Exploring students' understanding based on Bruner's theory regarding the concept of profit and loss
DOI:
https://doi.org/10.29408/jel.v10i3.26953Keywords:
Bruner's theory, conceptual understanding, arithmetic, profit and loss, learning interestAbstract
The lack of understanding and skills in solving mathematical problems is now a significant concern in many countries. Other factors, such as learning interests, influence students' understanding of these concepts. Therefore, it is necessary to explore students' understanding of arithmetic (profit and loss) based on Bruner's theory regarding learning interest. The study was conducted at a Vocational School in East Java, Indonesia, with 26 students participating as research subjects. The research methodology used was qualitative, with data collected through questionnaires on learning interests, profit and loss concept tests, and interviews. Data were analyzed using a process of reduction, presentation, and conclusions. The findings revealed that subjects with high and medium learning interest categories can meet the stages of Bruner's theory (enactive, iconic, and symbolic). However, subjects with medium learning interests do not need help understanding what happens in the problem—the subject with low learning interest can only reach iconic and symbolic stages in Bruner's theory. Thus, teachers should design appropriate learning strategies and media for students with medium and low learning interests so that they have a good conceptual understanding.
References
Alam, A., & Mohanty, A. (2024). Unveiling the complexities of ‘Abstract Algebra’ in University Mathematics Education (UME): fostering ‘conceptualization and understanding’ through advanced pedagogical approaches. Cogent Education, 11(1), 1-24. https://doi.org/10.1080/2331186X.2024.2355400
Amalia, A. R., & Yunianta, T. N. H. (2019). Deskripsi proses kognitif siswa SMP dalam menyelesaikan masalah matematika berdasarkan modes of representation teori Bruner [Description of junior high school students’ cognitive process in solving mathematical problems based on Bruner’s modes of representation]. JRPM (Jurnal Review Pembelajaran Matematika), 4(1), 58–71.
Amir, & Risnawati, Z. (2016). Psikologi pembelajaran matematika [Psychology of mathematics learning]. Aswada Pressindo.
Anggraini, V., Delyana, H., & Sari, I. K. (2022). Analisis kemampuan pemecahan masalah matematis ditinjau dari minat belajar siswa [Analysis of mathematical problem-solving ability is reviewed from students’ learning interests]. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(2), 1231-1240. https://doi.org/10.24127/ajpm.v11i2.5034
Angraini, L. M., Larsari, V. N., Muhammad, I., & Kania, N. (2023). Generalizations and analogical reasoning of junior high school viewed from Bruner’s learning theory. Infinity Journal, 12(2), 291–306. https://doi.org/10.22460/infinity.v12i2.p291-306
Apriyanto, M. T., & Herlina, L. (2020). Analisis prestasi belajar matematika pada masa pandemi ditinjau dari minat belajar siswa [Analysis of mathematics learning achievement during the pandemic viewed from students’ learning interests]. Diskusi Panel Nasional Pendidikan Matematika, 6(1), 135-144.
Ardat. (2014). Penerapan teori Bruner dan peta konsep dalam meningkatkan penalaran dan pemahaman konsep matematika [Application of Bruner’s theory and concept maps in improving reasoning and understanding of mathematical concepts]. Jurnal Tarbiyah, 21(1), 203–221.
Boye, E. S., & Agyei, D. D. (2023). Effectiveness of problem-based learning strategy in improving teaching and learning of mathematics for pre-service teachers in Ghana. Social Sciences and Humanities Open, 7(1),100453, 1-6. https://doi.org/10.1016/j.ssaho.2023.100453
Budiman, P. M., & Purwati, P. D. (2023). Implementing Bruner’s theory for the conceptual understanding of addition and subtraction. Journal, International Research-based Education, 5(1), 119–127.
Culatta, R. (2020). Constructivist theory (Jerome Bruner), InstructionalDesign.org.
Eci, W., & Sinaga, B. (2021). Penerapan teori Bruner untuk meningkatkan pemahaman konsep matematika siswa kelas VII-Alrusyd di SMP Swasta Islam Terpadu Khairul Imam Medan [Application of bruner's theory to improve students' understanding of mathematics concepts in class VII-Alrusyd at Khairul Imam integrated islamic private junior high school Medan]. Jurnal Fibonaci: Jurnal Pendidikan Matematika, 2(1), 20-32. https://doi.org/10.24114/jfi.v2i1.28663
Ernawati, M. D. W., Sudarmin, Asrial, Haryanto, Sanova, A., Kurniawan, D. A., & Azzahra, M. Z. (2022). The influence of student interest on student learning outcomes in science subjects. Indonesian Journal of Science Education, 10(4), 849–861.
Fadillah, A. (2016). Analisis minat belajar dan bakat terhadap hasil belajar matematika siswa [Analysis of learning interests and talents on students’ mathematics learning outcomes]. Mathline: Jurnal Matematika dan Pendidikan Matematika, 1(2), 113–122.
Febrianti, D. N., & Purwaningrum, J. P. (2021). Jerome Bruner’s theory of learning to improve basic school students’ understanding of numbers by learning in stage. Mathematics Education Journal, 5(1), 46–57. https://doi.org/10.22219/mej.v5i1.15047
Gashaj, V., Thaqi, Q., Mast, F. W., & Roebers, C. M. (2023). Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety. Trends in Neuroscience and Education, 33, 100217. https://doi.org/10.1016/j.tine.2023.100217
Gazali, R. Y. (2016). Pembelajaran matematika yang bermakna [Meaningful mathematics learning]. Math Didactic: Jurnal Pendidikan Matematika, 2(3), 181–190. https://doi.org/10.33654/math.v2i3.47
Gembong, S. (2010). Efektifitas pembelajaran matematika model kooperatif jigsaw dengan pendekatan matematisasi berjenjang dan tanpa pendekatan matematisasi berjenjang ditinjau dari motivasi belajar dan intelegensi siswa pada Siswa SMA di Kota Madiun [The effectiveness of jigsaw cooperative mathematics learning model with and without a leveled mathematization approach in view of students' learning motivation and intelligence in high school students in Madiun city]. Jurnal PENA Pekalongan, 2 (Pendidikan Matematika), 13, 1-9.
Hamzah, A., & Muhlishrarini. (2014). Perencanaan dan strategi pembelajaran matematika [Planning and learning strategy mathematics]. PT. Raja Grafindo Persada.
Harahap, N. (2020). Penelitian kualitatif [Qualitative research]. Wal Ashri Publishing.
Haser, Ç., Doğan, O., & Kurt Erhan, G. (2022). Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices. International Journal of Educational Development, 88 (November 2021), 0–2. https://doi.org/10.1016/j.ijedudev.2021.102536
Hawa, S.(2009). Pembelajaran matematika sekolah dasar [Learning primary school mathematics]. Direktorat Jenderal Pendidikan Tinggi Departemen Pendidikan Nasional.
Khoerunnisa, A., & Hidayati, N. (2022). Analisis kemampuan pemahaman matematis [Analysis of mathematical understanding ability]. PHI: Jurnal Pendidikan Matematika, 6(1), 1-6. https://doi.org/10.33087/phi.v6i1.180
Komariyah, S., Afifah, D. S. N., & Resbiantoro, G. (2018). Analisis pemahaman konsep dalam memecahkan masalah matematika ditinjau dari minat belajar siswa [Analysis of conceptual understanding in solving mathematical problems reviewed from students’ learning interests]. Sosiohumaniora: Jurnal Ilmiah Ilmu Sosial Dan Humaniora, 4(1), 1–8. https://doi.org/10.30738/sosio.v4i1.1477
Kurniasih, H. (2015). Teori belajar Bruner untuk meningkatkan pemahaman konsep siswa kelas X TPC SMK TKM Purworejo [Bruner’s learning theory to improve conceptual understanding of class X TPC students at SMK TKM Purworejo]. Jurnal EKUIVALEN - Pendidikan Matematika, 18(1), 19–22.
Maghfiroh, L., Santosa, & Suryadharma, I. B. (2016). Identifikasi tingkat pemahaman konsep stoikiometri pada pereaksi pembatas dalam jenis-jenis reaksi kimia siswa kelas X Mia SMA Negeri 4 Malang [Identification of the level of understanding of the concept of stoichiometry on limiting reagents in types of chemical reactions students of class x MIA SMA Negeri 4 Malang]. Jurnal Pembelajaran Kimia (J - PEK), 1(2), 32–37. http://journal2.um.ac.id/index.php/j-pek/article/view/766
Meidianti, A., Kholifah, N., & Sari, N. I. (2022). Kemampuan pemahaman konsep matematis peserta didik dalam pembelajaran matematika [Students’ mathematical concept understanding ability in mathematics learning]. Jurnal Ilmiah Mahasiswa Pendidikan Matematika, 2(2), 134–144.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis : A methods sourcebook. SAGE Publications.
Mulyono, B., & Hapizah, H. (2018). Pemahaman konsep dalam pembelajaran matematika [Concept understanding in mathematics learning]. KALAMATIKA Jurnal Pendidikan Matematika, 3(2), 103–122. https://doi.org/10.22236/kalamatika.vol3no2.2018pp103-122
Murtafiah, W., Sa’dijah, C., Candra, T. D., Susiswo, S., & As’ari, A. R. (2018). Exploring the explanation of pre-service teacher in mathematics teaching practice. Journal on Mathematics Education, 9(2), 259–270. https://doi.org/https://doi.org/10.22342/jme.9.2.5388.259-270
Nicomse, N., & Manalu, D. B. (2022). Analisis kesulitan pemahaman konsep matematika peserta didik pada materi aritmatika sosial di kelas VIII SMP Negeri 3 Tarutung [Analysis of the difficulty of understanding mathematical concepts of students on social arithmetic material in class VIII SMP Negeri 3 Taruntung]. Sepren, October, 26–31. https://doi.org/10.36655/sepren.v4i0.814
Nisa, N. H., & Nursuprianah, I. (2013). Pengaruh pemahaman konsep aritmatika terhadap kemampuan berpikir aljabar siswa (Studi kasus pada siswa kelas VII SMP Negeri 1 Ketanggungan Kabupaten Brebes) [The effect of understanding arithmetic concepts on students' algebraic thinking ability (case study on students of grade VII SMP Negeri 1 Ketanggungan Brebes regency)]. Eduma: Mathematics Education Learning and Teaching, 2(2), 1-15. https://doi.org/10.24235/eduma.v2i2.39
O’Donovan, M. (2021). An overview of Bruner and Piaget — Cognitive constructivists.
Olteanu, C. (2022). Programming, mathematical reasoning and sense-making. International Journal of Mathematical Education in Science and Technology, 53(8), 2046–2064. https://doi.org/10.1080/0020739X.2020.1858199
Rahmad, H. (2020). Proses pemahaman konsep barisan aritmatika bertingkat berdasarkan teori Apos ditinjau dari tingkat self-esteem siswa MAN kota Mojokerto [The process of understanding the concept of multilevel arithmetic rows based on Apos theory viewed from the level of self-esteem of students at MAN Mojokerto City. Universitas Muhammadiyah Malang.
Saldaña, J. (2013). The coding manual for qualitative researchers. SAGE Publications Ltd.
Sundari, S., & Fauziati, E. (2021). Implikasi teori belajar Bruner dalam model pembelajaran kurikulum 2013 [Implication of Bruner’s learning theory in the 2013 curriculum learning model]. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 3(2), 128–136. https://doi.org/10.36232/jurnalpendidikandasar.v3i2.1206
Susanto, A. (2014). Teori belajar dan pembelajaran di sekolah dasar [Learning and learning theory in primary school]. Kencana.
Takaya, K. (2008). Jerome Bruner’s theory of education: From early Bruner to later Bruner. Interchange, 39(1), 1–19. https://doi.org/10.1007/s10780-008-9039-2
Wen, P. (2018). Application of bruner’s learning theory in mathematics studies. International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018), 234–237.
Widyahening, C. E. (2018). Penggunaan teknik pembelajaran fishbone diagram dalam meningkatkan keterampilan membaca siswa [Use of fishbone diagram learning technique in improving students’ reading skills]. Jurnal Komunikasi Pendidikan, 2(1), 11, 11-18. https://doi.org/10.32585/jkp.v2i1.59
Winarso, W., & Dewi, W. Y. (2017). Berpikir kritis siswa ditinjau dari gaya kognitif visualizer dan verbalizer dalam menyelesaikan masalah geometri [Critical thinking of students based on visualizer and verbalizer cognitive styles in solving geometry problems]. Beta: Jurnal Tadris Matematika, 10(2), 117–133.
Wu, C., Gong, X., Luo, L., Zhao, Q., Hu, S., Mou, Y., & Jing, B. (2021). Applying control-value theory and unified theory of acceptance and use of technology to explore pre-service teachers’ academic emotions and learning satisfaction. Frontiers in Psychology, 12(March 2020), 1–13. https://doi.org/10.3389/fpsyg.2021.738959
Yimam, M., & Dagnew Kelkay, A. (2022). Evaluation of the effects of discourse-based mathematics instruction on eleventh grade students’ conceptual and procedural understanding of probability and statistics. Cogent Education, 9(1), 1-19. https://doi.org/10.1080/2331186X.2021.2007742
Yunuka. (2016). Pemahaman konsep [Concept understanding]. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Yusuf. (2023). Yusuf, guru matematika kelas V MIN 5 Kota Banjarmasin, Wawancara 4 Agustus 2023 43 [Interview August 4, 2023]. 43–60.
Zhang, Y., Zhang, X., & Meng, Z. (2024). Effect of interactive immediacy on online learning satisfaction of international students in Chinese universities: The chain mediating role of learning interest and academic engagement. Acta Psychologica, 244(3), 263–272. https://doi.org/10.1016/j.actpsy.2024.104202
Zuliana, E., Retnowati, E., & Widjajanti, D. B. (2019). How should elementary school students construct their knowledge in mathematics based on Bruner’s theory? Journal of Physics: Conference Series, 1318(1), 012019. https://doi.org/10.1088/1742-6596/1318/1/012019
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Wasilatul Murtafiah, Maya Puji Lestari Rahayu, Sardulo Gembong, Dwi Rosita Sari, Faridah Hanim Yahya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal Elemen agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the 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 acknowledgment of its initial publication in this journal.
- 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.
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
