Analisis kesulitan dan self-efficacy siswa SMP dalam pemecahan masalah matematika berbentuk soal cerita

 Novferma Novferma

Abstract


Penelitian ini bertujuan untuk mendeskripsikan letak, jenis, faktor-faktor kesulitan, dan self-efficacy siswa SMP swasta di Kabupaten Sleman, DIY dalam memecahkan masalah matematika berbentuk soal cerita. Penelitian ini termasuk penelitian survei dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian adalah 124 siswa SMP swasta di Kabupaten Sleman, DIY yang berasal dari empat sekolah dengan kategori tinggi, sedang, dan rendah. Sampel penelitian ditentukan dengan stratified proportional random sampling technique. Instrumen yang digunakan berupa tes diagnostik terdiri atas 5 butir soal, angket self-efficacy, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa kesulitan siswa dalam pemecahan masalah matematika berbentuk soal cerita terletak pada pengetahuan faktual, pengetahuan konseptual, pengetahuan prosedural, dan pengetahuan metakognitif. Jenis kesulitan yang dialami siswa yaitu pada mengingat fakta, mengingat konsep, memahami fakta, memahami konsep, menerapkan konsep, menerapkan prosedur, menganalisis prosedur, mengevaluasi faktual, mengevaluasi konsep, mengevaluasi prosedur, dan mengomunikasikan metakognitif. Faktor-faktor kesulitan yang dialami siswa SMP dalam memecahkan masalah matematika berbentuk soal cerita kelas VIII yaitu siswa merasa waktu yang diberikan tidak cukup, mudah menyerah, kurang teliti, sering lupa, merasa cemas, dan siswa tergesa-gesa untuk mengerjakan soal. Self-efficacy dari 124 siswa berada dalam kategori tinggi dengan rata-rata sebesar 90,4.

Kata Kunci: analisis kesulitan siswa, self-efficacy, pemecahan masalah matematika, soal cerita

 

An Analysis of Difficulties and Self-Efficacy of Junior High School Students in Solving Story Form Mathematical Problems

 

Abstract

This research aimed to describe the positions, types, difficulty factors, and self-efficacy of junior high school students in Sleman, DIY in solving story form mathematical problems. This study was survey research using the quantitative and kualitative approach. The subjects of this research were 124 students of private junior high schools in Sleman, DIY, which were from four different school groups in the high, middle, and low categories. The sample was established using the stratified proportional random sampling technique. The instruments which were used namely diagnostic test that consisted of 5 items, self-efficacy questionnaire, and interview guides. The results indicate that students’ difficulties in solving story form mathematical problems lie on factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The types of difficulties experienced by students include remembering fact, remembering concept, understanding facts, understanding concept, applying concept, applying procedure, analyzing procedure, evaluating fact, evaluating concept, evaluating procedure, and communicating metacognitive. Difficulty factors that grade VIII students experience in solving story form mathematical problems include: students feel that the time given is not enough, easily give up, are not meticulous enough, oftenly forget, and are anxious and impatient while solving the problems. The self-efficacy of 124 students can be categorized as high with an average score of 90.4.

Keywords: analysis of students’ difficulties, self-efficacy, mathematics problem solving, story problem.

Keywords


analisis kesulitan siswa; self-efficacy; pemecahan masalah matematika; soal cerita

Full Text:

FULLTEXT PDF

References


Abdurrahman, M. (2012). Anak berkesulitan belajar: Teori, diagnosis, dan remedialnya. Jakarta: Rineka Cipta.

Amri, M., & Abadi, A. (2013). Pengaruh PMR dengan TGT terhadap motivasi, sikap, dan kemampuan pemecahan masalah geometri kelas VII SMP. PYTHAGORAS: Jurnal Pendidikan Matematika, 8(1), 55-68. doi:http://dx.doi.org/10.21831/pg.v8i1.8494

Anderson, L. W., & Krathwohl, D. R. (2010). Kerangka landasan untuk pembelajaran, pengajaran, dan asesmen: revisi taksonomi Bloom. (Terjemahan Agung Prihantoro). New York, NY: Pearson Addison-Wesley. (Buku asli diterbitkan tahun 2001)

Bandura, A. (2009). Self-efficacy in changing societies. Cambridge, UK: Cambridge University Press.

Bell, F. H. (1978). Teaching and learning mathematics (in secondary school). Dubuque, IO: Wm. C. Brown Company Publisher.

Chambers, P. (2008). Teaching mathematics: developing as a reflektive secondary teacher. London, UK: Sage Publication.

Ciltas, A., & Tatar, E. (2011). Diagnosing learning difficulties related to the equation and inequality that contain terms with absolute value. International Online Journal of Educational Sciences, 3(2), 461-473.

Cooney, T. J., Davis, J. E., & Henderson, B. K. (1975). Dynamics of teaching secondary school mathematics. Boston, MA: Houghton Mifflin Company.

Hamdi, S., & Abadi, A. (2014). Pengaruh motivasi, self-efficacy dan latar belakang pendidikan terhadap prestasi matematika mahasiswa PGSD STKIP-H dan PGMI IAIH. Jurnal Riset Pendidikan Matematika, 1(1), 77-87. doi:http://dx.doi.org/10.21831/jrpm.v1i1.2666

Jong, T. D., & Hessler, M. G. M. F. (1996). Types and qualities of knowledge. Educational Psychologist, 31(2), 105-113.

Khiat, H. (2010). A grounded theory approach: conceptions of understanding in engineering mathematics learning. The Quantum Report, 15, 1459-1488.

Larkin, S. (2010). Metacognition in young children. Oxon-Hill, MD: Routledge.

NCTM. (2000). Principles and standards for school mathematics. Reston, VA: The National Council of TeacPhers of Mathematics, Inc.

OECD. (2009). Students with disabilities, learning difficulties and disadvantages in the balitic states, south eastern europe and malta. London, UK: European commission-joint research centre (JRC).

OECD. (2014). PISA 2012 Results: what students know and can do - student performance in mathematics, reading and science (Volume 1, Revised Edition, February 2014). PISA: OECD Publishing.

Schunk, D.H., (2012). Learning theories (6thed). Boston, MA: Pearson Education, Inc.

Smith, C. W., Elkins, J., & Gunn, S. (2011). Multiple perspectives on difficulties in learning literacy and numeracy. London, UK: Springs.

Suryabrata, S. (2014). Psikologi pendidikan. Jakarta: PT. Raja Grafindo Persada

Westwood, P. (2008). What teacher need to know about learning difficulties. Melbourne: The Australian Council For Education Risearch.

Woolfolk, A. (2009). Education psychology. Boston, MA: Pearson Educational Inc.

Yoong, W. K. (2000). Enhancing students’ learning through error analysis. Universiti Brunei Darussalam. Diambil pada tanggal 12 september 2014, dari: http://math.nie.edu.sg%2Fkywong%2FERRORS%2520Wong%2520Brunei.DOC.




DOI: https://doi.org/10.21831/jrpm.v3i1.10403

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Jurnal Riset Pendidikan Matematika

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Riset Pendidikan Matematika indexed by:

Creative Commons License
Jurnal Riset Pendidikan Matematika by http://journal.uny.ac.id/index.php/jrpm/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

All rights reserved. p-ISSN 2356-2684 | e-ISSN 2477-1503

View My Stats