Peningkatan Kemampuan Representasi Matematis Mahasiswa Teknik dengan Berbantuan Software Desmos Graphing Calculator
DOI:
https://doi.org/10.35194/jp.v11i1.2221Kata Kunci:
kalkulator grafik desmos, kemampuan representasi matematisAbstrak
Penelitian ini bertujuan untuk mendeskripsikan pengaruh penggunaan media desmos graphing calculator dalam pembelajaran fungsi linier dan kuadrat terhadap kemampuan representasi matematis mahasiswa teknik sipil. Metode yang digunakan kuantitatif dengan jenis quasi eksperimen. Desain dalam penelitian ini nonequivalent control group design. Sedangkan populasinya seluruh mahasiswa Program Studi Teknik Sipil Universitas Sanggabuana Bandung, dengan mengambil sampel 60 mahasiswa semester 2. Sampel tersebut kemudian dijadikan 2 kelas, yaitu kelas kontrol dan kelas eksperimen. Teknik analisis data menggunakan uji normalitas, uji homogenitas, dan uji t independent. Hasil penelitian ini menunjukkan bahwa terdapat peningkatan yang signifikan kemampuan representasi matematis mahasiswa yang pembelajarannya dengan memanfaatkan media desmos graphing calculator dibandingkan dengan mahasiswa yang pembelajarannya tidak menggunakan media desmos graphing calculator.Referensi
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Ifanda, A. R., & Septian, A. (2019). Peningkatan Kemampuan Representasi Matematis dan Self-Confidence Siswa Melalui Model ARIAS (Assurance, Relevance, Interest, Assesement, Satisfaction). UNION: Jurnal Ilmiah Pendidikan Matematika, 7(2), 285–297.
Komala, E., & Sarmini, S. (2020). Kemampuan Representasi Simbolik Matematik Siswa SMP Menggunakan Blended Learning. Prisma, 9(2), 204. https://doi.org/10.35194/jp.v9i2.1078
Kurniawan, A., Juliangkary, E., & Pratama, M. Y. (2019). Analisis Kesulitan Siswa Dalam Menyelesaikan Soal Fungsi. 72–83.
Laelasari, L., Subroto, T., & Karimah, N. I. (2014). Penerapan Model Pembelajaran Learning Cycle 7E Dalam Kemampuan Representasi Matematis Mahasiswa. Euclid, 1(2), 82–92. https://doi.org/10.33603/e.v1i2.347
Maryati, I., & Suryaningsih, F. (2021). Kemampuan Representasi Matematis Ditinjau dari Kemandirian Belajar dengan Model Pembelajaran Berbasis Masalah dan Inkuiri. PRISMA, 10(2), 244–254. https://doi.org/10.35194/jp.v10i2.1308
Ningtyas, D. Y., Fuad, Y., & Lukito, A. (2019). Kemampuan Representasi Mahasiswa Pendidikan Matematika dalam Menyelesaikan Soal Kalkulus. Kreano, Jurnal Matematika Kreatif-Inovatif, 10(1), 27–36. https://doi.org/10.15294/kreano.v10i1.17334
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https://journal.unnes.ac.id/sju/index.php/prisma/article/view/28940
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Risdianti, A., Kartono, K., & Masrukan, M. (2019). Pengaruh Corrective Feedback dalam Pembelajaran Auditory Intellectually Repetition ( AIR ) pada Pencapaian Kemampuan Representasi Matematis Siswa. PRISMA, 2, 10–15.
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Septian, A., Darhim, & Prabawanto, S. (2020b). Mathematical Representation Ability through Geogebra-Assisted Project-Based Learning Models. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1657/1/012019
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Septian, A., & Rahayu, S. (2021). Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa melalui Pendekatan Problem Posing dengan Edmodo. PRISMA, 10(2), 170–181. https://doi.org/10.35194/jp.v10i2.1813
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Yenni, Y., & Sukmawati, R. (2020). Analisis Kemampuan Representasi Matematis Mahasiswa Berdasarkan Motivasi Belajar. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 251–262. https://doi.org/10.31980/mosharafa.v9i2.661
Castellanos, J. L. V., Castro, E., & Gutiérrez, J. (2009). Representations in problem solving: A case study with optimization problems. Electronic Journal of Research in Educational Psychology, 7(17), 279–308.
Creswell, J. (2015). Educational Research, Planing, Conducting, and Evaluating Quantitatif and Qualitatif (FOURTH). Perarson Education,inc.
Dahlan, J. A., & Juandi, D. (2011). Analisis Representasi Matematik Siswa Sekolah Dasar Dalam Penyelesaian Masalah Matematika Kontekstual. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 16(1), 128. https://doi.org/10.18269/jpmipa.v16i1.273
David Ebert. (2015). Graphing Projects with Desmos. The Mathematics Teacher, 108(5), 388–391.
Ifanda, A. R., & Septian, A. (2019). Peningkatan Kemampuan Representasi Matematis dan Self-Confidence Siswa Melalui Model ARIAS (Assurance, Relevance, Interest, Assesement, Satisfaction). UNION: Jurnal Ilmiah Pendidikan Matematika, 7(2), 285–297.
Komala, E., & Sarmini, S. (2020). Kemampuan Representasi Simbolik Matematik Siswa SMP Menggunakan Blended Learning. Prisma, 9(2), 204. https://doi.org/10.35194/jp.v9i2.1078
Kurniawan, A., Juliangkary, E., & Pratama, M. Y. (2019). Analisis Kesulitan Siswa Dalam Menyelesaikan Soal Fungsi. 72–83.
Laelasari, L., Subroto, T., & Karimah, N. I. (2014). Penerapan Model Pembelajaran Learning Cycle 7E Dalam Kemampuan Representasi Matematis Mahasiswa. Euclid, 1(2), 82–92. https://doi.org/10.33603/e.v1i2.347
Maryati, I., & Suryaningsih, F. (2021). Kemampuan Representasi Matematis Ditinjau dari Kemandirian Belajar dengan Model Pembelajaran Berbasis Masalah dan Inkuiri. PRISMA, 10(2), 244–254. https://doi.org/10.35194/jp.v10i2.1308
Ningtyas, D. Y., Fuad, Y., & Lukito, A. (2019). Kemampuan Representasi Mahasiswa Pendidikan Matematika dalam Menyelesaikan Soal Kalkulus. Kreano, Jurnal Matematika Kreatif-Inovatif, 10(1), 27–36. https://doi.org/10.15294/kreano.v10i1.17334
Noto, M. S., Hartono, W., & Sundawan, D. (2016). Analysis of Students Mathematical Representation and Connection on Analytical Geometry Subject. Infinity Journal, 5(2), 99–107. https://doi.org/10.22460/infinity.v5i2.216
Nurdin, E. (2019). Pengembangan Lembar Kerja Berbasis Pendekatan Terbimbing untuk Memfasilitasi Kemampuan Representasi Matematis Mahasiswa. Suska Journal of Mathematics Education, 5(2), 111. https://doi.org/10.24014/sjme.v5i2.7304
Rahmadian, N., Mulyono, & Isnarto. (2019). Kemampuan Representasi Matematis dalam Model Pembelajaran Somatic, Auditory, Visualization, Intellectually (SAVI) | PRISMA, Prosiding Seminar Nasional Matematika. PRISMA, Prosiding Seminar Nasional Matematika, 2, 287–292.
https://journal.unnes.ac.id/sju/index.php/prisma/article/view/28940
Rahmawati, D., Purwanto, P., Subanji, S., Hidayanto, E., & Anwar, R. B. (2017). Process of mathematical representation translation from verbal into graphic. International Electronic Journal of Mathematics Education, 12(4), 367–381.
Risdianti, A., Kartono, K., & Masrukan, M. (2019). Pengaruh Corrective Feedback dalam Pembelajaran Auditory Intellectually Repetition ( AIR ) pada Pencapaian Kemampuan Representasi Matematis Siswa. PRISMA, 2, 10–15.
Septian, A., Darhim, & Prabawanto, S. (2020a). Geogebra in Integral Areas to Improve Mathematical Representation Ability. Journal of Physics: Conference Series, 1613(1), 012035. https://doi.org/10.1088/1742-6596/1613/1/012035
Septian, A., Darhim, & Prabawanto, S. (2020b). Mathematical Representation Ability through Geogebra-Assisted Project-Based Learning Models. Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1657/1/012019
Septian, A., Komala, E., & Komara, K. A. (2019). Pembelajaran dengan Model Creative Problem Solving (CPS) untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis Siswa. Jurnal Prisma Universitas Suryakancana.
Septian, A., & Rahayu, S. (2021). Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa melalui Pendekatan Problem Posing dengan Edmodo. PRISMA, 10(2), 170–181. https://doi.org/10.35194/jp.v10i2.1813
Trilling, B., & Fadel, C. (2009). Bernie Trilling, Charles Fadel-21st Century Skills_ Learning for Life in Our Times -Jossey-Bass (2009). Journal of Sustainable Development Education and Research, 2(1), 243.
Yenni, Y., & Sukmawati, R. (2020). Analisis Kemampuan Representasi Matematis Mahasiswa Berdasarkan Motivasi Belajar. Mosharafa: Jurnal Pendidikan Matematika, 9(2), 251–262. https://doi.org/10.31980/mosharafa.v9i2.661
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2022-06-10
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