Development Worksheets with an Intuition-Based Concrete-Representational-Abstract Approach to Facilitate Students’ Mathematical Reasoning
DOI:
https://doi.org/10.31980/plusminus.v4i1.1462Keywords:
Concrete representational abstract approach, development research, mathematical reasoning, students’ mathematics worksheet, worksheet intuition-based, Lembar kerja berbasis intuisi, Lembar kerja siswa, Penalaran matematis, Pendekatan concrete representational abstractAbstract
Penelitian ini bertujuan untuk mengetahui kelayakan lembar kerja yang disusun dengan pendekatan concrete-representational-abstract (CRA) berbasis intuisi untuk memfasilitasi kemampuan penalaran matematis siswa pada materi bangun ruang sisi datar SMP kelas VIII dan respon siswa ketika menggunakannya. Penelitian yang digunakan adalah penelitian pengembangan model ADDIE dengan instrumen berupa angket penilaian validator dan angket respon siswa. Hasil penelitian ini menunjukkan bahwa lembar kerja siswa dengan pendekatan CRA berbasis intuisi untuk memfasilitasi kemampuan penalaran matematis siswa dinyatakan layak dan memenuhi standar penggunaan media dengan rata-rata persentase ahli media dan ahli matematika sebesar 91,37%. Sementara itu, rata-rata presentase respon siswa pada uji coba terbatas dan uji lapangan sebesar 82% dengan kriteria sangat menarik.
This study aims to determine the feasibility of worksheets using the intuition-based Concrete-Representational-Abstract (CRA) approach to facilitate students' mathematical reasoning abilities on the topic of polyhedral shapes for eighth-grade students and to assess students' responses when using these worksheets. The research employed the ADDIE development model with instruments including a validation questionnaire and a student response questionnaire. The results indicated that the student worksheets using the intuition-based CRA approach were highly feasible and met the media usage standards with an average percentage of 91.37% from media and mathematics experts. Meanwhile, the average student response percentage in limited and field tests was 82%, categorized as highly engaging.
References
Al-Salahat, M. M. S. (2022). The Effect of Using Concrete-Representational-Abstract Sequence in Teaching the Perimeter of Geometric Shapes for Students with Learning Disabilities. International Journal of Education in Mathematics, Science and Technology, 10(2), 477–493. https://doi.org/10.46328/ijemst.2403
Ardiansyah, & Wahyuningrum, E. (2022). Pengaruh problem-based learning terhadap kemampuan penalaran matematik dan korelasinya dengan kemampuan awal siswa SMP. Mosharafa: Jurnal Pendidikan Matematika, 11(3), 483-492.
Arnandi, F., Yusmin, E., Ahmad, D., Rif’at, M., & Siregar, N. (2023). Identifikasi Kemampuan Penalaran Matematis Peserta Didik dalam Menyelesaikan Soal TIMSS Konten Geometri. Plusminus: Jurnal Pendidikan Matematika, 3(3), 371-384.
As’ari, A. R., Tohir, M., Valentino, E., Imron, Z., & Taufiq, I. (2017). Buku Siswa Matematika SMP/MTs Kelas VIII Semester 2. https://doi.org/10.5281/zenodo.3706376
Azrillia, W., Oktaviyanthi, R., Khotimah, K., & Garcia, M. L. B. (2024). FEasibility Test of Articulate Storyline 3 Learning Media Based on Local Wisdom for Optimizing Students' Algebraic Thinking Skills. Jurnal Penelitian Pendidikan, 27(1), 1-15. https://doi.org/10.20961/paedagogia.v27i7.84145
Cahyani, N. D., & Sritresna, T. (2023). Kemampuan penalaran matematis siswa dalam menyelesaikan soal cerita. Jurnal Inovasi Pembelajaran Matematika: PowerMathEdu, 2(1), 103-112.
Çoban, H., & Tezci, E. (2022). Mathematical reasoning: Bibliometric analysis of the literature. OPUS Journal of Society Research, 19(45), 88-102.
Hudiria, I., Haji, S., & Zamzaili. (2022). Mathematical disposition dan self-concept terhadap kemampuan penalaran matematis mahasiswa pada masa pandemi Covid-19. Mosharafa: Jurnal Pendidikan Matematika, 11(3), 435-446.
Husniah, A., & Azka, R. (2022). Modul matematika dengan model pembelajaran problem-based learning untuk memfasilitasi kemampuan penalaran matematis siswa. Mosharafa: Jurnal Pendidikan Matematika, 11(2), 327-338.
Iswanto, A., & Faradillah, A. (2023). Analysis of Mathematical Reasoning Ability in Trigonometry Materials Viewed from Students' Mathematical Resilience. Mosharafa: Jurnal Pendidikan Matematika, 12(3), 477-492.
Jawad, L. F., Majeed, B. H., & ALRikabi, H. T. S. (2021). The impact of CATs on Mathematical Thinking and Logical Thinking Among Fourth-Class Scientific Students. International Journal of Emerging Technologies in Learning, 16(10), 194-211
Khotimah, K., Supriani, Y., & Oktaviyanthi, R. (2022). Penelusuran Pola Asosiasi Penalaran Adaptif Dengan Algoritma Apriori. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(2), 1078-1094.
Kotto, M. A., Babys, U., & Gella, N. J. M. (2022). Meningkatkan Kemampuan Penalaran Matematika Siswa Melalui Model PBL (Problem Based Learning). Jurnal Sains dan Edukasi Sains, 5(1), 24–27. https://doi.org/10.24246/juses.v5i1p24-27
Minggi, I., Arwadi, F., & Bakri, R. A. I. (2022). Kemampuan Pemecahan Masalah Matematis Berdasarkan Disposisi Matematis pada Materi Sistem Persamaan Linear Dua Variabel. Plusminus: Jurnal Pendidikan Matematika, 2(3), 495-508.
Oktaviyanthi, R., & Agus, R. N. (2020). Instrumen Evaluasi Kemampuan Penalaran Adaptif Matematis Mahasiswa. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 9(4), 1123-1136
Oktaviyanthi, R., & Sholahudin, U. (2023). Phet Assisted Trigonometric Worksheet for Students' Trigonometric Adaptive Thinking. Mosharafa: Jurnal Pendidikan Matematika, 12(2), 229-242. https://doi.org/10.31980/mosharafa.v12i2.779
Prosser, S. K., & Bismarck, S. F. (2023). Concrete–Representational–Abstract (CRA) Instructional Approach in an Algebra I Inclusion Class: Knowledge Retention Versus Students’ Perception. Education Sciences, 13(10). https://doi.org/10.3390/educsci13101061
Putra, R. A., Juandi, D., & Jufri, L. H. (2023). Adversity Quotient in Mathematics Learning. Plusminus: Jurnal Pendidikan Matematika, 3(3), 385-398.
R, S. F. (2017). Pengembangan Instrumen dan Analisis Kemampuan Berpikir Intuitif Matematis. UIN Syarif Hidayatullah: Jakarta.
Rahayu, N. S., Liddini, U. H., & Maarif, S. (2022). Berpikir Kreatif Matematis: Sebuah Pemetaan Literatur dengan Analisis Bibliometri Menggunakan Vos Viewer. Mosharafa: Jurnal Pendidikan Matematika, 11(2), 179-190.
Rahmawati, K. D., & Astuti, D. (2022). Kemampuan penalaran matematis siswa SMA pada materi pertidaksamaan dua variabel. Plusminus: Jurnal Pendidikan Matematika, 2(2), 187-200.
Reyes, J. D. (2021). Effectiveness of Concrete-Representational-Abstract sequence of instruction in probability on select-groups of eight graders. International Journal of Multidisciplinary Research and Growth Evaluation, 2(1), 438–443.
Sugiarni, R. (2021). Desain Lembar Kerja Siswa Berorientasi Kemampuan Berpikir Kreatif Pada Materi Bangun Ruang Sisi Datar Untuk Siswa SMP. Integral: Jurnal Penelitian Pendidikan Matematika, 4(1), 1–11. https://doi.org/https://doi.org/10.24905/jppm.v4i1.75
Wahyuni, D. A. (2017). Pengembangan Bahan Ajar Pembelajaran Matematika Berbasis Multimedia pada Materi Peluang untuk Siswa Kelas XI. SKripsi UIN Syarif Hidayatullah: Jakarta.
Yakubova, G., Hughes, E. M., & Baer, B. L. (2020). Supporting Students with ASD in Mathematics Learning Using Video-Based Concrete-Representational-Abstract Sequencing Instruction. Preventing School Failure, 64(1), 12–18. https://doi.org/10.1080/1045988X.2019.1627999
Yohanes, R. S. (2021). Peranan Intuisi Dalam Pembelajaran Matematika. Prosiding Seminar Nasional Hasil Penelitian dan Abdimas, 126–130.
Yunisca, L. D., & Nasution, E. Y. P. (2023). Kemampuan Berpikir Logis Matematis Siswa Sekolah Menengah Pertama. Plusminus: Jurnal Pendidikan Matematika, 3(2), 235-240.
Zhang, S., Yu, S., Xiao, J., Liu, Y., & Jiang, T. (2021). The Effects of Concrete-Representational-Abstract Sequence Instruction on Fractions for Chinese Elementary Students with Mathematics Learning Disabilities. International Journal of Science and Mathematics Education, 0123456789. https://doi.org/10.1007/s10763-021-10215-9
Zulfakri, Z., Ikhsan, M., & Yusrizal, Y. (2019). Improving the Ability of Representation and Problem Solving Through Concrete Representational Abstract (CRA) Approach in Mathematical Learning. International Journal for Educational and Vocational Studies, 1(3), 244–248. https://doi.org/10.29103/ijevs.v1i3.1585
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Plusminus: Jurnal Pendidikan Matematika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.