REPRESENTASI VISUAL MATEMATIS MAHASISWA DALAM MEMODELKAN KEJADIAN DINAMIS DITINJAU DARI PERBEDAAN GAYA KOGNITIF DAN JENIS KELAMIN

Article Sidebar

PDF
Published: Jul 6, 2019
DOI: https://doi.org/10.24853/fbc.5.1.87-96
Keywords:
representasi visual gaya kognitif model kejadian dinamis

Main Article Content

Ulumul Umah
Program Studi Pendidikan Matematika, FKIP, Unipdu Jombang
Ciptianingsari Ayu Vitantri

Abstract

Representasi matematis memiliki peran penting dalam proses pemahaman konsep, penyampaian gagasan, mengoneksikan antar ide matematis, serta memodelkan masalah situasi nyata. Masalah situasi nyata yang melibatkan penyelesaian matematis antara lain berupa masalah yang berkaitan dengan kejadian dinamis yaitu perubahan nilai-nilai pada variabel seperti kecepatan dan laju. Penelitian terdahulu menunjukkan bahwa ada kecenderungan perbedaan cara belajar antar individu dengan gaya kognitif field dependent dan field independent. Selain itu, juga ditemukan perbedaan performa akademik antara laki-laki dan perempuan, meskipun tidak semua penelitian menunjukkan adanya perbedaan yang signifikan. Artikel ini mendeskripsikan bentuk representasi visual yang ditunjukkan oleh masing-masing subjek ketika memodelkan suatu kejadian dinamis terkait dengan perubahan nilai-nilai variabel. Analisis data penelitian dilakukan melalui metode kualitatif. Subjek penelitian terdiri dari empat mahasiswa dengan kombinasi gaya kognitif dan jenis kelamin yang berbeda. Hasil penelitian menunjukkan bahwa subjek laki-laki dengan gaya field independent memiliki kecenderungan lebih kuat untuk menggunakan bantuan representasi nonkonvensional sebelum menyatakannya dalam representasi yang lebih konvensional berupa grafik.

Article Details

Issue
Vol. 5 No. 1 (2019): FIBONACCI: Jurnal Pendidikan Matematika dan Matematika
Section
Articles

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

 

References

An, D., & Carr, M. 2017. "Learning Styles Theory Fails to Explain Learning and Achievement: Recommendations for Alternative Approaches". Personality and Individual Differences, Vol. 116, pp: 410–416.

Arcavi, A. 2003. "The Role of Visual Representations in the Learning of Mathematics". Educational Studies in Mathematics. Vol. 52 (3), pp: 215–241.

Boonen, A. J. H., Van Wesel, F., Jolles, J., & Van der Schoot, M. 2014. "The Role of Visual Representation Type, Spatial Ability, and Reading Comprehension in Word Problem Solving: An Item-Level Analysis in Elementary School Children". International Journal of Educational Research. Vol. 68, pp: 15–26.

Carlson, M. P., Jacobs, S., Coe, E., Larsen, S., & Hsu, E. 2002. "Applying Covariational Reasoning While Modeling Dynamic Events: A Framework and A Study". Journal for Research in Mathematics Education. Vol. 33 (5), pp: 352–378.

Castillo-Garsow, C., Johnson, H. L., & Moore, K. C. 2013. "Chunky and Smooth Images of Change". For the Learning of Mathematics. Vol. 33 (3), pp: 31–37.

David, M. M., Tomaz, V. S., & Ferreira, M. C. C. 2014. "How Visual Representations Participate in Algebra Classes’ Mathematical Activity". ZDM Mathematics Education. Vol. 46 (1), pp: 95–107.

Fennema, E., Carpenter, T. P., Jacobs, V. R., Franke, M. L., & Levi, L. W. 1998. "A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking". Educational Researcher. Vol. 27 (5), pp: 6–11.

Gallager, A. M., & De Lisi, R. 1994. "Gender Difference in Scholastic Aptitude Test- Mathematics Problems Solving Among High School Students". Journal for Research in Mathematics Education. Vol. 86 (2), pp: 204–211.

Haciomeroglu, E. S., & Chicken, E. 2012. "Visual Thinking and Gender Differences in High School Calculus". International Journal of Mathematical Education in Science and Technology. Vol. 43 (3), pp: 303–313.

Haciomeroglu, E. S., Chicken, E., & Dixon, J. K. 2013. "Relationships Between Gender, Cognitive Ability, Preference, and Calculus Performance". Mathematical Thinking and Learning. Vol. 15 (3), pp: 175–189.

Lemke, J. L. 2002. "Mathematics in The Middle: Measure, Picture, Gesture, Sign, and Word. In M. Anderson, A. Saenz-Ludlow, S. Zellweger, & V. Cifarelli (Eds.)". Educational Perspectives on Mathematics as Semiosis: From Thinking to Interpreting to Knowing. Ottawa: Legas Publishing, pp: 215–234.

Lipovec, A., & Antolin, D. 2015. "Schematic and Pictorial Representations of Exponentiation. In O. Fleischmann, R. Seebauer, H. Zoglowek, & M. Aleksandrovich (Eds.)". The Teaching Profession. LIT Verlag Münster, pp. 137–144.

Miftah, R., & Orlando, A. R. 2016. "Penggunaan Graphic Organizer dalam Meningkatkan Kemampuan Representasi Matematis Siswa". FIBONACCI: Jurnal Pendidikan Matematika dan Matematika. Vol. 2 2, pp: 72–89.

NCTM. 2002. Principles and standards for school mathematics. Reston V.A: NCTM.

Oh, E., & Lim, D. 2005. "Cross Relationships Between Cognitive Styles and Learner Variables in Online Learning Environment". Journal of Interactive Online Learning. Vol. 4 (1), pp: 53–66.

Snowman, J., McCown, R., & Biehler, R. 2012. Social Cognitive Theory. Psychology Applied to Teaching (13th ed.). Belmont, CA: Wadsworth, Cengage Learning.

Subanji. 2011. Teori Berpikir Pseudo Penalaran Kovariasi. Malang: UM Press.

Tall, D. 2009. "Dynamic Mathematics and The Blending of Knowledge Structures in The Calculus". ZDM – The International Journal on Mathematics Education. Vol. 41 (4), pp: 481 – 492.

Thompson, P. W., & Carlson, M. P. 2017. "Variation, Covariation, and Functions: Foundational Ways of Thinking Mathematically. In J. Cai (Ed.), Compendium for Research in Mathematics Education. Reston, VA: Compendium for research in mathematics education, pp. 421–456.

Ulfatin, N. 2017. Metode Penelitian Kualitatif di Bidang Pendidikan: Teori dan Aplikasinya. Malang: Media Nusa Creative.

Umah, U., As’ari, A. R., & Sulandra, I. M. 2014. Penalaran Kovariasional Siswa Kelas VIIIB MTS Negeri Kediri 1 dalam Mengkonstruk Grafik Fungsi. Thesis. Malang: Universitas Negeri Malang.

Witkin, H. A., Moore, C. A., Goodenough, D. R., & Patricia W. Cox. 1977. "Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications". Review of Educational Research. Vol. 47 (1), pp: 1–64.

Yung, H. I., & Paas, F. 2015. "Effects of Computer-Based Visual Representation on Mathematics Learning and Cognitive Load". Educational Technology and Society. Vol. 18 (4), pp: 70–77.

Zhang, L.-F., & Sternberg, R. J. 2009. Perspectives on the nature of intellectual styles. New York: Springer.