PEMAHAMAN INTUITIF SISWA SEKOLAH DASAR PADA PENGUKURAN LUAS JAJARGENJANG

Mohammad Faizal Amir(1*), Danti Sri Rahayu(2), Muhlasin Amrullah(3), Hendra Erik Rudyanto(4), Dian Septi Nur Afifah(5),

(1) Universitas Muhammadiyah Sidoarjo
(2) Universitas Muhammadiyah Sidoarjo
(3) 
(4) Universitas PGRI Madiun
(5) STKIP PGRI Tulungagung
(*) Corresponding Author


Abstract


Penelitian ini bertujuan untuk mengidentifikasi strategi dan level pemahaman intuitif siswa sekolah dasar dalam mengukur luas jajargenjang. Jenis penelitian yang digunakan adalah studi kasus. Teknik pengambilan data dilakukan dengan cara pemberian tugas, observasi, wawancara dan dokumentasi. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Penelitian ini menemukan adanya dua strategi pemahaman intuitif yang baru yaitu strategi visual-kongkrit dan pengukuran estimasi. Sementara itu, ada dua level transisi pemahaman intuitif meliputi level 2: penutupan visual kongkrit dan level 4: penutupan susunan yang dikonstruk melalui estimasi pengukuran. Level pemahaman intuitif siswa yang dikonstruksi dari jenis-jenis strategi tersebut secara bertahap dapat mencapai level pemahaman intuitif, yaitu level 0 sampai level 6. Temuan penelitian ini berimpikasi pada level pemahaman intuitif siswa dalam mengukur luas daerah yang lebih rinci dan berhirarki. Hasil penelitian ini menyarankan agar siswa dapat mencapai pemahaman relasional atau memiliki konsep pengukuran luas yang bermakna, para pendidik khususnya di tingkat sekolah dasar harus menstimulasi pembelajaran menggunakan tugas-tugas pemahaman intuitif secara bertahap dan tidak hanya dibangun melalui pengukuran luas persegipanjang.

 

Abstract

This study aims to identify strategies and levels of intuitive understanding of elementary school students in measuring the area of a parallelogram. This type of study is a case study. Data collection techniques carried out by giving tasks, observation, interview and documentation. Data analysis techniques used are data reduction, data presentation, and drawing conclusions/verification. This study has founded two new intuitive understanding strategies namely visual-concrete and estimation measurement strategies. Meanwhile, there are two levels of intuitive understanding transitions including level 2: visual –concrete covering and level 4: Array covering constructed by measurement estimation. The level of students' intuitive understanding constructed from these types of strategies can gradually reach the level of intuitive understanding, level 0 to level 6. The findings of this study imply the level of students' intuitive understanding in measuring the area in a more detailed and hierarchical area. The results of this study suggest that students can achieve a relational understanding or have a meaningful broad measurement concept, educators, especially at the elementary school level, must stimulate learning using intuitive understanding tasks gradually and not only be built through rectangular area measurement.


Keywords


Jajargenjang; pemahaman intuitif; pengukuran luas

References


Bennett, A. B., Burton, L. J., & Nelson, L. T. (2012). Mathematics for Elementary Teachers: A Conceptual Approach. New York: McGraw-Hill.

Byers, V., & Herscovics, N. (1977). Understanding school mathematics. Mathematics Teaching, 81, 24–27.

Cengiz, C., Aylar, E., & Yildiz, E. (2018). Intuitive Development of the Concept of Integers among Primary School Students. International Electronic Journal of Elementary Education, 11(2), 191–199. https://doi.org/10.26822/iejee.2019248599

Clarke, D., & Roche, A. (2017). Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning. Journal of Mathematical Behavior, 51(November), 95–108. https://doi.org/10.1016/j.jmathb.2017.11.006

Clements, D. H., Sarama, J., Van Dine, D. W., Barrett, J. E., Cullen, C. J., Hudyma, A., … Eames, C. L. (2017). Evaluation of three interventions teaching area measurement as spatial structuring to young children. Journal of Mathematical Behavior, 50(December), 23–41. https://doi.org/10.1016/j.jmathb.2017.12.004

Haryani, T. M., Putri, R. I. I., & Santoso, B. (2015). Desain Pembelajaran dalam Memahami Konsep Luas Menggunakan Kain Motif Kotak-Kotak di Kelas III. Kreano, Jurnal Matematika Kreatif-Inovatif, 6(1), 50. https://doi.org/10.15294/kreano.v6i1.4503

Jaelani, A., Putri, R. I. I., & Hartono, Y. (2013). Students’ Strategies of Measuring Time Using Traditional. IndoMS. J.M.E, 4(1), 29–40. Retrieved from https://eric.ed.gov/?id=EJ1078954

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis: A Methods Sourcebook (Third Edit). United States of America: SAGE Publications, Inc.

Outhred, L., & Mitchelmore, M. (2004). Students’ Structuring of Rectangular Arrays. In Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 465–472).

Outhred, L. N., & Mitchelmore, M. C. (2000). Young Children’s Intuitive Understanding of Rectangular Area Measurement Young Children ’ s Intuitive Understanding of Rectangular Area Measurement. Journal for Research in Mathematics Education, 31(2), 144–167. https://doi.org/10.2307/749749

Progress, N. A. of E. (2013). NAEP data explorer. Retrieved from http://nces.ed.gov/nationsreportcard/naepdata/report.aspx

Rahmad, B. A., Ipung, Y., Abdur, R. A., Sisworo, & Dwi, R. (2016). Mathematical representation by students in building relational understanding on concepts of area and perimeter of rectangle. Educational Research and Reviews, 11(21), 2002–2008. https://doi.org/10.5897/ERR2016.2813

Rindu, A. F. (2014). Students’ Initial Understanding of The Concept of Conservation of Area. IndoMS-JME, 5(1), 57–65.

Smith, J. P., Males, L. M., & Gonulates, F. (2016). Conceptual Limitations in Curricular Presentations of Area Measurement: One Nation’s Challenges. Mathematical Thinking and Learning, 18(4), 239–270. https://doi.org/10.1080/10986065.2016.1219930

Wickstrom, M. H., Fulton, E. W., & Carlson, M. A. (2017). Pre-service elementary teachers’ strategies for tiling and relating area units. Journal of Mathematical Behavior, 48(June 2016), 112–136. https://doi.org/10.1016/j.jmathb.2017.05.004




DOI: http://dx.doi.org/10.24127/ajpm.v9i1.2641

Refbacks

  • There are currently no refbacks.