Proses Berpikir Kritis Siswa pada Level Deduksi Informal Van Hiele
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Abstract
Penelitian ini bertujuan untuk mengungkap proses berpikir kritis siswa dalam menyelesaikan pemecahan masalah geometri. Menurut Teori Van Hiele kemampuan siswa pada geometri dikategorikan dalam lima level berpikir. Karena itu penelitian ini difokuskan pada siswa yang sudah mencapai level dua dari Teori Van Hiele yaitu deduksi informal. Pendekatan penelitian yang digunakan adalah kualitatif studi kasus. Subjek penelitian yaitu siswa kelas VIII SMP Negeri 2 Benjeng Kota Gresik Jawa Timur sebanyak 2 orang yang sudah mencapai level deduksi informal Van Hiele. Pengumpulan data dilakukan dengan pemberian soal pemecahan masalah geometri serta wawancara sebagai klarifikasi. Teknik analisis data meliputi kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa dalam proses penyelesaian masalah, siswa pada level deduksi informal dapat menggunakan kemampuan berpikir kritis namun tidak sempurna. Indikator berpikir kritis yang teridentifikasi dengan sempurna yaitu memperoleh informasi, menilai kredibilitas sumber, dan mendefinisikan istilah. Indikator yang belum teridentifikasi sempurna yaitu merencanakan penyelesaian, mengembangkan permasalahan, dan membuat kesimpulan.
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How to Cite
MUSLIM, Aziz.
Proses Berpikir Kritis Siswa pada Level Deduksi Informal Van Hiele.
Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami), [S.l.], v. 1, n. 1, p. 86-94, july 2017.
Available at: <http://conferences.uin-malang.ac.id/index.php/SIMANIS/article/view/42>. Date accessed: 20 apr. 2024.
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Mathematics Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
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[25] A. H. Abdullah and E. Zakaria, “The effects of van Hiele’s phases of learning geometry on students’ degree of acquisition of van Hiele levels,” Procedia-Social and Behavioral Sciences, vol. 102, no. Ifee 2012, pp. 251–266, 2013.
[26] M. A. Misri and A. Iqbal Zhumni, “Pengaruh tingkat berpikir geometri (teori van Hiele) terhadap kemampuan berpikir siswa dalam mengerjakan soal pada materi garis dan sudut,” Eduma, vol. 2, no. 2, 2013.
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[32] L. Elder and R. Paul, “Critical thinking: intellectual standards essential to reasoning well within every domain of thought.,” Journal of Developmental Education, vol. 36, no. 3, pp. 34–35, 2013.
[33] N. Muhassanah, I. Sujadi, and Riyadi, “Analisis Keterampilan geometri siswa dalam memecahkan masalah geometri berdasarkan tingkat berpikir van Hiele,” Jurnal Elektronik Pembelajaran Matematika., vol. 2, no. 1, pp. 54–66, 2014.
[34] R. H. Ennis, “The Nature of Critical Thinking : An Outline of Critical Thinking Dispositions,” University of Illinois, pp. 1–8, 2011.
[35] N. Khoiriyah, Sutopo, and D. R. Aryuna, “Analisis tingkat berpikir siswa berdasarkan teori van hiele pada materi dimensi tiga ditinjau dari gaya kognitif field dependent dan field independent,” Jurnal Pendidikan Matematika Solusi, vol. 1, no. 1, pp. 18–30, 2013.
[36] N. J. McCormick, L. M. Clark, and J. M. Raines, “Engaging students in critical thinking and problem solving: a brief review of the literature,” Journal of Studies in Education, vol. 5, no. 4, p. 100, 2015.
[2] N. Idris, “The effect of geometers’ sketchpad on the performance in geometry of Malaysian students’ achievement and their van Hiele geometric thinking,” Malaysian Journal of Mathematical Sciences., vol. 1, no. 2, pp. 169–180, 2007.
[3] C. O. Iji and J. E. Omenka, “Mathematics teachers perception of difficult concepts in secondary school mathematics curriculum in Benue State Nigeria,” Asia Pacific Journal of Education, Arts and Sciences., vol. 2, no. 1, pp. 97–102, 2015.
[4] S. Mandaci Sahin and F. Kendir, “The effect of using metacognitive strategies for solving geometry problems on students’ achievement and attitude,” Educational Research and Reviews., vol. 8, no. 19, pp. 1777–1792, 2013.
[5] K. Yeo, “Secondary 2 students’ difficulties in solving non-routine problems.,” International Journal for Mathematics Teaching, pp. 1–30, 2009.
[6] H. Fatmawati, “Analisis berpikir kritis siswa dalam pemecahan masalah matematika berdasarkan Polya pada pokok bahasan persamaan kuadrat,” Jurnal Elektronik Pembelajaran Matematika, vol. 2, no. 9, pp. 911–922, 2014.
[7] P. Phonapichat, S. Wongwanich, and S. Sujiva, “An analysis of elementary school students’ difficulties in mathematical problem solving,” Procedia-Social and Behavioral Science, vol. 116, pp. 3169–3174, 2014.
[8] M. Nuroniah, R. Rochmad, and K. Wijayanti, “Analisis kesalahan dalam menyelesaikan soal pemecahan masalah dengan taksonomi SOLO,” Unnes Journal of Mathematics Education, vol. 2, no. 2, 2013.
[9] N. M. Juniari, A. D. Mohidin, and K. Usman, “Deskripsi kemampuan pemecahan masalah matematika siswa pada pokok bahasan luas permukaan dan volume kubus dan balok,” KIM Fakultas Matematika dan IPA, vol. 1, no. 1, 2013.
[10] T. Tambychik and T. S. M. Meerah, “Students’ difficulties in mathematics problem-solving: What do they say?,” Procedia-Social and Behavioral Sciences, vol. 8, pp. 142–151, 2010.
[11] National Council of Teachers of Mathematics, Principles and Standards for School Mathematics, Reston VA: NCTM, 2000.
[12] D. French, Teaching and learning geometry: Issues and methods in mathematical education. New York, NY: Continuum, 2002.
[13] C. Febriani and A. H. Rosyidi, “Identifikasi penalaran induktif siswa dalam memecahkan masalah matematika,” mathedunesa, vol. 2, no. 1, pp. 1–6, 2013.
[14] G. J. Hwang, H. Y. Sung, and H. S. Chang, “An integrated contextual and web-based problem-solving approach to improving students’ learning achievements, attitudes and critical thinking,” in Proceedings - 2014 IIAI 3rd International Conference on Advanced Applied Informatics, IIAI-AAI 2014, 2014, pp. 366–371.
[15] H. B. Yilmaz, “On the development and measurement of spatial ability,”International Electronic Journal of Elementary Education., vol. 1, no. 2, pp. 83–96, 2009.
[16] M. T. Wahono, T. K., & Budiarto, “Kecerdasan Visual-Spasial Siswa SMP Dalam Menyelesaikan Soal Geometri Ruang Ditinjau Dari Perbedaan Kemampuan Matematika.,” Jurnal Mahasiswa Teknologi Pendidikan, vol. 1, no. 3, 2014.
[17] M. A. N. &. A. Asis, "Profil kemampuan spasial dalam menyelesaikan masalah geometri siswa yang memiliki kecerdasan logis matematis tinggi ditinjau dari perbedaan gender", Jurnal Daya Matematis, vol. 3, no. 1, pp. 78-87, 2015.
[18] D. Ismaimuza, “Kemampuan berpikir kritis dan kreatif matematis siswa smp melalui pembelajaran berbasis masalah dengan strategi konflik kognitif,” Jurnal Teknologi (Sciences and Engineering), vol. 63, no. 2, pp. 33–37, 2013.
[19] H. Kusmanto, “Pengaruh berpikir kritis terhadap kemampuan siswa dalam memecahkan masalah matematika (Studi Kasus Di Kelas VII SMP Wahid Hasyim Moga),” Eduma, vol. 3, no. 1, pp. 92–106, 2014.
[20] A. In’am, Model pembelajaran berbasis metakognitif, Malang: Penerbit Selaras, 2012.
[21] S. Bailin, “Critical thinking and science education,” Science & Education, vol. 11, pp. 361–375, 2002.
[22] P. A. Facione, “Critical thinking: A statement of expect consensus for purposes of educational assessment and instruction: executive summary,” California Academic Press. pp. 1–19, 1990.
[23] M. Crowley, “The van Hiele model of the development of geometric thought,” Learning and Teaching Geometry, K-12,, pp. 1–16, 1987.
[24] J. Van de Walle, “Geometric thinking and geometric concepts,” Elementary and Middle School Mathematics: Teaching Developmentally, vol. 4, pp. 306–312, 2004.
[25] A. H. Abdullah and E. Zakaria, “The effects of van Hiele’s phases of learning geometry on students’ degree of acquisition of van Hiele levels,” Procedia-Social and Behavioral Sciences, vol. 102, no. Ifee 2012, pp. 251–266, 2013.
[26] M. A. Misri and A. Iqbal Zhumni, “Pengaruh tingkat berpikir geometri (teori van Hiele) terhadap kemampuan berpikir siswa dalam mengerjakan soal pada materi garis dan sudut,” Eduma, vol. 2, no. 2, 2013.
[27] W. F. Burger and J. M. Shaughnessy, “Characterizing the van Hiele Levels of Development in Geometry,” Journal for Research in Mathematics Education, vol. 17, no. 1. pp. 31–48, 1986.
[28] J. W. Creswell, Research design: qualitative, quantitative and mixed methods approach, California: SAGE Publications, 2000.
[29] A. Gutiérrez, A. Jaime, and J. M. Fortuny, “An alternative the paradigm to evaluate the acquisition of the van Hiele levels,” Journal for Research in Mathematics Education, vol. 22, no. 3, pp. 237–251, 1991.
[30] M. Miles, M. Huberman, and J. Saldana, Qualitative Data Analysis, 3rd ed., vol. 1, no. 1985. Arizona: SAGE Publications, Inc., 2014.
[31] R. H. Ennis, “Critical thinking assessment,” Theory Into Practice, vol. 32, no. 3. pp. 179–186, 1993.
[32] L. Elder and R. Paul, “Critical thinking: intellectual standards essential to reasoning well within every domain of thought.,” Journal of Developmental Education, vol. 36, no. 3, pp. 34–35, 2013.
[33] N. Muhassanah, I. Sujadi, and Riyadi, “Analisis Keterampilan geometri siswa dalam memecahkan masalah geometri berdasarkan tingkat berpikir van Hiele,” Jurnal Elektronik Pembelajaran Matematika., vol. 2, no. 1, pp. 54–66, 2014.
[34] R. H. Ennis, “The Nature of Critical Thinking : An Outline of Critical Thinking Dispositions,” University of Illinois, pp. 1–8, 2011.
[35] N. Khoiriyah, Sutopo, and D. R. Aryuna, “Analisis tingkat berpikir siswa berdasarkan teori van hiele pada materi dimensi tiga ditinjau dari gaya kognitif field dependent dan field independent,” Jurnal Pendidikan Matematika Solusi, vol. 1, no. 1, pp. 18–30, 2013.
[36] N. J. McCormick, L. M. Clark, and J. M. Raines, “Engaging students in critical thinking and problem solving: a brief review of the literature,” Journal of Studies in Education, vol. 5, no. 4, p. 100, 2015.