DEFRAGMENTATION OF CONSTRUCTION HOLE THINKING PROCESS OF JUNIOR HIGH SCHOOL STUDENTS IN SOLVING NUMERATION LITERACY QUESTIONS
DEFRAGMENTASI LUBANG KONSTRUKSI PROSES BERPIKIR SISWA SMP DALAM MENYELESAIKAN SOAL LITERASI NUMERASI
Abstract
Teachers must be aware of and take action regarding students' errors in creating incomplete mathematical concepts, also referred to as construction holes, particularly when it comes to answering numeracy literacy questions. This will help students rebuild their understanding of numeracy literacy questions overall. By using diagrams to depict the answers to numeracy literacy questions both before and after the defragmentation process, this study seeks to identify the places where pupils fall short conceptually. A mixed-methods research methodology was employed for this study, which was conducted in two phases: quantitative analysis was used in the first phase, and qualitative analysis in the second. Based on the research findings, the numeracy component of the statistics curriculum is where the gaps in students' thinking processes are located. Students' thought structures can be strengthened by the use of defragmentation. When answering questions on numeracy and literacy, the defragmentation method utilized is scaffolding at level two, which consists of explaining, reviewing, and restructuring. The mean, mode, and median material in the student results contained construction holes that were later resolved through a scaffolding type that involved three steps: explaining, reviewing, and restructuring. This process helped students avoid making mistakes when answering the questions about the mean, mode, and median.
Downloads
References
Aisya, S., Kusaeri, K., & Sutini, S. (2019). Restrukturisasi berpikir siswa melalui pemunculan skema dalam menyelesaikan soal ujian nasional mata pelajaran matematika. Jurnal Review Pembelajaran Matematika, 4(2), 157–165. https://doi.org/10.15642/jrpm.2019.4.2.157-165.
Al-Samarraie, H., Teo, T., & Abbas, M. (2013). Can structured representation enhance students’ thinking skills for better understanding of E-learning content? Computers and Education, 69, 463–473. https://doi.org/10.1016/j.compedu.2013.07.038.
Andriani, S. P., Triyanto, T., & Nurhasanah, F. (2021). Defragmentation thinking structure to overcome errors in addressing mathematical problem. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(1), 339–350. https://doi.org/10.24127/ajpm.v10i1.3441.
Anghileri, J. (2006). Scaffolding practices that enhance mathematics learning. Journal of Mathematics Teacher Education, 9, 33–52. https://doi.org/10.1007/s10857-006-9005-9.
Bahrudin, M. A., Indrawatiningsih, N., & Nazihah, Z. (2019). Defragmenting struktur berpikir siswa SMP dalam menyelesaikan masalah bangun datar. IndoMath: Indonesia Mathematics Education, 2(2), 127–140. https://doi.org/10.30738/indomath.v2i2.4701.
Bouzidi, Y. S., & Gendolla, G. H. E. (2023). Is cognitive conflict really effortful? Conflict priming and shielding effects on cardiac response. Psychophysiology, 60(2), e14169. https://doi.org/10.1111/psyp.14169.
Braun, V., & Clarke, V. (2012). Thematic analysis. American Psychological Association.
Cahyani, V. F., Kholid, M. N., Hamdani, Z., & Asyhara, S. A. (2024). Defragmentation of metacognition in solving ethnomathematics-oriented problems. AIP Conference Proceedings, 2926(1). https://doi.org/10.1063/5.0182803.
Creswell, J., & Poth, C. (2016). Qualitative inquiry and research design: Choosing among five approaches.
Damayanti, P. A., Subanji, & Sukoriyanto, S. (2020). Defragmentasi struktur berpikir siswa impulsif dalam memecahkan masalah geometri. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 5(3). https://doi.org/10.17977/jptpp.v5i3.13239.
Giawa, L., Gee, E., & Harefa, D. (2022). Analisis kemampuan pemahaman konsep matematis siswa pada materi bentuk pangkat dan akar di kelas XI SMA negeri 1 Ulususua tahun pembelajaran 2021/2022. AFORE: Jurnal Pendidikan Matematika, 1(1), 64–77. https://doi.org/10.57094/afore.v1i1.437.
Harususilo, Y. E. (2019). Skor PISA 2018: Daftar peringkat kemampuan matematika, berapa rapor Indonesia? Kompas.Com.
Ilham, B. U. (2022). Harbuknas 2022: Literasi Indonesia peringkat ke-62 dari 70 negara.
Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches 5th edition. In USA: SAGE Publication.
Kholid, M. N., Sa’Dijah, C., Hidayanto, E., & Permadi, H. (2022). Students’ reflective thinking pattern changes and characteristics of problem solving. Reflective Practice, 23(3), 319–341. https://doi.org/10.1080/14623943.2021.2025353.
Khusnah, K., Ekawati, R., & Shodikin, A. (2023). Student’s error in solving change and relationship-PISA problem and its scaffolding. Journal of Mathematical Pedagogy (JoMP), 4(1), 9–20. https://doi.org/10.26740/jomp.v4n1.p9-20.
Koesoema, D. A., Sutjipto, S., Setiawan, D. I., Hanifah, N., Miftahussururi, M., Nento, M. N., & Akbari, Q. S. (2017). Pedoman penilaian dan evaluasi: Gerakan literasi nasional. Jakarta: Badan Penelitian dan Pengembangan dan Perbukuan.
Kurniati, N., Suhendra, S., Priatna, N., & Prabawanto, S. (2022). An exploration student’s errors in solving trigonometric ratio problems with its scaffolding. Aksioma: Jurnal Program Studi Pendidikan Matematika, 11(3), 2235–2247. https://doi.org/10.24127/ajpm.v11i3.5233.
Lesmana, B. N., Supratman, S., & Rahayu, D. V. (2022). Defragmentation of the false-pseudo thinking process of students in solving mathematical connection ability problems. Mathline: Jurnal Matematika Dan Pendidikan Matematika, 7(2), 250–268. https://doi.org/10.31943/mathline.v7i2.284.
Logistica, R. S. A., & Awalludin, S. A. (2024). Analysis of students’errors in solving literacy and numeracy problems: A newman procedure approach. MaPan: Jurnal Matematika Dan Pembelajaran, 12(1), 47–63. https://doi.org/10.24252/mapan.2024v12n1a4.
Malanua, M. K., Pomalato, S. W. D., & Damayanti, T. (2024). Kemampuan literasi matematika siswa dalam menyelesaikan soal cerita aljabar ditinjau dari self efficacy matematika. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 10(1), 1–20.
Nizaruddin, & Kusmaryono, I. (2023). Transforming students’ pseudo-thinking into real thinking in mathematical problem solving. International Journal of Educational Methodology, 9(3). https://doi.org/10.12973/ijem.9.3.477.
Pangesti, F. T. P. (2018). Menumbuhkembangkan literasi. Indonesian Digital Journal of Mathematics and Education, 5(9), 566–575.
Polya, G. (2014). How to solve it: A new aspect of mathematical method (Vol. 34). Princeton university press.
Pratiwi, E., Nusantara, T., Susiswo, S., & Muksar, M. (2022). Routines’ errors when solving mathematics problems cause cognitive conflict. International Journal of Evaluation and Research in Education, 11(2), 773–779. https://doi.org/10.11591/ijere.v11i2.21911.
Prayitno, L. L., Purwanto, P., Subanji, S., Susiswo, S., & As’ari, A. R. (2020). Exploring student’s representation process in solving ill-structured problems geometry. Participatory Educational Research, 7(2), 183–202. https://doi.org/10.17275/PER.20.28.7.2.
Puntambekar, S. (2022). Distributed scaffolding: Scaffolding students in classroom environments. Educational Psychology Review, 34(1), 451–472. https://doi.org/10.1007/s10648-021-09636-3.
Putri, R. A., & Awalludin, S. A. (2024). Analisis kemampuan berpikir kreatif matematis ditinjau dari self efficacy dalam menyelesaikan soal berbasis literasi dan numerasi. FIBONACCI: Jurnal Pendidikan Matematika Dan Matematika, 10(1), 51–64.
Rocha, H., & Babo, A. (2024). Problem-solving and mathematical competence: A look to the relation during the study of Linear Programming. Thinking Skills and Creativity, 51, 101461. https://doi.org/10.1016/j.tsc.2023.101461.
Subanji. (2015). Teori kesalahan konstruksi konsep dan pemecahan masalah matematika. Universitas Negeri Malang.
Subanji, S. (2016). Teori defragmentasi struktur berpikir dalam mengosntruksi konsep dan pemecahan masalah matematika. Universitas Negeri Malang.
Sugiyono. (2016). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Algesindo.
Ulpa, F., Marifah, S., Maharani, S. A., & Ratnaningsih, N. (2021). Analisis kesalahan siswa dalam menyelesaikan soal kontekstual pada materi bangun ruang sisi datar ditinjau dari teori nolting. Square: Journal of Mathematics and Mathematics Education, 3(2), 67–80. https://doi.org/10.21580/square.2021.3.2.8651.
Untung, Cahyono, E., & Sumarna, N. (2023). Analisis proses berpikir dalam pemecahan masalah matematika siswa berdasarkan langkah polya ditinjau dari self efficacy disma negeri 1 Kendari. Jurnal Pembelajaran Berpikir Matematika, 8(1).
Usodo, B., Aulia, I. I., Wulandari, A. N., Sutopo, Setiawan, R., Kurniawati, I., & Kuswardi, Y. (2020). Fragmentation of thinking structure and its impact to students’ algebraic concept construction and problem solving. Journal of Physics: Conference Series, 1567(3), 032006. https://doi.org/10.1088/1742-6596/1567/3/032006.
Wahab, A., Buhaerah, Ahsan, M., & Busrah, Z. (2022). Defragmenting the thinking structure of problem solving through cognitive mapping based on polya theory on pisa problems. Journal of Mathematics Learning Innovation (JMLI), 1(1), 93–97. https://doi.org/10.35905/jmlipare.v1i1.3388.
Wulandari, A. N., Usodo, B., Sutopo, Setiawan, R., Kurniawati, I., Kuswardi, Y., & Aulia, I. I. (2020). Fragmentation of thinking structure: Concept construction and problem solving in geometry of junior high school students. Journal of Physics: Conference Series, 1567(3), 032007. https://doi.org/10.1088/1742-6596/1567/3/032007.
Wulandari, S., & Gusteti, M. U. (2021). Defragmentation of Preservice teacher’s thinking structures in solving higher order mathematics problem. Journal of Physics: Conference Series, 1940(1), 012099. https://doi.org/10.1088/1742-6596/1940/1/012099.
Wulandari, Suci, Hayati, R., & Hendriani, M. (2024). Studi literatur - scaffolding dengan metode defragmenting struktur berpikir masalah hots. Dharmas Education Journal (DE_Journal), 5(1), 15–25. https://doi.org/10.56667/dejournal.v5i1.1196.
Zulkarnain, I., & Budiman, H. (2019). Pengaruh pemahaman konsep terhadap kemampuan pemecahan masalah matematika. Research and Development Journal of Education, 6(1), 18–27. https://doi.org/10.30998/rdje.v6i1.4093.
Copyright (c) 2024 Dewi Nurmalitasari, Miftahul Khoiri
This work is licensed under a Creative Commons Attribution 4.0 International License.
