PROSES BERFIKIR REFLEKTIF DALAM PEMECAHAN MASALAH MATEMATIKA DITINJAU DARI KEMAMPUAN PEMAHAMAN KONSEP SISWA SMA NEGERI 1 GOWA
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Institusion
Universitas Negeri Makassar
Author
p, Tri Wahyuni Rusman
Arsyad, Nurdin
Alimuddin, Alimuddin
Arsyad, Nurdin
Alimuddin, Alimuddin
Subject
MATEMATIKA
Datestamp
2018-10-23 01:58:01
Abstract :
The study aims at examining (i) the reflective thingking process in solving Mathematics problems based on high category conceptual understanding ability, (ii) the the reflective thingking process in solving Mathematics problems based on mediocre category conceptual understanding ability, and (iii) the reflective thingking process in solving Mathematics problems based on low category conceptual understanding ability. The study was qualitative research. The subject of the study was grade X MIA 1 of the second semester of 2018. Data were collected by employing conceptual understanding test, problem solving test, interview and documentation. Data were analyzed by conducting data reduction, data presentation, and conclusion drawing. Data validity used methods and sources triangulation. The results of the study reveal that (i) the reflective thingking process of the subject with high conceptual understanding ability were follows: first, understood and analyzed the problems; second, proposed the solution of problems; third conducted problem solving plan; and fourth, re- analyzed; (ii) the reflective thingking process of the subject with mediocre conceptual understanding ability were follows: first, understood and analyzed the problems; second, proposed the solution of problems; third conducted problem solving plan; and fourth, re- analyzed (the second problem); and (iii) the reflective thingking process of the subject with low conceptual understanding ability were follows: first, understood and analyzed the problems; second, proposed the solution of problems; third conducted problem solving plan; and fourth, re-analyzed (the second problem). Keywords: process, reflective thingking, problem solving, conceptual understanding
The study aims at examining (i) the reflective thingking process in solving Mathematics problems based on high category conceptual understanding ability, (ii) the the reflective thingking process in solving Mathematics problems based on mediocre category conceptual understanding ability, and (iii) the reflective thingking process in solving Mathematics problems based on low category conceptual understanding ability. The study was qualitative research. The subject of the study was grade X MIA 1 of the second semester of 2018. Data were collected by employing conceptual understanding test, problem solving test, interview and documentation. Data were analyzed by conducting data reduction, data presentation, and conclusion drawing. Data validity used methods and sources triangulation. The results of the study reveal that (i) the reflective thingking process of the subject with high conceptual understanding ability were follows: first, understood and analyzed the problems; second, proposed the solution of problems; third conducted problem solving plan; and fourth, re- analyzed; (ii) the reflective thingking process of the subject with mediocre conceptual understanding ability were follows: first, understood and analyzed the problems; second, proposed the solution of problems; third conducted problem solving plan; and fourth, re- analyzed (the second problem); and (iii) the reflective thingking process of the subject with low conceptual understanding ability were follows: first, understood and analyzed the problems; second, proposed the solution of problems; third conducted problem solving plan; and fourth, re-analyzed (the second problem). Keywords: process, reflective thingking, problem solving, conceptual understanding
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