Analysis of Mathematical Reasoning Ability in Trigonometry Materials Viewed from Students' Mathematical Resilience
DOI:
https://doi.org/10.31980/mosharafa.v12i3.821Keywords:
Kemampuan Penalaran Matematis, Trigonometri, Resiliensi, Mathematical Reasoning Ability, Trigonometry, ResilienceAbstract
Penelitian ini menganalisis kemampuan penalaran matematis pada materi trigonometri terkait resiliensi siswa. Partisipan dalam penelitian ini adalah tiga siswa kelas X SMA. Metode yang digunakan dalam penelitian ini adalah deskriptif-kualitatif. Teknik yang digunakan dalam memvalidasi data adalah teknik triangulasi. Hasil penelitian menunjukkan bahwa indikator kemampuan penalaran yang paling tinggi adalah indikator melakukan perhitungan. Terlihat dari hasil jawaban bahwa subjek rata-rata mampu menghitung dengan benar sesuai dengan konsep yang digunakan, sedangkan indikator terendah adalah indikator membuat prediksi dan kesimpulan yang hanya sedikit yang mampu membuat model, mengilustrasikan , dan sederhanakan setiap soal yang diberikan. Hubungan antara kemampuan penalaran matematis dan resiliensi terlihat dari berbicara dan memastikan kesamaan antara jawaban tertulis dan lisan saat melakukan wawancara. Kemudian hasil yang ditemukan peneliti adalah respon dari jawaban S1 mampu dijawab secara lisan dengan tepat dan detail, sedangkan resiliensi untuk S2 dan S3 masih kurang saat menjelaskan hasil jawaban subjek karena sudah ada jawaban. itu tidak benar. Mereka tidak memahami jawaban mereka, mengakibatkan kurangnya rasa percaya diri dan keinginan untuk mencari ilmu dan wawasan. Oleh karena itu, penelitian ini berimplikasi bahwa guru dapat menyesuaikan dengan kemampuan penalaran matematis dan ketahanan siswa dalam menentukan metode pembelajaran.
This study analyzes mathematical reasoning abilities in trigonometry material regarding student resilience. The participants in this study were three class X high school students. The method used in this study was descriptive-qualitative. The technique used in validating the data is the triangulation technique. The results showed that the highest indicator of reasoning ability was an indicator of performing calculations. It could be seen from the results of the answers that the subjects, on average, could calculate correctly according to the concepts used, while the lowest indicator was an indicator of making predictions and conclusions in which only a few were able to make models, illustrate, and simplify each of the problems given. The relationship between mathematical reasoning ability and resilience is seen from speaking and ensuring similarities between written and oral answers when conducting interviews. Then the results found by the researcher were that the responses from the S1 answers were able to be answered orally in a precise and detailed manner, while the resilience for S2 and S3 was still lacking when explaining the results of the subject's answers because there were answers that were not quite right. They did not understand their answers, resulting in a lack of self-confidence and will to seek knowledge and insights. Hence, this research implies that teachers can adjust to students' mathematical reasoning abilities and resilience in determining learning methods.
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