Representasi Matematis dalam Pembelajaran dengan Model Problem-Based Learning Berbasis Etnomatematika Ditinjau dari Tipe Kepribadian

Sofri Rizka Amalia, Isnani Isnani

Abstract


This research aims to describe the ability of students' mathematical representation in learning with ethnomatematics-based PBL models which is reviewed from personality type topology of Hippocrates and Galenus. This research is a qualitative descriptive reasearch. The subject of this reaserch is the fourth semester students of mathematics education study program. Subject collection using purposive sampling technique. Data collection techniques in this reaserch are observation, questionnaires, interviews, and documentation. Data validity uses triangulation.The data analysis technique uses the Miles and Huberman model, namely data reduction, data presentation, drawing conclusions, and verifying conclusions. The results of this reaserchisthe choleric personality type does not fulfillthe first indicator is cannot use representation to model and interpret physical, social, and mathematical phenomena. Melancholy and phlegmatic personality typefulfill all indicators. Whereas the poetic type does not fulfill the third indicator, that is, it cannot choose, apply and translate between mathematical representations to solve problems.


Keywords


ethnomathematics; mathematical representation; problem-based learning; personality type

Full Text:

PDF

References


Agustina, R., Sujadi, I., & Pangadi. (2013). Proses berpikir siswa SMA dalam penyelesaian masalah aplikasi turunan fungsi ditinjau dari tipe kepribadian tipologi Hippocrates-Galenus. Jurnal Pembelajaran Matematik. 1(4). https://doi.org/10.24127/ajpm.v3i1.381.

Amalia, S.R & Widodo, A.N.A. (2018). Analisis kemampuan pemecahan masalah mahasiswa melalui model PBL berbasis etnomatematika ditinjau dari kepribadian topologi hippocrates, galenus tipe cholearis dan phlegmantis. Aksioma: 9(1), 1-10. http://dx.doi.org/10.26877/aks.v9i1.2467.

Amalia, S.R & Widodo, A.N.A. (2019). Analisis kemampuan pemecahan masalah melalui model PBL berbasis etnomatematika ditinjau dari tipe kepribadian sanguinis dan melankholis. PRISMA, 2, 156-160. Diambil dari https://journal.unnes.ac.id/sju/index.php/prisma/article/view/28903/12635.

Arikunto, S. (2012). Prosedur penelitian suatu pendekatan praktek. Jakarta: Rineka Cipta.

Bulu, V.R., Budiyono, & Slamet, I. (2015). Kesulitan metakognisi siswa dalam memecahkan masalah matematika pada materi peluang ditinjau dari tipe kepribadian tipologi hippocrates–galenus kelas XI MIA-1 SMA Negeri I Soe. Jurnal Elektronik Pembelajaran Matematika. 3(9), 970-984. Diambil dari https://jurnal.uns.ac.id/jpm/article/view/10800/9676.

Farhan, M., & Retnawati, H. (2014). Keefektifan PBL dan IBL ditinjau dari prestasi belajar, kemampuan representasi matematis, dan motivasi belajar. Jurnal Riset Pendidikan Matematika, 1(2), 227-240. https://doi.org/10.21831/jrpm.v1i2.2678.

Fitria, C., & Siswono, T.Y.E. (2014). Profil keterampilan berpikir kreatif siswa dalam memecahkan masalah matematika ditinjau dari tipe kepribadian (sanguinis, koleris, melankolis, dan phlegmatis). MATHEdunesa. 3(3), 23-32. Diambil dari https://jurnalmahasiswa.unesa.ac.id/index.php/mathedunesa/article/view/12685/11699.

Littauer, F. (2002). Personality plus for parents. Jakarta : Binarupa Aksara.

NCTM. (2003). NCATE/NCTM program standards: programs for initial preparation of mathematics teachers, standards for secondary mathematics teachers. Diambil dari https://www.nctm.org/uploadedFiles/Standards_and_Positions/CAEP_Standards/NCTMSECONStandards.pdf.

Pieter, H.Z. (2017). Dasar-dasar komunikasi bagi perawat. Jakarta: Kencana.

Prihadhi, E. K. (2008). My potency. Jakarta : Gramedia.

Sabirin, M. (2014). Representasi dalam pembelajaran matematika. JPM IAIN Antasari, 1(2), 33-44. https://doi.org/10.18592/jpm.v1i2.49.

Soleh, A. Z. (2005). Ilmu statistik. Bandung: Rekayasa Sains.

Sumartini, T. S. (2016). Peningkatan kemampuan pemecahan masalah matematis siswa melalui pembelajaran berbasis masalah. Mosharafa, 5(2). https://doi.org/10.31980/mosharafa.v5i2.270.

Tan, O. S. (2003). Problem based learning innovation: using problem to power learning in the 21st century. Asia: Cengage Learning.

Tan, T. (2017). Theaching is an art: maximize your teaching. Yogyakarta: CV. Budi Utama.

Ulya, H., & Rahayu, R. (2018). Uji kelayakan perangkat pembelajaran open-ended berbasis etnomatematika ditinjau dari gaya kognitif siswa. Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang, 2(2), 183-194. https://doi.org/10.31331/medives.v2i2.645.




DOI: https://doi.org/10.29408/jel.v5i2.1325

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Jurnal Elemen

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


 Creative Commons License
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats