Analisis Kemampuan Number Sense Dalam Pemecahan Masalah Matematika
DOI:
https://doi.org/10.31764/jtam.v1i1.315Keywords:
Number sense Pemecahan masalah MahasiswaAbstract
Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kemampuan number sense mahasiswa Program Studi PGMI FTK UIN Mataram. Penelitian ini merupakan penelitian kualitatif. Subjek penelitian adalah mahasiswa PGMI konsentrasi matematika. Prosedur pemilihan subjek menggunakan purposive sampling. Pengumpulan data dilakukan dengan cara think aloud method. Teknik analisis data dilakukan dengan cara: (1) mengelompokkan subjek berdasarkan kemampuan awal matematika tinggi, sedang, dan rendah: , (2) menyajikan data, dan (3) menyimpulkan kemampuan number sense. Hasil penelitian menunjukkan bahwa mahasiswa pada kemampuan awal tinggi sudah menguasai konsep dasar dari number sense. Pada kemampuan awal sedang dan rendah belum memahami dan menguasai sepenuhnya konsep dasar number sense.
Abstract: The purpose of this research was to describe the number sense ability of student at Study Program of PGMI FTK UIN Mataram. This research was a qualitative research. The subject were the students of mathematics concentration. Subject selection procedure was done by purposive sampling method. Techniques of data analysis were done by: (1) classifying subjects based on high, medium, and low mathematics ability. (2) presenting the data, and (3) summarizing the number sense capabilities. Based on the research, students in the high mathematic ability have mastered the basic concept of the number sense. The student at middle and low mathematics ability have not been able to fully understand and master the basic concept of number sense.References
Carlyle, Ann, and Brenda Mercado. (2012). Teaching Preschool and Kindergarten Math: More than 175 Ideas, Lessons, and Videos for Building Foundations in Math, a Multimedia Professional Learning Resource. Sausalito, CA: Math Solutions, Print
Dehaene, Stanislas dan Wilson Anna. (2007). Number sense and Developmental Dyscalculia. Cognitive Neuroimaging, INSERM-CEA Unit 562. Perancis: Service Hospitalier Frédéric Joliot
Depdiknas. (2004). Kerangka Dasar Kurikulum. Jakarta.
Der-ching Yao, Mao-neng, Wei-Jin, li. (2008). Development of a computerized number sense scale for 3-rd graders:reliability and validity analisis, 7, 110 – 124
Fosnot, Catherine Twomey. (2001). Young Mathematics at Wosubstruction: Constructing Number Sense, Addition, and Substraction. USA
National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.
National Council of Teachers Mathematics. (2000). The number sense and operation standart of the principles and standart for school mathematics includes several concepts and skills related to beginning number sense. (http://standards.nctm.org/docment/appendix/numb.htm)
Sowder, Judith T. (1992). Making Sense of Numbers in School Mathematics.†In Analysis of Arithmetic for Mathematics Teaching, edited by Gaea Leinhardt, Ralph Putman, and Rosemary A. Hattrup, 1–51. Hillsdale, N.J.: Lawrence Erlbaum Associates
Downloads
Published
Issue
Section
License
Authors who publish articles in JTAM (Jurnal Teori dan Aplikasi Matematika) agree to the following terms:
- Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive 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 (See The Effect of Open Access).
