Analisis Proses Pengajuan Pertanyaan Siswa Dalam Menyelesaikan Problems With No Specified Universal Set Given
Abstract views: 510
,
PDF downloads: 318
Abstract
Abstract
This study aims to describe the process of asking students questions in solving problems with no specified universal set given on rectangular material. The process of asking questions posed by students is adjusted to the problem-solving steps according to Polya, namely understanding the problem, making plans, implementing plans, and checking again. The research method used is qualitative with descriptive type. The instruments used in this study were tests and interviews. The test was given to all grade IX students of MTs Ma'arif Jumo who live in Pondok Pesantren Al-Falah Kalibarang. After the first stage of the test, three research subjects were selected. Selected subjects are determined based on the answers given by students with at least two possible answers accompanied by reasons and supporting evidence. Selected subjects were given a second test and then an interview was conducted. Based on the results of data analysis, the process for asking questions to each student varies depending on the answers given. Subjects Type 1 and Subject 3 go through three stages of asking questions, namely enabling action, thinking critically, and closing a session. Subject Type 2 went through four stages of asking questions, namely enabling action, thinking critically, addressing issues, and closing a session. The process that differentiates questioning between Type 1 and Type 3 subjects is that Type 1 does not try the other broad possibilities of the rectangle. Subject Type 1 is confused so there is no question. Unlike the Type 1 subject, the Type 3 subject has tried all the other possible areas of the rectangle, so that the Type 3 subject is sure the problem is resolved so that there are no questions at the addressing issues stage.
Keywords: The Process Of Asking Questions, Problems With No Specified Universal Set Given, rectangular
Abstrak
Tujuan penelitian ini yaitu mendeskripsikan proses pengajuan pertanyaan siswa dalam menyelesaikan problems with no specified universal set given pada materi segi empat. Proses pengajuan pertanyaan yang diajukan oleh siswa disesuaikan dengan langkah pemecahan masalah menurut Polya, yaitu memahami masalah, membuat rencana, melaksanakan rencana, dan memeriksa kembali. Metode penelitian yang digunakan yaitu kualitatif dengan jenis deskriptif. Instrumen yang digunakan dalam penelitian ini adalah tes dan wawancara. Tes diberikan kepada seluruh siswa kelas IX MTs Ma’arif Jumo yang tinggal di Pondok Pesantren Al-Falah Kalibarang. Setelah dilakukan tes tahap pertama terpilih tiga subjek penelitian. Subjek terpilih ditentukan berdasarkan jawaban yang diberikan oleh siswa dengan minimal dua jawaban kemungkinan disertai dengan alasan dan bukti yang mendukung. Subjek terpilih diberikan tes tahap dua dan selanjutnya dilakukan wawancara. Berdasarkan hasil analisis data proses pengajuan pertanyaan pada setiap siswa berbeda-beda tergantung jawaban yang diberikan. Subjek Jenis 1 dan Subjek 3 melalui tiga tahapan pengajuan pertanyaan yaitu enabling action, thinking critically dan closing a session. Subjek Jenis 2 melalui empat tahapan pengajuan pertanyaan yaitu enabling action, thinking critically, addressing issues, dan closing a session. Proses yang membedakan pengajuan pertanyaan antara subjek Jenis 1 dan Jenis 3 adalah Jenis 1 tidak mencoba kemungkinan-kemungkinan luas segi empat yang lain. Subjek Jenis 1 bingung sehingga tidak ada pertanyaan. Berbeda dengan subjek Jenis 1, subjek Jenis 3 telah mencoba semua kemungkinan luas segi empat yang lain, sehingga subjek Jenis 3 telah yakin dengan permasalahan yang diatasi sehingga tidak ada pertanyaan pada tahap addressing issues.
Kata Kunci: Proses Pengajuan Pertanyaan, Problems With No Specified Universal Set Given, Segi empat
Downloads
References
[2] Z. Asril, Micro Teaching disertai dengan Pengalaman Lapangan. Jakarta: Raja Grafindo, 2013.
[3] “Answer the Essay & Short Answer Exam Questions Well Part 5: Process Analysis Questions,” Univ. Arkansas, pp. 4–5.
[4] S. Cholifah, W. Hendri, and L. Deswati, “Analisis Faktor-Faktor Penyebab Kesulitan Siswa Dalam Mengungkapkan Pertanyaan Pada Proses Pembelajaran Biologi Kelas VII SMP Bunda Padang,” Abstr. Undergraduate, Fac. Educ. Bung Hatta Univ., vol. 2, no. 4, 2013.
[5] D. Bulent, B. Erdal, A. Ceyda, T. Betul, C. Nurgul, and D. Cevahir, “An analysis of teachers questioning strategies,” Educ. Res. Rev., vol. 11, no. 22, pp. 2065–2078, 2016.
[6] K. G. Lewis, “Developing Questioning Skills,” Teach. Students - Sourceb., 2007.
[7] D. Kurniati, Purwanto, A. R. As’ari, Dwiyana, Subanji, and H. Susanto, “Development and validity of problems with contradictory information and no specified universal set to measure the truth-seeking of pre-service mathematics teachers,” TEM J., vol. 8, no. 2, pp. 545–553, 2019.
[8] D. Strachan, Making Questions Work. 989 Market Street, San Francisco, CA 94103-1741: Jossey-Bass, 2007.
[9] Netriwati, “Analisis Kemampuan Pemecahan Masalah Matematika Berdasarkan Teori Polya Ditinjau Dari Pengetahuan Awal Mahasiswa Iain Raden Intan Lampung,” Al-Jabar J. Pendidik. Mat., vol. 7, no. 2, pp. 181–190, 2016.
[10] C. Chin and L. G. Chia, “Problem-based learning: Using students’ questions to drive knowledge construction,” Sci. Educ., vol. 88, no. 5, pp. 707–727, 2004.
[11] L. Lissa, “Profil Jenis Pertanyaan Siswa Sma Berdasarkan Taksonomi Bloom Revisi,” Edu Sains J. Pendidik. Sains dan Mat., vol. 5, no. 2, pp. 1–8, 2017.
[12] H. N. Husna and Y. Sanjaya, “Analisis Pertanyaan Siswa Melalui Pembelajaran Inkuiri Ilmiah Menggunakan Komik Pendidikan Sains,” Edusains, vol. 7, no. 2, pp. 121–126, 2015.
[13] M. Aminudin and I. Kusmaryono, “Upaya Guru Matematika Dalam Mengembangkan Kemampuan Berpikir Kritis Siswa,” MATH Didact. J. Pendidik. Mat., vol. 5, no. 3, pp. 248–258, 2019.
