Kesulitan peserta didik dalam menyelesaikan masalah pada materi pemusatan data di smp
DOI:
https://doi.org/10.31980/pme.v3i2.1464Keywords:
data concentration, learning difficulties, basic mathematical concepts, teaching methods, pemusatan data, kesulitan belajar, konsep dasar matematika, metode pengajaranAbstract
This research aims to analyze students' difficulties in solving problems in data concentration material. The research method used is descriptive qualitative. The research subjects consisted of 34 class VII students at State Middle Schools in Tasikmalaya. Data collection techniques in this research used written tests, in-depth interviews, and classroom observations. The results of the study showed that students experienced several difficulties, namely: difficulty understanding mathematical language and notation, difficulty understanding word problems, difficulty understanding basic mathematical concepts, and difficulty distinguishing between mean and median. and mode. Interviews and classroom observations revealed that factors such as less varied teaching methods, lack of contextual practice, and low learning motivation contributed to the difficulties experienced by students. Discussion of research results emphasizes the importance of a more interactive and contextual teaching approach to increase students' understanding of the concept of data concentration. The implications of this research indicate the need to develop more innovative teaching materials and use educational technology to help students overcome these difficulties.
Penelitian ini bertujuan untuk menganalisis kesulitan peserta didik dalam menyelesaikan masalah pada materi pemusatan data. Metode penelitian yang digunakan adalah deskriptif kualitatif. Subjek penelitian terdiri dari 34 peserta didik kelas VII di SMP Negeri di Kota Tasikmalaya. Teknik pengumpulan data dalam penelitian ini menggunakan tes tertulis, wawancara mendalam, dan observasi kelas. Hasil penelitian menunjukkan bahwa peserta didik mengalami beberapa kesulitan, yaitu: kesulitan pemahaman bahasa matematis dan notasi, kesulitan dalam memahami soal cerita, kesulitan memahami konsep dasar matematika, dan kesulitan membedakan antara mean, median dan modus. Wawancara dan observasi kelas mengungkapkan bahwa faktor-faktor seperti metode pengajaran yang kurang variatif, kurangnya latihan yang kontekstual, dan motivasi belajar yang rendah turut berkontribusi terhadap kesulitan yang dialami peserta didik. Diskusi hasil penelitian menekankan pentingnya pendekatan pengajaran yang lebih interaktif dan kontekstual untuk meningkatkan pemahaman peserta didik terhadap konsep pemusatan data. Implikasi dari penelitian ini menunjukkan perlunya pengembangan materi ajar yang lebih inovatif dan penggunaan teknologi pendidikan untuk membantu peserta didik dalam mengatasi kesulitan tersebut.
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