KEMAMPUAN PEMECAHAN MASALAH GEOMETRI BERBASIS BUDAYA DITINJAU DARI GENDER DAN GAYA BELAJAR

Arief Budi Wicaksono(1*), Aprilia Nurul Chasanah(2), Heru Sukoco(3),

(1) Universitas Tidar
(2) Universitas Tidar
(3) Universitas Negeri Yogyakarta
(*) Corresponding Author


Abstract


Tujuan penelitian ini adalah mendeskripsikan kemampuan pemecahan masalah geometri berbasis budaya pada mahasiswa pendidikan matematika ditinjau dari perbedaan gender dan gaya belajar David Kolb. Jenis penelitian ini adalah deskriptif kualitatif dengan subjek penelitian mahasiswa Program Studi Pendidikan Matematika Universitas Tidar pada mata kuliah Geometri Ruang sebanyak delapan mahasiswa (gaya belajar diverging, assimilating, converging, dan accommodating) yang masing-masing gaya belajar terdiri dari laki-laki dan perempuan. Instrumen dalam penelitian ini adalah angket tes gaya belajar David Kolb, soal tes kemampuan pemecahan masalah geometri berbasis budaya dan pedoman wawancara. Data dianalisis secara kualitatif kemudian dibandingkan hasil tes tertulis dan wawancara. Hasil penelitian menunjukkan bahwa mahasiswa dengan gaya belajar diverging, subjek laki-laki berada pada kategori kurang dan subjek perempuan berada pada kategori cukup dalam pemecahan masalah. Kemampuan mahasiswa dengan gaya belajar assimilating, baik subjek laki-laki maupun perempuan berada pada kategori cukup dalam pemecahan masalah. Kemampuan mahasiswa dengan gaya belajar converging, baik subjek laki-laki maupun perempuan berada pada kategori cukup dalam pemecahan masalah. Kemampuan mahasiswa dengan gaya belajar accommodating, baik subjek laki-laki maupun perempuan berada pada kategori cukup dalam pemecahan masalah.

 

Kata kunci: Budaya; gaya belajar; gender; geometri; pemecahan masalah.

 

Abstract

The purpose of this study is to describe the culturally-based geometry problem-solving ability of mathematics education students based on gender differences and David Kolb's learning style. This type of research is qualitatively descriptive with the study subjects of Mathematics Education Study Program Universitas Tidar on the Space Geometry of eight students (diverging, assimilating, converging, and accommodating learning styles) whose respective learning styles consist of male and female. The instrument in this study is David Kolb's study style test questionnaire, a culturally-based geometry problem-solving ability test, and interview guidelines. Data is qualitatively analyzed and then compared the results of test and interview. The results showed that students with diverging learning styles, male subjects were in the poor category, and female subjects were in fair categories in problem-solving. The ability of students with an assimilating learning style, both male and female subjects is in the category of fair in problem-solving. The ability of students with a converging learning style, both male and female subjects is in fair categories in problem-solving. The ability of students with accommodating learning styles, both male and female subjects is in the category of fair in problem-solving.

 

Keywords: Culture; gender; geometry; learning style; problem solving.


Keywords


budaya; gaya belajar; gender; geometri; pemecahan masalah

References


Bire, A. L., Geradus, U., & Bire, J. (2014). Pengaruh Gaya Belajar Visual, Auditorial, dan Kinestetik Terhadap Prestasi Belajar Siswa. Jurnal Kependidikan, 44(2), 168-174.

Budiarto, M. T., & Artiono, R. (2019). Geometri dan Permasalahan dalam Pembelajarannya (Suatu Penelitian Meta Analisis). JUMADIKA Jurnal Magister Pendidikan Matematika, 1(1), 9-18.

Chao, J. Y., Tzeng, P. W., & Po, H. Y. (2017). The Study of Problem Solving Process of E-book PBL Course of Atayal Senior High School Students in Taiwan. EURASIA Journal of Mathematics Science and Technology Education, 13(3), 1001-1012.

Chasanah, A. N., Wicaksono, A. B., Nurtsaniyah, S., & Utami, R. N. (2020). Analisis Kemampuan Literasi Matematika Mahasiswa pada Mata Kuliah Statistika Inferensial Ditinjau dari Gaya Belajar. Edumatica : Jurnal Pendidikan Matematika, 10(2), 45-56.

Fatkhiyyah, I., Winarso, W., & Manfaat, B. (2019). Kemampuan Komunikasi Matematika Siswa Ditinjau dari Perbedaan Gaya Belajar Menurut David Kolb. Jurnal Elemen, 5(2), 93-107.

Jalinus, N., Ganefri, Syahril, Wulansari, R. E., Nabawi, R. A., Yunos, J. M., & Kiong, T. T. (2020). Comparison of Learning Style between Engineering and Non-Engineering Students in Vocational Education. International Journal of Innovation, Creativity and Change, 13(12), 283-294.

Kolb, A. Y., & Kolb, D. A. (2017). Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Academy of Management Learning & Education, 4(2), 193-212.

Ma, V. J., & Ma, X. (2014). A Comparative Analysis of the Relationship between Learning Styles and Mathematics Performance. International Journal of STEM Education, 1(3), 1-13.

Mawaddah, S., & Anisah, H. (2015). Kemampuan Pemecahan Masalah Matematis Siswa pada Pembelajaran Matematika dengan Menggunakan Model Pembelajaran Generatif (Generative Learning) di SMP. EDU-MAT: Jurnal Pendidikan Matematika, 3(2), 166-175.

Middleton, K., Ricks, E., Wright, P., & Grant, S. (2013). Examining the Relationship Between Learning Style Preferences and Attitudes Toward Mathematics Among Students in Higher Education. Institute for Learning Styles Journal, 1(3), 1-15.

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. London: SAGE Publications Ltd.

NCTM. (2000). Principles and Standards for School Mathematics. Reston VA: National Council of Teachers of Mathematics Inc.

Polya, G. (2014). How to Solve It: A New Aspect of Mathematical Method. New Jersey: Princeton University Press.

Riau, B. E., & Junaedi, I. (2016). Analisis Kemampuan Pemecahan Masalah Matematik Siswa Kelas VII Berdasarkan Gaya Belajar pada Pembelajaran PBL. Unnes Journal of Mathematics Education Research, 5(2), 166-178.

Sengodan, V., & Iksan, Z. H. (2012). Students’ Learning Styles and Intrinsic Motivation in Learning Mathematics. Asian Social Science, 8(16), 17-23.

Zulfiani, Suwarna, I. P., & Sumantri, M. F. (2020). Science Adaptive Assessment Tool: Kolb's Learning Style Profile and Student's Higher Order Thinking Skill Level. Jurnal Pendidikan IPA Indonesia, 9(2), 194-207.




DOI: http://dx.doi.org/10.24127/ajpm.v10i1.3256

Refbacks

  • There are currently no refbacks.