UPI Kampus Cibiru's Conference, ICPECE 2017

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ANALISIS PROSES BERPIKIR SISWA DALAM MEMAHAMI OPERASI PENJUMLAHAN DAN PENGURANGAN PECAHAN DENGAN PEMBERIAN SCAFFOLDING
Geri Syahril Sidik, Riza Fatimah Zahrah, Winarti Dwi Febriani

Building: Mitra Hotel, Bandung
Room: Nusantara 1
Date: 2017-12-06 07:00 AM – 05:30 PM
Last modified: 2018-04-13

Abstract


The research was based on the results of research by Sidik (2016) that the thinking process is classified into two types, that are the instrumental thinking processes and the instrumental relational thinking processes. In addition, there are four stages of the process of thinking in understanding the operations of addition and subtraction of fractions, that are understanding the questions, transforming the questions into the mathematical model, performing aritmethic operations, and drawing conclusions. The stages of understanding questions and transforming the questions into mathematical models are classified into the type of relational understanding whereas the stages of performing arithmetic operations and drawing conclusions are classified into the type of instrumental understanding. This research aimed to analyze the students’ thinking processes, difficulties encountered and scaffolding provided. This research is a qualitative-descriptive research. The result showed that the data obtained based on the sheet tasks assigned to whole students to know the thinking process before getting scaffolding. Six students are selected with good, medium, and low math skill. The selected six students then went through the stage of clinical interviews and scaffolding to see the thinking processes. Based on the data analysis, found that the students’ thinking process more instrumental, which means that the average of the student did the tasks incorrectly because they didn’t understand. Generally students have many difficulties in transforming the question into the mathematical model and performing the arithmetic operations (addition and subtraction of fractions). Difficulties experienced by student can be overcome by giving scaffolding. Based on the results of this research, the researchers suggest to the teacher to get used to teach the basic concept of fractions and provide contextual questions in learning process.


Keywords


the thinking process, operations of addition and subtraction of fractions, giving scaffolding.

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