MATHEMATICAL RESILIENCE MAHASISWA PADA MATA KULIAH STRUKTUR ALJABAR I MENGGUNAKAN PENDEKATAN EXPLISIT INSTRUCTION INTEGRASI PEER INSTRUCTION

Elsa Komala

Abstract


Abstrak

Tujuan artikel ini adalah untuk mendeskripsikan resiliensi matematik mahaisiwa dengan pendekatan explisit instruction integrasi peer instruction pada matakuliah Struktur Aljabar I.  Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes soal Ujian Akhir Semester untuk mengetahui kemampuan matematis mahasiswa dan angket resiliensi matematik. Hasil penelitian menunjukkan bahwa pembelajarannya menggunakan pendekatan explisit instruction integrasi peer instruction memiliki resiliansi matematik sebagian besar positif, artinya mahasiswa memiliki sikap menyesuaikan diri terhadap pembelajaran matematika, yang memungkinkan mereka untuk terus belajar meskipun hambatan dan kesulitan terjadi, tekun, yakin dan tidak menyerah dengan kegagalan, mau mencoba ide-ide baru untuk menyelesaikan masalah matematis, mau bersosialisasi dan berdiskusi dengan lingkungan atau teman untuk mencari solusi lain dan menggunakan pengalaman kegagalannya untuk membangun motivasi dalam memunculkan ide dan menyelesaikan masalah matematis.

 

Abstract

The purpose of this article is to describe the resilience of mathematics mahaisiwa with explicit explanation instruction of peer instruction integration in Algebra Structure I course. To get the result of research data used instrument in the form of test about final exam of Semester to know mathematical ability of student and mathematical resilience questionnaire. The result of the research indicates that the learning using explicit instruction approach of peer instruction integration has mostly positive mathematical resonance, meaning that students have the attitude of adjusting to mathematics learning, which enables them to keep learning even though obstacles and difficulties occur, assiduous, confident and do not give up with failure, want to try new ideas to solve mathematical problems, want to socialize and discuss with the environment or friends to find other solutions and use the experience of his failure to build motivation in generating ideas and solve mathematical problems.


Keywords


Mathematical Resilience; Explicit Instruction Approach; Peer Instruction; Resiliensi Matematik; Pendekatan Explisit Instruction; Peer Instruction

Full Text:

PDF

References


Artigue, M. 1998. Teacher Training as a Key Issue for the Integration of Computer Technologies. In T ins le y & Jo hso n (E ds), Information and Communications Technologies in School Mathematics (pp). IFIP: Chapman & Hall.

Cornu, B. 1991. Advanced Mathematical Thinking Limits. In D. O. Tall (ed.), (pp). The Netherland: Kluwer Academic Publisher.

Crouch, C. H. & Mazur, E. 2001. Peer Instruction: Ten years of experience and results. Depart¬ment of Physics, Harvard University, Cam¬bridge. American Journal of Physics, 69(9): 970–977.

Fagen, A. P., Crouch, C. H., dan Mazur, E. 2002. Peer Instruction: Results from a Range of Classrooms., Harvard University, Cambridge.

Nicol, David J, James T. Boyle. 2003. Peer Instruc¬tion versus Class-wide Discussion in Large Classes: a comparison of two interaction methods in the wired classroom. Centre for Academic Practice, University of Strathclyde. Studies in Higher Education, 28 (4): 457-473.

Nurlaelah, E dan Sumarmo, U. 2009. Sumarno U., 2009. Implementasi Model Pembelajaran Apos dan Modifikasi- APOS (M-APOS) pada Matakuliah Struktur`Aljabar. FMIPA –UPI.

Tall, D. 2002. Advanced Mathematical Thinking. USA: Kluwer Academic Publishers.

Garton, E. et all. (2013). Coaching for Mathematical Resilience: Foundation Level Internal Evaluation. Coventry: The Progression Trust, University of Warwick and Asdon.

Johnston, Wilder and lee, C. (2010). Children Overheard: Working to increase Mthematical Resilience. Mti, ATM, Summer.

Kardi, Soeparman dan Muhamad Nur. 2000. Pengajaran Langsung. Surabaya: Universitas Negeri Surabaya Universiti Press.

Rosenshine, Barak, and Robert Stevens. 1984. "Classroom instruction in reading." Handbook of reading research 1. Hal: 745-798.




DOI: https://doi.org/10.31980/mosharafa.v6i3.324

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Mosharafa: Jurnal Pendidikan Matematika

Indexed by:

 

Creative Commons License
Mosharafa: Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. 

 

View My Stats