Conceptual Understanding and Mathematical Representation Analysis of Realistic Mathematics Education Based on Personality Types

Kowiyah Kowiyah, Ima Mulyawati, Khoerul Umam

Abstract


Conceptual understanding and representation in mathematics are both important mathematical abilities to develop. Conceptual understanding and representation abilities are needed by students to solve mathematical problems. The aim of this research was to describe the representation of mathematics of RME based on student's personality type, the conceptual understanding in RME based on student's personality type. In this research, 8 PGSD students from artisan, idealist, guardian, and rational personality types were selected as subjects. The methods used in this research were tests, interviews, and documentation of personality type questionnaires of the students according to (Keirsey, 1984)). The tests and interviews were analyzed to describe the conceptual understanding and representation abilities of the students. The results of this research were that the students with the rational personality type were very good at identifying and making examples, traits and conditions. Students with the idealist personality type were very good at identifying verbally and in written form. All four personality types’ conceptual understanding when identifying and distinguishing concepts was still poor. Meanwhile, for the mathematical representation aspect, all four personality types were very good at visual mathematical representation in the form of figures and tables.

 


Keywords


Mathematical Representation, Conceptual Understanding Ability, Personality Type

Full Text:

PDF

References


Anggraeni, A. R., & Suharso, R. (2019). Keragaman Media Pembelajaran yang Digunakan Guru Sejarah Dalam Pembelajaran Sejarah Sekolah Menengah Atas Negeri di Kabupaten Rembang Tahun Ajaran 2018 / 2019, 7(1), 59–66.

Borromeo Ferri, R. (2010). On the Influence of Mathematical Thinking Styles on Learners’ Modeling Behavior. Journal Für Mathematik-Didaktik, 31(1), 99–118. https://doi.org/10.1007/s13138-010-0009-8

Brijlall, D., Bansilal, S., & Moore-russo, D. (2012). Exploring teachers ’ conceptions of representations in mathematics through the lens of positive deliberative interaction. Pythagoras, 33(2), 1–8. https://doi.org/10.4102/pythagoras.v33i2.165

Chairani, Y. (2012). Peningkatan Mutu Pembelajaran Matematika dan Implementasi Pembelajaran Berbasis Teknologi. Bandung: Rineka Cipta.

Dewiyani S, M. J. (2009). Karakteristik Proses Berpikir Siswa Dalam Mempelajari Matematika Berbasis Tipe Kepribadian. In Prosiding Seminar Nasional Penelitian, Pendidikan dan Penerapan MIPA Fakultas MIPA Universitas Negeri Yogyakarta (pp. 481–492). Yogyakarta: Universitas Negeri Yogyakarta.

Freudenthal, H. (1991). Revisiting Mathematics Education. Boston: Kluwer Academic Publishers.

Gravemeijer. (1994). Developing Realistics Mathematics Education. Utrecht: Freudenthal Institute.

Keirsey, D. (1984). Please Understand Me II Temprament Character Intelegence. Promotheus Nemesis Book.

Kesumawati, N. (2008). Pemahaman Konsep Matematik dalam Pembelajaran Matematika. In Prosiding Seminar Nasional Matematika dan Pendidikan Matematika, Universitas PGRI Palembang (pp. 229–235). Palembang.

Kowiyah, & Mulyawati, I. (2018). An analysis of primary school students ’ representational ability in mathematics based on gender perspective An analysis of primary school students ’ representational ability in mathematics based on gender perspective. In Journal of Physics: Conference Series (pp. 1–8). IOP Publishing.

Malaspina, U., Wilhelmi, M. R., & Barcelona, U. De. (2008). Mathematical Objects Through the Lens of Three, 1.

Pertiwi, A. D., Masrukan, & Susilo, B. E. (2014). Analisis Kemampuan Komunikasi Matematis Melalui Pembelajaran Model 4K Berdasarkan Tipe Kepribadian Peserta Didik Kelas VII. Kreano, 5(2), 195–204.

Purwaningsih, K., & Hidayah, I. (2017). Analisis Kemampuan Pemahaman Konsep dalam Pembelajaran Contextual Teaching and Learning Materi Segiempat Ditinjau dari Tipe Kepribadian Peserta Didik. UNNES Journal of Mathematics Education Research, 6(1), 42–51. https://doi.org/10.15294/ujme.v6i1.12642

Septiany, V., Purwanto, S. E., & Umam, K. (2015a). Influence of learning on realistic mathematics ICT-assisted mathematical problem-solving skills students. In Doctoral Student Consortium (DSC) - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015.

Septiany, V., Purwanto, S. E., & Umam, K. (2015b). Influence of learning on realistic mathematics ICT-Assisted mathematical problem-solving skills students. In Work-In-Progress Poster - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015.

Surahmi, E. (2016). Representasi Siswa SMA dalam Memahami Konsep Fungsi Kuadrat ditinjau dari Gaya Kognitif (Visualizer – Verbalizer). SIGMA, 1(2), 57–63.

Umam, K. (2018). Peningkatan Kemampuan Berpikir Matematis Siswa melalui pembelajaran Reciprocal Teaching. Jurnal Pendidikan Matematika Indonesia, 3(2), 57–61.

Umam, K., Nusantara, T., Parta, I. N., Hidayanto, E., & Mulyono, H. (2019). An Application of Flipped Classroom in Mathematics Teacher Education Programme. International Journal of Interactive Mobile Technologies (IJIM), 13(03), 68. https://doi.org/10.3991/ijim.v13i03.10207

Wiryanto. (2014). Representasi Siswa Sekolah Dasar Dalam Pemahaman Konsep Pecahan. Jurnal Pendidikan Teknik Elektro, 03(03), 593–603.

Yuwono, A. (2010). Profil Siswa SMA dalam Memecahkan Masalah Matematika Ditinjau dari Tipe Kepribadian. Surakarta.




DOI: http://dx.doi.org/10.24042/ajpm.v10i2.4605

Refbacks

  • There are currently no refbacks.


 

Indexed by:

 

 

Creative Commons License
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.