PROFIL NUMBER SENSE SISWA KELAS VII SMP PADA MATERI BILANGAN PECAHAN
TESIS
diajukan untuk memenuhi sebagian syarat untuk memperoleh gelar Magister Pendidikan Matematika
oleh
Widya Rafika Heldi NIM 1706653
PROGRAM STUDI PENDIDIKAN MATEMATIKA SEKOLAH PASCASARJANA
UNIVERSITAS PENDIDIKAN INDONESIA BANDUNG
PROFIL NUMBER SENSE SISWA KELAS VII SMP PADA MATERI BILANGAN PECAHAN
Oleh
Widya Rafika Heldi
Sebuah tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar
Magister Pendidikan pada Program Studi Pendidikan Matematika
© Widya Rafika Heldi Universitas Pendidikan Indonesia
Agustus 2019
Hak Cipta dilindungi undang-undang
Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang,
ABSTRAK
Widya Rafika Heldi. (1706653). Profil Number Sense Kelas VII SMP pada Materi Bilangan Pecahan.
Kemampuan number sense merupakan kemampuan fundamental yang harus dikuasai siswa untuk membantu mereka mengatasi masalah bilangan dalam belajar matematika. Penelitian ini dilatarbelakangi oleh rendahnya kemampuan number sense siswa yang ditandai dengan kesulitan siswa dalam menyelesaikan tes number sense pada hasil penelitian terdahulu dan studi pendahuluan. Materi yang dikaji dalam penelitian ini khusus bilangan pecahan. Penelitian ini bertujuan untuk mendeskripsikan kemampuan number sense siswa, tipe-tipe kesalahan siswa serta faktor-faktor penyebab siswa melakukan kesalahan dalam menyelesaikan tes number sense bilangan pecahan. Jenis penelitian ini adalah deskriptif kualitatif. Subjek dalam penelitian ini adalah 29 orang siswa kelas VII di salah satu SMP Negeri di kota Bandung. Hasil penelitian menunjukkan siswa telah memiliki kemampuan number sense pada materi bilangan pecahan dimana siswa lebih banyak menggunakan strategi prosedur standar dalam menyelesaikan setiap soal secara benar daripada menggunakan strategi number sense. Dari hasil tes number sense juga ditemukan bahwa tidak terdapat satu soal pun yang dapat dijawab seluruh siswa dengan benar mengindikasikan bahwa pada setiap soal siswa melakukan kesalahan dengan tipe yang berbeda-beda. Adapun tipe kesalahan yang dilakukan siswa diantaranya concept error, test procedur error, careless error, application error dan misread direction error. Tipe kesalahan yang paling banyak ditemui adalah tipe concept error dimana siswa tidak memahami unsur atau prinsip yang diperlukan dalam menyelesaikan soal. Selanjutnya, faktor-faktor penyebab siswa melakukan kesalahan dalam menyelesaikan tes number sense bilangan pecahan diantaranya: ketidaktelitian siswa, kurangnya pemahaman siswa tentang konsep pecahan, siswa menyelesaikan soal dengan konsep matematika yang paling diingat dan siswa tidak terbiasa dengan beberapa soal yang diberikan.
Kata kunci: number sense, strategi number sense, prosedur standar, bilangan pecahan, concept error, test procedur error, careless error, application error, misread direction error
ABSTRACT
Widya Rafika Heldi. (1706653). Profile of Seventh Grade Students’ Number Sense in Fraction Number
Number sense ability is a fundamental ability that must be mastered by students to help them solve the problem of numbers in learning mathematics. This research is motivated by the low ability of students' number sense which is considered by the difficulties experienced by students in solving the number sense test in the previous studies and the preliminary study. The material in this study is fraction number. This study aims to describe the ability of students' number sense, types of student errors and the factors that caused students to make mistakes in solving the test number sense. This type of research was qualitative descriptive. The subjects in this study were 29 seventh grade students in one of junior high schools in Bandung. The results of the study indicated that students already have the ability number sense where students use more standard procedure strategies in solving each question correctly rather than using the number sense strategy. From the results of the number sense test, it was also found that there was not a single question that all students could answer correctly indicating that each question students made mistakes of different types. The types of errors made by students include concept errors, test procedure errors, careless errors, application errors and misread direction errors. The most common type of error is concept error where students do not understand the elements or principles used to solve a problem. Furthermore, the cause of students making mistakes in solving the number sense test include: students’ inaccuracy, lack of student understanding fraction concept, students solve questions with mathematical concepts that are remembered by students and students are not familiar with some of the questions given.
Keywords: number sense, number sense strategy, standard procedure, fraction, concept error, test procedure error, careless error, application error, misread direction error
DAFTAR ISI PERNYATAAN ... i ABSTRAK ... ii KATA PENGANTAR ... iv UCAPAN TERIMAKASIH ... v DAFTAR ISI ... vi
DAFTAR TABEL ... viii
DAFTAR GAMBAR ... ix
DAFTAR LAMPIRAN ... xii
BAB I PENDAHULUAN ... 1
1.1Latar Belakang Masalah... 1
1.2Pertanyaan Penelitian ... 8
1.3Tujuan Penelitian ... 9
1.4Manfaat Penelitian ... 9
1.5Definisi Operasional ... 9
BAB II KAJIAN PUSTAKA ... 11
2.1 Kemampuan Number Sense ... 11
2.2 Bilangan Pecahan ... 16
2.3 Analisis Kesalahan ... 19
BAB III METODE PENELITIAN ... 24
3.1Desain Penelitian ... 24
3.2Subjek dan Tempat Penelitian... 24
3.3Teknik Pengumpulan Data ... 24
3.4Teknis Analisis Data ... 26
3.5Prosedur Penelitian ... 26
BAB IV HASIL PENELITIAN DAN PEMBAHASAN ... 27
4.1 Hasil Penelitian ... 27
4.1.1 Kemampuan Number Sense Bilangan Pecahan Siswa ... 32
4.1.2 Tipe Kesalahan Siswa dalam Menyelesaikan Tes Number Sense Bilangan Pecahan ... 57
4.1.3 Faktor Penyebab Siswa Melakukan Kesalahan dalam Menyelesaikan Tes Number Sense Bilangan Pecahan ... 70 4.2 Pembahasan ... 74 4.2.1. Kemampuan Number Sense Bilangan Pecahan Siswa ... 74 4.2.2 Tipe Kesalahan Siswa dalam Menyelesaikan Tes Number Sense
Bilangan Pecahan ... 86 4.2.3 Faktor Penyebab Siswa Melakukan Kesalahan dalam Menyelesaikan Tes
Number Sense Bilangan Pecahan ... 90 BAB V KESIMPULAN DAN SARAN ... 95 DAFTAR PUSTAKA ... 100
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