Kemampuan Mahasiswa Pgmi Dalam Memecahkan Masalah Geometri Ditinjau Dari Perbedaan Kemampuan Matematika

Abstract

This research is an explorative study using qualitative approach that aims to describe the ability of students in solving geometry problems in terms of differences in mathematical skills. Students' problem-solving capabilities were reviewed based on Polya's troubleshooting techniques, namely: understanding the problem, devising a plan, carrying out the plan, and looking back to review the results obtained. The subjects of the study are three students from Department of Primary School Teacher Education (PGMI) of Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Ar-Raniry Banda Aceh. The research process begins by giving a mathematics competency test to the student from a class unit, followed by selecting one student from each group, respectively from high math skills, medium math skills, and low math skills. These three selected subjects were assigned geometry-solving tasks and task-based interviews. The validity of data were checked using time triangulation. The results showed that the subject of high mathematical skill was able to use all 4 steps to solve the problem and provide correct answer. The subject of medium mathematical skill was capable of using the 4 steps of Polya's technique but also was less accurate in giving answers. Subjects of low math skill are able to use only 3 steps but are not correct in giving answers.

Analisis Pemahaman Konsep Mahasiswa Pada Materi Geometri Ruang

“…Perlu dilakukan evaluasi atas keberhasilan proses perkuliahan yang dilakukan terutama dalam hal pemahaman konsep mahasiswa. Proses belajar mengajar sering kali terjadi ketidakpuasan terhadap penguasaan konsep mahasiswa terhadap suatu materi (Jarmita, 2013). Apabila mahasiswa tidak mampu memahami konsep dan prinsip dari suatu materi maka dimungkinkan mahasiswa akan mengalami kesulitan dalam mempelajari materi matematika pada mata kuliah berikutnya.…”

The Effect of Scientific Approach Contextual Teaching and Learning on Students' Mathematical Power

“…Therefore, it is an inevitable fact that the learning and teaching process has an important role in mathematics education. Depdiknas asserts that mathematics education trains ways of thinking and reasoning in concluding, for example through investigation, exploration, experimentation, showing similarities, differences, consistency, and inconsistency (Jarmita, 2018). In other words, mathematics education shapes personality and organizes students' reasoning in the ability to solve problems, communicate, and apply mathematics.…”