Designing Thought: How Task Commitment Shapes Students' Thinking Structures
DOI:
https://doi.org/10.31980/mosharafa.v13i4.2554Keywords:
Struktur berpikir, kualitatif, task commitment, qualitative, thinking structureAbstract
Abstrak
Peserta didik mengalami permasalahan struktur berpikir seperti struktur berpikir yang acak, tidak sistematis, dan tidak logis ketika memecahkan masalah. Salah satu penyebabnya yaitu minimnya komitmen terhadap tugas. Penelitian ini bertujuan mendeskripsikan struktur berpikir peserta didik ditinjau dari tingkat task commitment tinggi, sedang dan rendah. Penelitian kualitatif ini menggunakan metode deskriptif. Subjek penelitian sebanyak 3 peserta didik kelas IX SMP Negeri 1 Tambaksari pada Tahun Pelajaran 2022/2023. Instrumen yang digunakan untuk mengumpulkan data terdiri dari penulis, soal tes matematika materi persamaan kuadrat, dan angket task commitment. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan peserta didik dengan task commitment tinggi yaitu S10T mengalami fragmentasi mis-analogical thinking, fragmentasi lubang konstruksi dan fragmentasi lubang koneksi. Peserta didik dengan task commitment sedang yaitu S06S mengalami fragmentasi mis-analogical thinking dan fragmentasi lubang koneksi. Peserta didik dengan task commitment rendah yaitu S01R mengalami fragmentasi mis-analogical thinking dan fragmentasi lubang konstruksi.
Abstract
Students experience problems with thinking structures such as random, unsystematic and illogical thinking structures when solving problems. One of the causes is the lack of commitment to the task. This study aims to describe students' thinking structures in terms of high, medium, and low levels of task commitment. This study is a type of qualitative research with a descriptive method. The subjects of this study were 3 ninth grade students of SMP Negeri 1 Tambaksari in the 2022/2023 Academic Year. The instruments used to collect data consisted of the author, mathematics test questions on quadratic equations, and task commitment questionnaires. Data analysis was carried out by data reduction, data presentation, and drawing conclusions. The conclusion from the results of this study is that students with high task commitment, namely S10T, experience fragmentation of mis-analogical thinking, fragmentation of construction holes, and fragmentation of connection holes. Students with moderate task commitment, namely S06S, experience fragmentation of mis-analogical thinking and fragmentation of connection holes. Students with low task commitment, namely S01R, experience fragmentation of mis-analogical thinking and fragmentation of construction holes.
References
Anghileri, J. (2006). Scaffolding Practices That Enhance Mathematics Learning. Journal of Mathematics Teacher Education, 9(1), 33–52. https://doi.org/10.1007/s10857-006-9005-9
Artasari, A., Oktaviyanthi, R., Zahwatuzzukhrufiah, & Delvianingsih, N. (2024). Optimizing Algebraic Thinking using the Area Model Algebra Worksheet based on PhET Interactive Simulation. Plusminus: Jurnal Pendidikan Matematika, 4(2), 241-254. https://doi.org/10.31980/plusminus.v4i2.1465
Azizah, S. N. (2023). Defragmentasi Struktur Berpikir Siswa dalam Memecahkan Masalah Matematika Geometri pada Materi Teorema Pythagoras. Jurnal Laplace: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 4(1), 12–22.
Bahrudin, M. A., Indrawatiningsih, N., & Nazizah, Z. (2019). Defragmenting the Thinking Structure of Middle School Students in Solving Flat Figure Problems. Journal of Mathematics Education and Science, 7(2), 55–64.
Derntl, M. (2009). Handbook of Research on Learning Design and Learning Objects: Issues, Applications and Technologies. In Distance Education, 30(2). https://doi.org/10.1080/01587910903023231
Finch, D., Peacock, M., Lazdowski, D., & Hwang, M. (2015). Managing Emotions: A Case Study Exploring the Relationship Between Experiential Learning, Emotions, And Student Performance. International Journal of Management Education, 13(1), 23–36. https://doi.org/10.1016/j.ijme.2014.12.001
Halini, Zubaidah, R., Pasaribu, R. L., Mirza, A., & Afriansyah, E. A. (2023). Students’ Scientific Attitudes and Creative Thinking Skills. Mosharafa: Jurnal Pendidikan Matematika, 12(2), 315-326. https://doi.org/10.31980/mosharafa.v12i2.786
Hasanuddin, H. (2021). Profile Students' Thinking Style From Perspective Gender In Learning Activity. Jurnal Diversita, 7(2), 267-273.
Herawati, T., Hidayati, W. S., & Iffah, J. D. N. (2023). Students' Higher Order Thinking Process in Solving Math Problems by Gender. Mosharafa: Jurnal Pendidikan Matematika, 12(2), 255-266. https://doi.org/10.31980/mosharafa.v12i2.781
Luritawaty, I. P., & Rahmawati, U. (2024). Inquiry-Based Online Learning Model Using Metacognitive Strategy to Enhance Mathematics Critical Thinking Ability. Plusminus: Jurnal Pendidikan Matematika, 4(2), 321-336. https://doi.org/10.31980/plusminus.v4i2.2226
Marras, S. (2020). Cognitive Structures in Learning: Theories and Educational Applications. Springer.
Mufidah, N., Tayibu, A., & Idris, M. (2022). Task Commitment, Learning Creativity, and Learning Outcome. Journal of Higher Education Theory and Practice, 22(16), 177–185
Nasrullah. (2022). Struktur Berpikir Matematis Siswa dalam Memecahkan Masalah Berbasis Konteks. Pedagogy: Jurnal Ilmu Pendidikan, 2(6), 45–54.
Nazari, R., & Hatami, J. (2023). Improving Math Performance Using the Written Think-Aloud Strategy. The International Journal of Learning Space Studies, 2(3), 12–21. https://doi.org/10.22034/lss.2023.175933
Nurmala, E. (2022). Analisis Tingkat Kecemasan Matematika Siswa Ditinjau Dari Aspek Efikasi Diri Dan Kemandirian Belajar. In Repositori Uin Jakarta (Vol. 33, Issue 1).
Nurmawanti, I., & Sulandra, I. M. (2020). Exploring of student’s algebraic thinking process through pattern generalization using similarity or proximity perception. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 191-202. https://doi.org/10.31980/mosharafa.v9i2.603
Papalia, R. D. E., Olds, S. W., & Feldman, R. D. (2009). Physical and Cognitive Development in Adolescence. In Human Development.
Paristiowati, M., Hadinugrahaningsih, T., Purwanto, A., & Karyadi, P. A. (2019). Analysis of Students’ Scientific Literacy in Contextual-Flipped Classroom Learning on Acid-Base Topic. Journal of Physics: Conference Series, 1156(1). https://doi.org/10.1088/1742-6596/1156/1/012026
Prajono, R., Gunarti, D. Y., & Anggo, M. (2022). Analisis Kemampuan Berpikir Kritis Matematis Peserta Didik SMP Ditinjau dari Self Efficacy. Mosharafa: Jurnal Pendidikan Matematika, 11(1), 143–154. https://doi.org/10.31980/mosharafa.v11i1.1072
Pratiwi, R. (2022). Hubungan Task Commitment dengan Prestasi Belajar Siswa Kelas XI di MAN 1 Pekanbaru. Skripsi: Universitas Islam Negeri Sultan Syarif Kasim Riau.
Rohmah, S., & Rahma, N. (2023). Defragmentasi Struktur Berpikir Siswa dengan Gaya Kognitif Field Independent (Fi) Tinggi dan Rendah dalam Menyelesaikan Masalah Matematika Geometri. Jurnal Laplace: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam, 4(1), 23–34.
Sari, R. A., Untarti, R. (2021). Kemampuan Berpikir Kreatif Matematis dan Resiliensi Matematis. Mandalika Mathematics and Educations Journal, 21(4), 417–444.
https://doi.org/https://doi.org/10.29303/jm.v3i1.2577
Simanjuntak, M. P., Hutahaean, J., Marpaung, N., & Ramadhani, D. (2021). Effectiveness of Problem-Based Learning Combined with Computer Simulation on Students’ Problem-Solving and Creative Thinking Skills. International Journal of Instruction, 14(3), 519–534.
https://doi.org/10.29333/iji.2021.14330a
Sinaga, B., Sitorus, J., & Situmeang, T. (2023, February). The influence of students’ problem-solving understanding and results of students’ mathematics learning. In Frontiers in Education (Vol. 8, p. 1088556). Frontiers Media SA.
Subagio, L., Karnasih, I., & Irvan. (2021). Meningkatkan Motivasi Belajar Siswa Dengan Menerapkan Model Discovery-Learning dan Problem-Based-Learning Berbantuan Geogebra. Jurnal Pendidikan Matematika Raflesia, 6(2), 15–26.
Subanji. (2021). Karakterisasi Kesalahan Berpikir Siswa dalam Mengonstruksi Konsep Matematika. Jurnal Ilmu Pendidikan, 10(2), 339–349. https://dx.doi.org/10.17977/jip.v19i2.4215
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.
Sukariasih, L., Nurhayati, T., & Haryani, S. (2023). Real-World Problem-Solving Skills as The Foundation For 21st-Century Learning: A Critical Review. Frontiers in Education, 8, 1088556.
https://doi.org/10.3389/feduc.2023.1088556
Supriyati, Y., & Muqorobin, M. (2021). Mixed Model Cipp dan Kickpatrick Sebagai Pendekatan Evaluasi Program Pengembangan Kompetensi Guru Berbasis Kebutuhan Peningkatan Kemampuan Asessement Literasi-Numerasi (Cilapp Model Dalam Evaluasi Program). Jurnal Ilmiah Mandala Education, 7(1), 203–223. https://doi.org/10.58258/jime.v7i1.1733
Wahyuningsih, S. (2023). Analisis struktur berpikir mahasiswa dalam pembelajaran matematika. ALFAmath: Jurnal Pendidikan Matematika, 9(1), 25–35.
Wardhani, D. A. P., Subanji, S., & Qohar, A. (2016). Penalaran Analogi Siswa dalam Menyelesaikan Masalah Luas dan Keliling Segitiga dan Segiempat. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 1(9), 1764–1773.
Wills, T. A. (2008). Good Self-Control as a Buffering Agent for Adolescent Substance Use. Psychology of Addictive Behaviors, 22(4), 459–471. https://doi.org/10.1037/a0012965.Good
Wulandari, S., & Gusteti, M. U. (2021). Defragmentation of Preservice Teacher’s Thinking Structures in Solving Higher Order Mathematics Problem. Journal of Physics: Conference Series, 1940(1). https://doi.org/10.1088/1742-6596/1940/1/012099
Zay, D. A., & Kurniasih, M. D. (2023). Exploring Math Anxiety Towards the Students’ Computer Self-Efficacy in Learning Mathematics. Mosharafa: Jurnal Pendidikan Matematika, 12(1), 113–124. https://doi.org/10.31980/mosharafa.v12i1.1621
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Mosharafa: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
