Analisis Kemampuan Pemahaman Konsep Matematis Siswa SMP Pada Materi Relasi dan Fungsi Berdasarkan Teori Honey Mumford

Andaru Retno Kuncoro, Redo Martila Ruli

Abstract


The purpose of this study was to describe the understanding of mathematical concepts of junior high school students on Relation and Functions based on Honey Mumford Theory. The research uses a descriptive qualitative approach and the type of research used is a case study. In this study, there were 24 respondents, then 8 students were selected, representing 2 students from each learning style. The data collection method in this study was a learning style questionnaire LSQ (Learning Style Questionnaire) according to Honey Mumford, written tests and interviews. This study uses reduction, data presentation, and drawing conclusions into data analysis techniques. The results showed that: 1) Students with an activist learning style when studying tended to like new things so they were less careful with indicators that restated a concept, and did not like activities that took a long time which caused errors in calculating number operations. 2) Reflector learning style students at the time of learning are quite careful and calculating so that they are able to classify objects according to certain properties, but tend to focus on sources of information so that they are not able to present concepts in various forms of mathematical representation and apply concepts to problem solving. 3) Students with theoretical learning styles when learning many considerations and everything depends on theory so they are able to classify objects according to certain properties, but have not been able to present concepts in various forms of mathematical representation. 4) Students with pragmatic learning styles will study the material in detail so that they can restate a concept, but pragmatic students are too centered on sources of information which causes students not to be able to apply concepts or algorithms in problem solving. The conclusion of this study states that each student's learning style will lead to a different understanding of mathematical concepts.

Keywords


understanding mathematical concepts, relations and functions, honey mumford theory

Full Text:

PDF

References


Aida, N., Kusaeri, K., & Hamdani, S. (2017). Karakteristik Instrumen Penilaian Hasil Belajar Matematika Ranah Kognitif yang Dikembangkan Mengacu pada Model PISA. Suska Journal of Mathematics Education, 3(2), 130–139. https://doi.org/10.24014/sjme.v3i2.3897

Aini, P. N., Hariyani, S., & Suwanti, V. (2020). Analisis Pemahaman Konsep Matematika ditinjau dari Gaya Belajar Siswa Menurut Teori Honey Mumford. JP2M (Jurnal Pendidikan dan Pembelajaran Matematika), 6(2), 44–52. https://doi.org/10.29100/jp2m.v6i2.1746

Arnidha, Y. (2018). Analisis Pemahaman Konsep Matematika Siswa Sekolah Dasar dalam Penyelesaian Bangun Datar. JPGMI (Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al-Multazam), 3(1), 53–61.

Arum, S. Z. P. (2017). Profil Pemecahan Masalah Matematika Siswa SMA Ditinjau dari Gaya Belajar Model Honey-Mumford. MATHEdunesa, 5(3).

Effendi, K. N. S. (2017). Pemahaman Konsep Siswa Kelas VIII Pada Materi Kubus dan Balok. Symmetry: Pasundan Journal of Research in Mathematics Learning and Education, 2(4), 87–94. https://doi.org/10.23969/symmetry.v2i2.552

Fadlan, A., Losi, R. V., & Rahayu, A. (2020). Pengaruh Honey Mumford dalam Meningkatkan Berpikir Kreatif Peserta Didik MAN 3 Tapanuli Tengah. Jurnal Akuntansi Bisnis & Publik, 11(2), 1–6.

Hatimah, I. (2014). Pemikiran Tokoh Pembelajaran Berwawasan Kemasyarakatan (hal. 1–49). Universitas Terbuka.

Heryani, Y., & Ramadani, R. (2019). Analisis Kemampuan Pemecahan Masalah Matematis Peserta Didik Berdasarkan Gaya Belajar Model Honey Mumford. Metaedukasi, 1(2), 66–71.

Husna, F. El, Dwina, F., & Murni, D. (2014). Kemampuan Pemahaman Konsep Matematika Siswa Kelas X SMAN 1 Batang Anai. 3(1), 26–30.

Perni, N. N. (2018). Penerapan Teori Belajar Humanistik. ADI WIDYA: Jurnal Pendidikan Dasar, 3(2527–5445), 9. http://ejournal.ihdn.ac.id/index.php/AW

Remsis, A. Z., Ratnaningsing, N., & Natalliasari, I. (2021). Analisis Kemampuan Pemecahan Masalah Matematis Berdasarkan Tahapan Wankat-Oreovocz ditinjau dari Gaya Belajar Honey-Mumford. Journal of Authentic Research on Mathematics Education (JARME), 3(2), 203–216.

Rismawati, M., & Hutagaol, A. S. R. (2019). Pengembangan Perangkat Pembelajaran Multimetode untuk Meningkatkan Pemahaman Konsep Mahasiswa S1 PGSD. Prosiding Silogisme. http://prosiding.unipma.ac.id/index.php/PSNPM/article/viewFile/609/580

Sirait, E. D. (2018). Pengaruh Gaya dan Kesiapan Belajar terhadap Pemahaman Konsep Matematika Siswa. Formatif: Jurnal Ilmiah Pendidikan MIPA, 7(3), 207–218. https://doi.org/10.30998/formatif.v7i3.2231

Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif, dan R & D. CV.Alfabeta.

Surianto. (2014). Upaya Meningkatkan Pemahaman Konsep Matematika Siswa dengan Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) pada Materi Relasi dan Fungsi di Kelas VIII SMP Nusa Penida Medan T.P 2014/2015 [UNIMED]. http://digilib.unimed.ac.id/id/eprint/12026

Susanti, E., P, N. C., Susanti, E., P, N. C., Susanti, E., & P, N. C. (2021). Kemampuan Pemecahan Masalah Matematis Siswa Ditinjau dari Gaya Belajar Teori Honey Mumford. 7, 1–8.

Ulum, M., & Pujiastuti, H. (2020). Learning Styles against Students Understanding Mathematical Concepts. Edumatica, 10(September), 38–44.

Yadav, S. K., Kalra, R., Naeem, R., Verma, A., Gupta1, R., Sarin, N., & Singh, S. (2020). Honey-Mumford’s Learning Styles of Medical Laboratory Students: An Observational Study with Implications for Laboratory Efficiency. 71–74. https://doi.org/10.4103/amhs.amhs

Zakirman. (2017). Pengelompokkan Gaya Belajar Mahasiswa Menurut Teori Honey Mumford Berdasarkan Intensitas Kunjungan Pustaka. RISTEKDIK, Jurnal Bimbingan dan Konseling, 4(1), 1–74.




DOI: http://dx.doi.org/10.33087/dikdaya.v12i1.271

Refbacks

  • There are currently no refbacks.


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

Jurnal Ilmiah Dikdaya
Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Batanghari Jambi
Jl. Slamet Ryadi, Broni-Jambi
Telepon. 0741-667089 | e-mail: dikdaya.unbari@gmail.com