Representasi adalah bentuk interpretasi pemikiran siswa terhadap suatu masalah. Setiap siswa berbeda-beda dalam merepresentasikan pemikiran mereka dikarenakan setiap orang memiliki kemampuan otak yang berbeda-beda dalam menyerap, mengelola, dan menyampaikan informasi sehingga cara individu dalam belajarpun berbeda. Penelitian ini bertujuan untuk mengetahui klasifikasi gaya belajar Honey Mumfrod pada siswa kelas XI IPA 1 MAN 1 kota Semarang dan mendeskripsikan kemampuan representasi matematis siswa kelas XI IPA 1 MAN 1 kota Semarang dalam menyelesaikan soal pada materi lingkaran berdasar gaya belajar Honey Mumfrod pada siswa. Subjek penelitian ini adalah siswa kelas XI IPA 1 MAN 1 Kota Semarang. Hasil penelitian menunjukkan bahwa: siswa dengan tipe gaya belajar aktivis memiliki kemampuan representasi simbolik yang baik, sedangkan untuk kemampuan representasi verbal dan visual dalam kategori cukup. Siswa dengan tipe gaya belajar reflektor memiliki kemampuan representasi simbolik dan verbal yang baik, sedangkan untuk kemampuan representasi visual dalam kategori cukup. Siswa dengan tipe gaya belajar theoris memiliki kemampuan representasi visual, simbolik dan verbal yang baik. Siswa tipe gaya belajar pragmatis memiliki kemampuan representasi simbolik yang baik, sedangkan untuk kemampuan representasi verbal dan visual dalam kategori cukup. Namun, dalam aspek kemampuan representasi visual gaya belajar pragmatis lebih baik dibandingkan dengan gaya belajar aktivis.
Elementary school teachers in Indonesia are required to master many subjects to be taught to their students. It is undeniable that the teachers' mastery of knowledge (material) in some subjects inadequate. Therefore, it is worth to argue that there was a misconception in mathematics teaching in elementary schools. This research was designed using a qualitative approach. The participants of this study were 30 elementary school teachers in Semarang city area, Central Java province, Indonesia. The research data were obtained through questionnaires, and interviews. The purpose of the study was to discuss the types and causes of the misconception of mathematics teaching in elementary schools. Alternative solutions were also presented to problem-solving so that misconceptions do not occur anymore in mathematics teaching. The findings show that, teachers evenly experience types of misconceptions: (1) pre-conception, (2) under-generalization, (3) over-generalization, (4) modelling error, (5) prototyping error; and (6) process-object error in teaching mathematics in elementary schools. Some misconceptions have taken root and are difficult to remove, called "ontological misconceptions" because of teachers' years of belief that the knowledge they received was true when in fact it was not quite right.
This study aimed to (1) analyze the role of scaffolding in deconstructing pseudo-thinking structure, and (2) analyze the development of students' thinking structures after receiving scaffolding. The study was framed with a qualitative methodology by involving case study design. This research was conducted at State Junior High School 31 in Semarang City, Indonesia. Data was collected through tests, observation, and interview methods. Result of the study indicated that (1) scaffolding has changed the pseudo thinking process into a real thought process, and (2) scaffolding could develop students’ thinking structure into a more complex (abstract) level. Their thinking structure was initially on the stage of comparative thinking structure before receiving scaffolding assistance and after receiving scaffolding, to developed into the stage of logical reasoning thinking structure. In other words, scaffolding could become a useful strategy to help students go through different Zone of Proximal Development (ZPD).
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