction, 11(4): 777-794.
Isnaeni, Sarah et al. (2018). Analisis Kemampuan Penalaran Matematis dan Kemandirian Belajar Peserta didik SMP pada Materi Persamaan Garis Lurus. Siliwangi: IKIP Siliwangi. Journal of Medives, 2(1): 107-115.
Kurniawati, Maya, Iwan Junaedi, & Scolastika Mariani. (2015). Analisis Karakteristik Berpikir Geometri dan Kemandirian Belajar dalam Pembelajaran Fase Van Hiele Berbantuan Geometers Sketchpad. Unnes Journal of Mathematics Education Research, 4(2): 102-107.
Masduki et al.. (2013). Level Kognitif Soal-soal Buku Pelajaran Matematika SMP. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika.
Mulyono, Dodik. (2017). The Influence of Learning Model and Learning Independence on Mathematics Learning Outcomes by Controlling Students’ Early Ability. International Electronic Journal of Mathematics Education, 12(3): 689-708.
Nunes, T., & Csapó, B. (2011). Developing and assessing mathematical reasoning. In B. Csapó & M. Szendrei (Eds.), Framework for diagnostic assessment of mathematics (pp. 17-56). Budapest: Nemzeti Tankönyvkiadó.
Nurwijayanti, Ani, Akhmad Jazuli, & Erni Widyastuti. (2017). The Description of Students’ Mathematical Problem Solving Skill and Self-Regulation. International Journal of Science and Applied Science: Conference Series, 2(1): 38-44.
Prastowo, Andi. (2015). Panduan Kreatif Membuat Bahan Ajar Inovatif. Yogyakarta: Pustaka Belajar.
Purnomo, Mega Eriska Rosaria, & Agus Maman Abadi. 2015. The Implementation of POGIL in Mathematics Learning Process to Develop Students’ Competence within Curriculum 2013. Proceeding of International Conference on Research, Implementation and Education of Mathematics and Sciences. Yogyakarta: Yogyakarta State University.
Reinholz, Daniel L. (2018). Peer Feedback for Learning Mathematics. American Mathematical Mothly, 125(7): 653-658.
Rifa’i, A. & Anni, A. T. (2015). Psikologi Pendidikan. Semarang: Pusat Pengembangan MKU-MKDK UNNES.
Riwayati, Selvi, & Yuriska Destania. (2018). Design of Internet Integrated Students Worksheet for Developing the Ability of Mathematical Reasoning. Advances in Social Science, Education and Humanities Research, 295: 30-33.
Rizqi, Nur Rahmi & Surya. (2017). An Analysis of Students’ Mathematical Reasoning Ability in VIII Grade of Sabilina Tembung Junior High School. International Journal of Advance Research and Innovative Ideas In Education, 3(2): 3527-3533.
Saleh, Muhamad, Rully Charitas I.P., Muhammad Isa, & Murni. (2018). Improving the Reasoning Ability of Elementary School Student Through The Indonesian Realistic Mathematics Education. Journal on Mathematics Education, 9(1): 41-54.
Sari, F.A, I.A.V Yindari, & Fakhrudin. (2017). The Application of Problem Based Learning Model to Improve Mathematical Literacy Skill and The Independent Learning of Student. Journal of Physics, 812(1): 1-7.
Sari, Wike Arum, Agung Nugroho C.S., & Mohammad Masykuri. (2016). Penerapan Process Oriented Guided Inquiry Learning (POGIL) Dilengkapi LKS untuk Meningkatkan Kemandirian dan Prestasi Belajar Siswa. Jurnal Profesi Pendidik, 3(2): 114-128.
Sen, Senol, Ayhan Yilmaz, & Omer Geban. (2015). The Effect of Process Oriented Guided Inquiry Learning Environment on Students’ Self-Regulated Learning Skills. Problems of Education in the 21st Century, 66: 54-65.
Stahlberg, Nadine. (2016). Writing, Calculating and Peer Feedback in a Mathematically-oriented Course for Process Engineers: Raising Motivation and Initiating Processes of Thinking and Learning. Jounal of Academic Writing, 6(1): 84-97.
Sudirman, M, S Fatimah, & A Jupri. (2017). Improving Problem Solving Skill and Self Regulated Learning of Senior High School Students through Scientific Approach using Quantum Learning Strategy. International Journal of Science and Applied Science: Conference Series, 2(1): 249-255.
Sukirwan, Darhim, & T Herman. (2018). Analysis of Students’ Mathematical Reasoning. Journal of Physics, 948(1): 1-8.
Walker, L., & Warfa, A.-R. M. (2017). Process oriented guided inquiry learning (POGIL) marginally effects student achievement measures but substantially increases the odds of passing a course. PLoS ONE, 12(10), 1–17.