Pengaruh Pembelajaran Visual Thinking Disertai Aktivitas Quick on the Draw Terhadap Kemampuan Pemecahan Masalah Dan Komunikasi Matematis

Abstract

This study is based on low ability in problem solving and students' mathematical communication. In order to overcome the problem, the study is done using Visual Thinking approach in learning activity with a Quick on the Draw activity. This is a quasi-experimental design with nonequivalent control group design and uses purposive sampling technique. Population in this study was VIII grade students of SMP in city of Pekanbaru, Riau year 2012/2013. Furthermore, the sample of this study was VIII grade students in a SMP of city of Pekanbaru, Riau. Instrument in this study was a test of problem solving ability and mathematical communication, attitude scale, observation sheet of teacher' and students' activities. Quantitative analysis was performed sing the average difference test. The result of the study showed that:(1) The increase in students' ability of mathematical problem solving whereas the students received Visual Thinking approach in learning activity with the Quick on the Draw activity is better in comparison with conventional learning approach which reviews whole students and students' mathematical prior knowledge (high, medium, and low); (2) the increase in students' ability of mathematical communication whereas the students received Visual Thinking approach in learning activity with the Quick on the Draw activity is better in comparison with conventional learning approach which reviews whole students and students' mathematical prior knowledge (high, medium, and low). ABSTRAKPenelitian ini didasarkan pada permasalahan rendahnya kemampuan pemecahan masalah dan komunikasi matematis siswa. Untuk mengatasi hal tersebut, dilakukan penelitian dengan menggunakan pendekatan pembelajaran Visual Thinking disertai aktivitas Quick on the Draw. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain penelitian Nonequivalent Control Group Design menggunakan teknik Purposive Sampling. Populasi dalam penelitian ini adalah siswa kelas VIII SMP di Kota Pekanbaru Riau Tahun Pelajaran 2012/2013 dan sampelnya adalah siswa kelas VIII di salah satu SMP di Kota Pekanbaru Riau. Instrumen yang digunakan adalah tes kemampuan pemecahan masalah dan komunikasi matematis, skala sikap dan lembar observasi aktivitas guru dan siswa. Analisis kuantitatif dilakukan dengan menggunakan uji perbedaan rataan. Hasil penelitian menunjukkan bahwa: (1) Peningkatan kemampuan pemecahan masalah matematis siswa yang mendapat pendekatan pembelajaran Visual Thinking disertai aktivitas Quick on the Draw lebih baik daripada siswa yang mendapat pembelajaran konvensional ditinjau dari keseluruhan siswa dan kemampuan awal matematis (tinggi, sedang, dan rendah); (2) Peningkatan kemampuan komunikasi matematis siswa yang mendapat pendekatan pembelajaran Visual Thinking disertai aktivitas Quick on the Draw lebih baik daripada siswa yang mendapat pembelajaran konvensional ditinjau dari keseluruhan siswa dan kemampuan awal matematis (tinggi, sedang, dan rendah).

Pengembangan Perangkat Pembelajaran Matematika dengan Model Pembelajaran Problem Based Learning Disertai Pendekatan Visual Thinking Pada Pokok Bahasan Kubus dan Balok Kelas VIII

“…Lesley K Sword menyatakan bahwa dengan visual thinking, informasi yang didapat dan diproses hanya dengan melihat gambar saja selain itu juga membantu dalam mengatasi masalah dan menyampaikan masalah dalam bentuk gambar sehingga mudah untuk dimengerti oleh siswa (Surya, n.d.). Pregmen dalam Ariawan (2017) mengungkapkan tujuh peranan Visual Thinking, yaitu: (1) Untuk memahami masalah, dengan merepresentasikan masalah visual siswa dapat memahami bagaimana unsur-unsur dalam masalah berhubungan satu sama lain; (2) Untuk menyederhanakan masalah, visualisasi memungkinkan siswa mengidentifikasi masalah versi yang lebih sederhana, pemecahan masalah dan kemudian memformalkan pemahaman soal yang diberikan dan mengidentifikasi metode yang digunakan untuk masalah yang serupa; (3) Untuk melihat keterkaitan (koneksi) masalah; (4) Untuk memahami gaya belajar individual, setiap siswa memiliki gaya tersendiri ketika menggunakan representasi visual saat pemecahan masalah; (5) Sebagai pengganti komputasi/penghitungan, penyelesaian masalah dapat diperoleh secara langsung melalui representasi visual itu sendiri, tanpa penghitungan; (6) Sebagai alat untuk memeriksa solusi, representasi visual dapat digunakan untuk memeriksa kebenaran jawaban yang diperoleh; (7) Untuk mengubah masalah ke dalam bentuk matematis, bentuk matematis dapat diperoleh dari representasi visual dalam pemecahan masalah.…”

Development of Example non Example Learning Devices with Visual Thinking Approach in the Set Material of 7th Grade SMP

“…These forms make the meaning of abstract concepts visible. According to [1], this visual thinking approach is a learning approach that is suitable for mathematics that is good, precise, varied, and can be used to improve understanding of mathematical concepts. Because in learning mathematics the teacher must be able to choose an approach that is in accordance with the material to be delivered.…”

“…There are several roles of visual thinking based on the theory of [1], including: to understand problems, with the intention that students can understand mathematical concepts by presenting problems visually; to simplify the problem, which means that students can identify problem solving on understanding the concepts given by the teacher; to see connection problems; to understand student learning styles, because each student has different learning styles; as a substitute for calculation, meaning that students can solve problems directly without calculating using visuals; as a tool for checking solutions, and for verifying the correctness of answers by means of a visual; and to change problems in mathematics, meaning that in mathematical form can be obtained from visuals in problem solving. The visual thinking approach can be applied through a learning model.…”

Visual Thinking Ability of Mathematics Education Students on Geometry Transformation Learning Material

“…(3) The principle of individuation is to be able to visualize the answers that have been obtained. According to Presmeg (Ariawan, 2017) there are seven roles of visual thinking, namely: (1) Understanding the problem, how the elements in the problem relate to each other can be understood by students is the problem is represented; (2) Simplification of problems, visualization can make it easier for students to identify problems to be simpler, formalized and the methods used for resolution are also identified; (3) The interrelationships between issues; (4) Understanding individual learning styles, when representing visually when solving problems, each student has its own characteristics; (5) Another alternative of calculation, without calculating the solution of the problem can be obtained directly from the visualization itself; (6) Correction tools, the correctness of an answer to a problem, can be checked through visualization; (7) The problem is converted into mathematical form, from visual representation to problem solving, then the mathematical form can be obtained.…”