Hambatan Epistimologis Siswa dalam Menyelesaikan Masalah Sistem Persamaan Linear Dua Variabel

Samsul Maarif, Rokhyani Nur Setiarini, Nurafni Nurafni

Abstract


Many students make mistakes in solving mathematical problems, including the problem of the System of Linear Equations in Two Variables (SLETV). This research was a descriptive study using a qualitative research approach to analyze students' epistemological obstacles in solving SLETV problems. The respondents of this study were 53 Year 9 students of SMP Islam Raudlotul Hikmah who had learned SLETV. The instrument used was a mathematical problem-solving ability test and interview guideline. The data analysis was conducted by analyzing the answers of 53 respondents to three types of epistemological obstacles. Five respondents were also interviewed to find out more about the obstacles that occurred. The results showed three types of students' epistemological obstacles in solving SLETV problems: conceptual obstacle, procedural obstacle, and operational, technical obstacle. The findings of epistemological obstacles in this study showed the same pattern as previous research findings, although the material was different. Thus, it can be used as a basis for teachers to improve learning strategies related to SLETV and other mathematical materials.

Keywords


conceptual obstacles, procedural obstacles, operational technique obstacles, pattern of obstacles.

Full Text:

PDF

References


Alawiyah, A., Waluya, S. B., Priyono, A., & Prasetyo, B. (2018). Didactical situations of students' mathematical reasoning based on the learning obstacle on quadrilateral areas. Unnes Journal of Mathematics Education Research, 7(1), 196–203.

Aytekin, C., & Şahiner, Y. (2020). An investigation of preservice mathematics teachers’ teaching processes about “procedural and conceptual knowledge” related to division with fractions. Elementary Education Online, 19(2), 958–981.

Bakar, M. T., Suryadi, D., & Darhim, D. (2019). Learning obstacles on linear equations concept in junior high school students: Analysis of intellectual need of DNR-based instructions. Journal of Physics: Conference Series, 1157(3), 1-7.

Bartell, T. G., Webel, C., Bowen, B., & Dyson, N. (2013). Prospective teacher learning: Recognizing evidence of conceptual understanding. Journal of Mathematics Teacher Education, 16(1), 57–79.

Cesaria, A., & Herman, T. (2019). Learning obstacle in geometry. Journal of Engineering Science and Technology, 14(3), 1271–1280.

Elfiah, N. S., Maharani, H. R., & Aminudin, M. (2020). Hambatan epistemologi siswa dalam menyelesaikan masalah bangun ruang sisi datar. Delta: Jurnal Ilmiah Pendidikan Matematika, 8(1), 11-22.

Fuadiah, N. F. (2015). Me-43 epistemological obstacles on mathematic’s learning in junior high school students: A study on the operations of integer material. Proceeding of International Conference on Research, Implementation and Education of Mathematics and Sciences (pp.17-19). Indonesia: Yogyakarta State University. Retrieved from https://eprints.uny.ac.id/23197/1/ME - 43.pdf

Fuadiah, N. F., Suryadi, D., & Turmudi, T. (2017). Some difficulties in understanding negative numbers faced by students: A qualitative study applied at secondary schools in Indonesia. International Education Studies, 10(1), 24-38. https://doi.org/10.5539/ies.v10n1p24

Job, P., & Schneider, M. (2014). Empirical positivism, an epistemological obstacle in the learning of calculus. ZDM - International Journal on Mathematics Education, 46(4), 635–646.

Kasmer, L., & Kim, O.-K. (2011). Using Prediction to promote mathematical understanding and reasoning. School Science and Mathematics, 111(1), 20–33. https://doi.org/10.1111/j.1949-8594.2010.00056.x

Maarif, S., Wahyudin, W., Raditya, A., & Perbowo, K. S. (2018). Introducing geometry concept based on history of Islamic geometry. Journal of Physics: Conference Series, 948(1), 1-11. https://doi.org/10.1088/1742-6596/948/1/012040

Maarif, S., Wahyudin, W., Noto, M. S., Hidayat, W., & Mulyono, H. (2018). Geometry exploration activities assisted with dynamic geometry software (Dgs) in a teacher education classroom. Infinity Journal, 7(2), 133-146.

Maarif, S, Perbowo, K. S., Noto, M. S., & Harisman, Y. (2019). Obstacles in constructing geometrical proofs of mathematics-teacher-students based on boero’s proving model. Journal of Physics: Conference Series, 1315(1), 1-14. https://doi.org/10.1088/1742-6596/1315/1/012043

Michael, P., Gagatsis, C., & Gagatsis, A. (2013). Geometrical figures in geometrical task solving: an obstacle or a heuristic tool?. Acta Didactica Universitatis Comenianae. Mathematics, 2013(13), 17–32.

Modestou, M., & Gagatsis, A. (2007). Students’ improper proportional reasoning: A result of the epistemological obstacle of “linearity.” Educational Psychology, 27(1), 75–92. https://doi.org/10.1080/01443410601061462

Perbowo, K. S., & Anjarwati, R. (2017). Analysis of Students’ Learning Obstacles on Learning Invers Function Material. Infinity Journal, 6(2), 169-176.

Rasnawati, A., Rahmawati, W., Akbar, P., & Putra, H. D. (2019). Analisis kemampuan berfikir kreatif matematis siswa SMK pada materi sistem persamaan linier dua variabel (SPLDV) di kota Cimahi. Jurnal Cendekia: Jurnal Pendidikan Matematika, 3(1), 164-177.

Rismawati, M., Irawan, E. B., & Susanto, H. (2016). Analisis kesalahan koneksi matematis siswa pada materi sistem persamaan linier dua variabel. Konferensi Nasional Penelitian Matematika Dan Pembelajarannya [KNPMP I], (pp. 126–134). Indonesia: Universitas Muhammadiyah Surakarta.

Rittle-Johnson, B., Schneider, M., & Star, J. R. (2015). Not a one-way street: bidirectional relations between procedural and conceptual knowledge of mathematics. Educational Psychology Review, 27(4), 587–597. https://doi.org/10.1007/s10648-015-9302-x

Sierpińska, A. (1987). Humanities students and epistemological obstacles related to limits. Educational Studies in Mathematics, 18(4), 371–397. https://doi.org/10.1007/BF00240986

Siregar, N. F. (2019). Analisis kesalahan siswa dalam menyelesaikan soal matematika. Logaritma: Jurnal Ilmu-Ilmu Pendidikan Dan Sains, 7(01), 1-14.

Sommerhoff, D., & Ufer, S. (2019). Acceptance criteria for validating mathematical proofs used by school students, university students, and mathematicians in the context of teaching. ZDM, 51(5), 717-730.

Sulastri, L., & Arhasy, E. A. R. (2017). Kajian learning obstacle materi persamaan dan pertidaksamaan linear satu variabel pada pembelajaran matematika di sekolah menengah pertama. Jurnal Penelitian Pendidikan dan Pengajaran Matematika, 3(2), 151–159.

Xiaoxia, A. (2009). Gender differences in growth in mathematics achievement : Three-level longitudinal and multilevel analyses of individual , home , and school influences. Mathematical Thinking and Learning, 4(1), 1–22.




DOI: https://doi.org/10.24815/jdm.v7i1.15234

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Samsul - Maarif

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.



Jurnal Didaktik Matematika

ISSN 2355 – 4185 (print) | 2548 – 8546 (online)

Published by:

Master Program of Mathematics Education incorporated with Himpunan Matematika Indonesia (Indonesian Mathematical Society/IndoMs)

Faculty of Teacher Training and Education

Universitas Syiah Kuala

Darussalam, Banda Aceh, Indonesia - 23111

Website : http://jurnal.unsyiah.ac.id/DM/ 
Email     : jurnal.jdm@unsyiah.ac.id 

Creative Commons License

Jurnal Didaktik Matematika by Program Studi Magister Pendidikan Matematika FKIP Universitas Syiah Kuala is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at http://jurnal.unsyiah.ac.id/DM