Berpikir komputasional didefinisikan sebagai proses pemecahan masalah menggunakan logika secara bertahap dan sistematis. Kemampuan berpikir ini sangat dibutuhkan untuk membantu dan memudahkan siswa dalam memecahkan masalah matematika. Namun, fakta di lapangan menunjukkan bahwa siswa belum mampu menggunakan abstraksi terhadap masalah matematika yang diberikan serta melakukan algoritma. Penelitian ini bertujuan mendeskripsikan proses berpikir komputasional siswa pada pemecahan masalah matematika melalui scaffolding menggunakan soal HOTS model PISA materi program linear kelas XI di MA Daruttauhid Malang. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Adapun data penelitian terdiri atas jawaban siswa, think aloud, dan hasil wawancara semiterstruktur. Hasil penelitian menunjukkan bahwa scaffolding dapat membantu dan memperbaiki proses berpikir komputasional karena pemberian pertanyaan, petunjuk, pengingat, arahan, atau dorongan membuat berpikir komputasional siswa menjadi aktif secara optimal. Hal ini dibuktikan dari tahapan berpikir komputasional siswa yang sebelumnya hanya mampu mencapai pengenalan pola, menjadi siswa yang dapat mencapai tahap abstraksi dan berpikir algoritma dalam memecahkan masalah masalah matematika.
This study aims to describe students' computational thinking processes in solving PISA questions on change and relationship content based on self-regulated learning. This type of research is a descriptive study with a qualitative approach carried out in class VIII MTS Daruttauhid Malang. The research data consisted of students' answers, think aloud, and semi-structured interview results. Students' computational thinking skills are seen through indicators, including decomposition, pattern recognition, abstraction and algorithmic thinking. The results of the study inform that students 'computational thinking skills who have high and moderate levels of self-regulated learning do not have a significant difference, because students' computational thinking skills are limited to the pattern recognition stage. The problem-solving steps applied by students are less coherent because abstraction and algorithms has not been done in solving the PISA questions. Abstrak Penelitian ini bertujuan mendeskripsikan proses berpikir komputasional siswa dalam menyelesaikan soal PISA konten change and relationship berdasarkan self-regulated learning. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif yang dilaksanakan pada siswa kelas VIII MTS Daruttauhid Malang. Data penelitian terdiri atas jawaban siswa, think aloud, dan hasil wawancara semi terstruktur. Kemampuan berpikir komputasional siswa dilihat melalui indikator, antara lain dekomposisi, pengenalan pola, abstraksi dan berpikir algoritma. Hasil penelitian menginformasikan bahwa kemampuan berpikir komputasional siswa yang mempunyai tingkat self-regulated learning tinggi dan sedang tidak memiliki perbedaan yang signifikan, karena kemampuan berpikir komputasional siswa terbatas pada tahap pengenalan pola. Adapun langkah pemecahan masalah yang diaplikasikan siswa kurang koheren karena belum dilakukan abstraksi dan berpikir algoritma dalam menyelesaikan soal PISA tersebut. Kata Kunci: Berpikir Komputasional, Self-Regulated Learning, Change and Relationship
Sapit is a village that is rich in natural resources and in the hospitality of its people. This village is also rich in cultural heritage in the form of relics of the pre-literate era, or the period before writing. The purpose of this study is to reveal information related to the pre-literate heritage of Sapit village as evidence of the identity of the Lombok people. This research uses a descriptive qualitative method, which is carried out through the data collection stage, including observation, interviews, and documentation. Furthermore, the data analysis techniques in this study are data collection, data reduction, and data presentation, as well as drawing conclusions about the cultural heritage of the pre-literate Sapit village. The results showed that Sapit village has a wealth of cultural heritage in the form of pre-literate relics, including dolmens, sarcophagi, punden, beads, menhirs, stone lisung, and statues
Penelitian ini bertujuan untuk melakukan eksplorasi terhadap etnomatematika pada Uma Lengge, sebagai upaya memudahkan proses pembelajaran matematika dengan pendekatan budaya, khususnya dalam mengenal bangun ruang pada bangunan tradisional Uma Lengge. Suatu proses belajar yang terjadi lewat adanya aktivitas secara kultural oleh kelompok masyarakat, yaitu proses menghitung ataupun menganalisis data. Adapun jenis penelitian yang digunakan adalah penelitian eksploratif-deskriptif. Adapun alur penelitian terdiri atas pendokumentasian segala hal yang terkait dengan bangunan tradisional Uma Lengge, melakukan wawancara terhadap responden, dan memperoleh hasil serta kesimpulan penelitian. Hasil penelitian menunjukkan bahwa metode pengukuran yang digunakan masyarakat tradisional Bima sangat beragam yang dimulai dari menggunakan jari, sakimi (kepalan tangan), pengukuran sasingku (satu depa) yang dilakukan menggunakan siku, dan pada ukuran yang lebih satu meter dilakukan dengan melentangkan satu bagian tangan dan melipat setengah bagian tangan yang lain. Selain itu, pada rancang bangunan Uma Lengge terdapat konsep geometri bangun datar dan bangun ruang. Adapun konsep bangun datar pada bangunan Uma Lengge, antara lain konsep dan prinsip segitiga pada ceko, pola persegi pada lante, dan pola persegi panjang pada kabu tadancai. Selanjutnya konsep-konsep bangun ruang pada Uma Lengge, yaitu konsep dan prinsip prisma segitiga pada atap, konsep dan prinsip kubus pada ro woha, konsep dan prinsip balok dalam nggore, dan konsep frustum piramida pada pelampu
The 2013 curriculum in Indonesia emphasizes the application of scientific method-based mathematics learning, namely scientific learning. However, the fact is that learning mathematics, especially with plane-shaped materials, often uses conventional methods, monotonous presentation of concepts, and teacher-focused learning approaches. Therefore, learning mathematics should be linked to the realities of everyday life, one of which is through learning that utilizes the cultural context. Culture-based contextual learning is mathematics learning that uses a contextual approach with a cultural context as a starting point to build and connect students' understanding of contextual mathematics to formal mathematics. In this study, the cultural context used is a traditional tool in the form of a random number, which is usually seen by students in everyday life. Tools ancak is a traditional tool commonly used by the people of Sapit village as a place to bring various types of dishes to sacred events. The purpose of this research is to produce a culture-based contextual learning design on the area and perimeter of a square. This research method uses qualitative research with a design research approach to development studies. The results show that tools ancak is one of the traditional tools that can be applied to implement culture-based contextual learning because tools ancak has a physical form that can help students understand mathematics, especially the area and perimeter of a square. In addition, this culture-based contextual learning design is also beneficial for students to learn mathematics, especially the area and perimeter of a square while preserving local culture.
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