KONSTRUKSI BUKTI MATEMATIS MAHASISWA BERGAYA KOGNITIF REFLEKTIF

Authors

  • Minatun Nadlifah Universitas Muhammadiyah Malang

DOI:

https://doi.org/10.31764/pendekar.v3i2.2893

Keywords:

konstruksi bukti matematis, gaya kognitif reflektif

Abstract

Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kualitas konstruksi bukti matematis yang dihasilkan oleh mahasiswa bergaya kognitif reflekttif. Penelitian dilakukan dengan menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif-eksploratif. Penelitian melibatkan tiga mahasiswa tahun pertama bergaya kognitif reflektif yang menempuh mata kuliah teori bilangan . Data diperoleh melalui tiga tahapan. Pertama, identifikasi gaya kognitif mahasiswa dengan menggunakan instrumen Matching Familiar Figures Test (MFFT). Kedua, tes tertulis terkait masalah pembuktian. Ketiga, eksplorasi pemahaman mahasiswa tentang konstruksi bukti yang dihasilkan melalui teknik wawancara. Hasil penelitian menunjukkan bahwa terdapat tiga kategori kualitas konstruksi bukti yang dihasilkan oleh mahasiswa bergaya kognitif reflektif, yakni bukti kurang valid dan tidak valid. Hal ini berarti konstruksi bukti yang dihasilkan memuat kesalahan pada aspek struktur bukti dan pemahaman konseptual bukti.

Abstract:  The purpose of the study is to describe the quality of mathematical proof construction produced by the reflective cognitive style of undergraduate students’. The research was conducted by a qualitative approach and used a descriptive-explorative research type. The study involved three first-year undergraduate students who have a reflective cognitive style. The data were obtained through three stages. First, identify the students’ cognitive style using the Matching Familiar Figures Test (MFFT) instrument. Second, a proof written test. Third, exploration of the undergraduate students’ understanding of proof construction though interview technique. The results showed that there were three categories of quality of proof construction produced by the reflective cognitive style of undergraduate students, namely less valid proof and invalid proof. It means that the construction of the proof construction contains many errors in the aspects of the proof-structure and proof-conceptual understanding.

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Published

2020-09-10

Issue

Vol. 3 No. 2 (2020): September

Section

Articles

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