ANALISIS PROSES BERPIKIR SISWA DALAM MEMAHAMI OPERASI PENJUMLAHAN DAN PENGURANGAN PECAHAN DENGAN PEMBERIAN SCAFFOLDING

ICPECE: International Conference on Primary and Early Childhood Education

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Field Value
 
Title ANALISIS PROSES BERPIKIR SISWA DALAM MEMAHAMI OPERASI PENJUMLAHAN DAN PENGURANGAN PECAHAN DENGAN PEMBERIAN SCAFFOLDING
 
Creator Geri Syahril Sidik; <p>Universitas Perjuangan Tasikmalaya</p>
Riza Fatimah Zahrah; <p>Universitas Perjuangan Tasikmalaya</p>
Winarti Dwi Febriani; <p>Universitas Perjuangan Tasikmalaya</p>
 
Subject Education
the thinking process, operations of addition and subtraction of fractions, giving scaffolding.
 
Description 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.
 
Publisher ICPECE: International Conference on Primary and Early Childhood Education
 
Contributor
 
Date 2018-04-13 10:36:28
 
Type Peer-reviewed Paper
qualitative-descriptive research
 
Format application/pdf
 
Identifier http://cibiru.conference.upi.edu/index.php/ICPECE/2017/paper/view/21
 
Source ICPECE: International Conference on Primary and Early Childhood Education; ICPECE 2017
 
Language en
 
Rights Authors who submit to this conference agree to the following terms:<br /> <strong>a)</strong> Authors retain copyright over their work, while allowing the conference to place this unpublished work under a <a href="http://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution License</a>, which allows others to freely access, use, and share the work, with an acknowledgement of the work's authorship and its initial presentation at this conference.<br /> <strong>b)</strong> Authors are able to waive the terms of the CC license and enter into separate, additional contractual arrangements for the non-exclusive distribution and subsequent publication of this work (e.g., publish a revised version in a journal, post it to an institutional repository or publish it in a book), with an acknowledgement of its initial presentation at this conference.<br /> <strong>c)</strong> In addition, authors are encouraged to post and share their work online (e.g., in institutional repositories or on their website) at any point before and after the conference.
 

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