ANALISIS HAMBATAN EPISTEMOLOGI DIKAJI DARI KEMAMPUAN MENYELESAIKAN MASALAH KONTEKSTUAL BARISAN DAN DERET GEOMETRI

Firmina Eka
Ahmad Yani T
Nurfadilah Siregar
Nadya Febriani Meldi


DOI: https://doi.org/10.29100/jp2m.v11i1.6732

Abstract


This study aims to identify and analyze students' epistemological obstasles in solving contextual problems of geometric rows and series. The research was based on observations and interviews at Santu Petrus Pontianak Catholic High School which indicated learners' obstacles in solving contextual problems. This study used a qualitative approach with six learners as subjects, who were grouped based on the level of problem solving ability. Data were collected through problem solving ability tests and interviews. Data analysis was conducted using triangulation technique. The results showed that high ability learners did not experience epistemological obstacles. Learners with moderate ability experience obstacles in procedural aspects and operational techniques, such as difficulty choosing formulas and performing calculations. While low ability learners experience obstacles in conceptual, procedural and operational techniques. This research confirms that epistemological obstacles are closely related to problem solving ability. It is hoped that this research will have implications for the development of more effective learning strategies to minimize learners' epistemological obstacles.


Keywords


(Kemampuan penyelesaian masalah; hambatan epistemologi; masalah kontekstual; barisan dan deret geometri)

Full Text:

PDF

Article Metrics :

References


Acquandoh, E., Zunurain, Z., Offei Kwakye, D., & Adornyo, S. R. (2022). Effects of Teaching Students through Problem-Solving on Students’ Academic Performance in Problem-Solving. Jurnal Gantang, 7(2), 121–127. https://doi.org/10.31629/jg.v7i2.5314

Alsulami, N. M., Isnawan, M. G., Bahri, S., Pakhrurrozi, I., & Santosa, F. H. (2023). Meaning and learning fractions: analysis of learning barriers from a mathematics teacher’s perspective. Polyhedron International Journal in Mathematics Education, 1(1), 7–14. https://doi.org/10.59965/pijme.v1i1.2

Brousseau, G. (2002). Theory of Didactical Situation in Mathematics. Kluwer Academic.

Cahyaningsih, U., Nahdi, D. S., Jatisunda, M. G., & Suciawati, V. (2021). Student’S Mathematical Problem-Solving Ability With Mathematical Resilience and Metacognition Skills: a Quantitative Analysis. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(4), 2591. https://doi.org/10.24127/ajpm.v10i4.4366

Creswell, J. W. (2016). Research Design: Pendekatan Metode Kualitatif, Kuantitatif, dan Campuran. Pustaka Pelajar.

Damayanti, N., & Kartini. (2022). Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMA pada Materi Barisan dan Deret Geometri. Mosharafa: Jurnal Pendidikan Matematika, 11(1), 107–118. https://doi.org/10.31980/mosharafa.v11i1.691

Eka, F., Sugiatno, S., Munaldus, M., Hamdani, H., & Sayu, S. (2023). Didactical Design with Problem Posing to Overcome Epistemological Obstacles in Problem Solving. Jurnal Didaktik Matematika, 10(2), 355–369. https://doi.org/10.24815/jdm.v10i2.33086

Elfiah, N. S., Maharani, H. R., & Aminudin, M. (2020). Hambatan Epistemologi Siswa Dalam Menyelesaikan Masalah Bangun Ruang Sisi Datar. Delta: Jurnal Ilmiah Pendidikan Matematika, 8(1), 11. https://doi.org/10.31941/delta.v8i1.887

Gurat, M. G. (2018). Mathematical problem-solving strategies among student teachers. Journal on Efficiency and Responsibility in Education and Science, 11(3), 53–64. https://doi.org/10.7160/eriesj.2018.110302

Klang, N., Karlsson, N., Kilborn, W., Eriksson, P., & Karlberg, M. (2021). Mathematical Problem-Solving Through Cooperative Learning—The Importance of Peer Acceptance and Friendships. Frontiers in Education, 6(August), 1–10. https://doi.org/10.3389/feduc.2021.710296

Kothari, C. R. (1990). Research Methodology: Methods and Techniques (Jaipur (ed.); Second Edi). New Age International (P) Ltd.

Nanang, & Rahmawati, W. A. T. (2022). Improving Mathematical Problem Solving Ability Through Think Pair Share for Junior High School Students. Thinking Skills and Creativity Journal, 5(2), 43–51. https://doi.org/10.23887/tscj.v5i2.52248

Ndazye, A. E., & Nkhata, L. (2021). CONTEXTUAL WORD - PROBLEMS IN. 12(11), 673–695.

Pambudi, D. S., Budayasa, I. K., & Lukito, A. (2020). The Role of Mathematical Connections in Mathematical Problem Solving. Jurnal Pendidikan Matematika, 14(2), 129–144. https://doi.org/10.22342/jpm.14.2.10985.129-144

Polya, G. (1973). How to Solve It (G. Polya (ed.); Second Edi). Princeton University Press.

Putri, D., & Warmi, A. (2022). Kemampuan Pemecahan Masalah Matematis Siswa Dalam Menyelesaikan Soal Pisa Matematika Pada Konten Bilangan. Jurnal Penelitian Dan Pembelajaran Matematika, 15(1), 138. https://doi.org/10.30870/jppm.v15i1.14102

Rahayu, G., & Rosjanuardi, R. (2022). Students’ Epistemological Obstacles on Analytic Trigonometry. AIP Conference Proceedings, 2468(December 2022). https://doi.org/10.1063/5.0102638

Siregar, R., Siagian, M. D., & Wijaya, T. T. (2023). Exploration of Students’ Epistemological Obstacles in Understanding the Concept of Variables and Expressions. Jurnal Didaktik Matematika, 10(1), 63–76. https://doi.org/10.24815/jdm.v10i1.30694

Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatif dan R&D. In Alfabeta Bandung. Alfabeta Bandung.

Sulastri, R., Suryadi, D., Prabawanto, S., & Cahya, E. (2022). Epistemological Obstacles on Limit and Functions Concepts-A Phenomenological Study in Online Learning. Mathematics Teaching-Research Journal, 14(5), 84–106.

Wahyuning, L. D. S., & Utami, N. S. (2024). Mathematical Representation Ability-Based Mathematical Contextual Problems of Sequences and Progression Material. Vygotsky, 6(1), 61–70. https://doi.org/10.30736/voj.v6i1.999