PEMAHAMAN MAHASISWA CALON GURU PADA ANALOGI PROSEDUR MENYELESAIKAN PERSAMAAN KUADRAT DENGAN MEMFAKTORKAN
DOI:
https://doi.org/10.24127/ajpm.v9i3.2885Keywords:
Analogi prosedur, pemahaman, persamaan kuadrat, Procedural analogy, quadratic equations, understandingAbstract
Penelitian ini bertujuan untuk mendeskripsikan pemahaman mahasiswa terhadap analogi prosedur dalam menyelesaikan persamaan kuadrat dengan memfaktorkan akan dideskripsikan berdasar konsep pemahaman Skemp, pemahaman instrumental dan pemahaman relasional. Penelitian ini dilakukan terhadap 82 mahasiswa Prodi Pendidikan Matematika Universitas Negeri Surabaya. Instrumen penelitian berupa soal tes pemahaman dan wawancara. Data dianalisis menggunakan indikator pemahaman terhadap prosedur yang telah dipelajari, pemahaman terhadap prosedur baru, dan pemahaman terkait hubungan antara kedua prosedur tersebut. Hasil penelitian menunjukkan meski semua mahasiswa mampu menggunakan prosedur yang telah dipelajari tetapi hanya 15 (18,29%) mahasiswa yang memahami bahwa teorema yang mendasari prosedur tersebut. Ada 5 (6,10%) mahasiswa yang memahami prosedur baru, dan mampu menunjukkan aturan dibalik prosedur tersebut, tetapi hanya satu mahasiswa yang menemukan bentuk umum persamaan kuadrat yang dapat diselesaikan menggunakan prosedur baru sekaligus mampu mengembangkan prosedur baru yang analog lengkap dengan penjelasannya.
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This research was conducted on 82 prospective teachers of Mathematics Education Study Program, Universitas Negeri Surabaya. Students' understanding of the analogy of procedures in solving quadratic equations by factoring will be described through concept of Skemp understanding, instrumental understanding and relational understanding. Indicators of these understanding are understanding of procedures that have been learned, understanding of new procedures, and understanding related to the relationship between the two procedures. The results showed that although all students were able to use the procedures learned, only 15 students (18.29%) realized that the procedure relied on the multiplication theorem of two numbers equal to zero. There were 5 students (6.10%) who understood the new procedure, and were able to show the rules behind the procedure, but only one student was able to find the general form of quadratic equations that could be solved using a new procedure while being able to develop new analogous procedures complete with an explanation
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