Qualitative Thinking Level for Geometry Learning Based on Rigorous Mathematical Thinking (Rmt) Approach

Abstract

Penelitian ini merupakan penelitian design research tipe validation study yang bertujuan untuk mengembangkan learning trajectory pada pembelajaran geometri topik geometri tiga dimensi untuk menunjang kemampuan berpikir kualitatif siswa dengan pendekatan Rigorous Mathematical Thinking (RMT). Hypothetical Learning Trajectory (HLT) akan disempurnakan sepanjang pembelajaran yang dilakukan di dalam kelas. Kegiatan dibuat dan dirancang dalam bentuk lembar kerja siswa (LKPD) untuk menunjang proses pembelajaran. Subjek penelitian ini adalah siswa kelas XII SMA Negeri 1 Palembang, sedangkan kelompok fokus penelitian ini adalah 6 siswa dengan kemampuan yang bervariasi yaitu tinggi, sedang, dan rendah yang dipilih berdasarkan hasil prestasi yang didokumentasikan oleh guru dalam semester sebelumnya serta rekomendasi guru mata pelajaran matematika. Ada tiga tahapan dalam melakukan penelitian ini, yaitu: (1) preparing the experiment; (2) design experiment dibagi menjadi preliminary experiment dan teaching experiment; (3) retrospective analysis. Data penelitian dikumpulkan dan akan dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa lintasan belajar yang dibuat menggunakan tingkat berpikir kualitatif dengan indikator yang sering terlihat pada siswa kelas XII MIPA 7 SMA Negeri 1 Palembang adalah indikator visualisasi dan pelabelan. Lintasan belajar yang diperoleh dari penelitian ini didasarkan pada LKPD yang telah dilakukan oleh siswa dimana masalah berkontribusi untuk membangun micro teaching dalam pembelajaran dimensi ketiga. (10pt)This research is a research design type validation study that aims to develop a learning trajectory on the study of geometry topics of three-dimensional geometry to support students' qualitative thinking skills with a Rigorous Mathematical Thinking (RMT) approach. Hypothetical Learning Trajectory (HLT) will be refined throughout the lesson carried out in the classroom. The activities were created and designed using student worksheets (LKPD) to support the learning process. The subjects of the study were students of SMA Negeri 1 Palembang class XII, meanwhile, the focus group of this study was 6 students with varied abilities, namely high, medium, and low who were selected based on the achievement result documented by the teacher in the previous semester as well as the recommendations of teachers of mathematics subjects. There are three stages in conducting this research, namely: (1) Preparation Phase; (2) Design experiments divided into pilot experiments and teaching experiments; (3) retrospective analysis. Research data is collected and will be analyzed qualitatively. The results showed that the learning trajectory made using qualitative thinking levels with indicators often seen in students of SMA Negeri 1 Palembang class XII MIPA 7 is an indicator of visualization and labeling. The learning trajectory obtained from this study is based on LKPD that has been done by students where the problem contributes to building micro-teaching in third-dimensional learning.

Learning trajectory of non-Euclidean geometry through ethnomathematics learning approaches to improve spatial ability

“…Also, the high-level thinking ability test scores of experimental class students were greater than the average scores of the control class after being given treatment. According to Pratiwi et al (2020) that learning trajectory in learning geometry about three dimensions with a rigorous mathematical thinking approach with a qualitative thinking level can improve problem-solving skills well. The learning trajectory meets qualitative thinking level indicators, especially visualization and labeling indicators.…”

Developing Rigorous Mathematical Thinking Approach-Based Learning Materials for Sequences and Series Concept at High School Level in Tanjungpinang

“…Rigorous Mathematical Thinking (RMT) approach was introduced by Kinard [9] and has been used in some research [11] [21]. They show students' better mathematics understanding and achievement of mathematical critical thinking and creative thinking [22][23][24]. With positive impact, however, these research have not provided learning materials to help teachers implement RMT approach in the learning process, as well as to support students' understanding and skills, which are complete, from media to test instrument, and utilizing technology-based materials, and to further develop our previous research [22] [23].…”

Electronic Student Worksheets Based on Rigorous Mathematical Thinking for Sequence and Series Materials in Senior High School

“…RMT activities according to Tyanto & Manoy (2018) consist of mediating students to define the problem, describe what to do about the given problem, analyze existing psychological tools to solve the problem, to determine the relationship between the use of psychological tools and the problem solving, to utilize and apply psychological tools to solve the problem, and to reflect on the different strategies used. The results of applying RMT activities at one of the levels can be seen in research by Pratiwi, Hauda, Kurniadi, Araiku, & Astuti (2022), which states that using the RMT approach with qualitative thinking levels can make students solve problems in detail.…”