Analysis Of The Level Of Understanding Concepts And Critical Thinking Ability Of Students In Resolving Trigonomic Equations Using Graphs
DOI:
https://doi.org/10.22219/mej.v4i1.11472Keywords:
Ability, concepts, critical thinking, trigonometryAbstract
This research aims to describe the level of understanding the concept and critical thinking in resolving trigonometric equations using graphs. Tests and interviews were conducted to search for data and study more in the ability to understand the concepts and critical thinking skills that students have in resolving trigonometric equations using graphs. The test given to the students is a test of the explanation with the subject of his research is a class XI student. The subject selection of six students is based on the category of ability and daily replay value of the student in trigonometric materials. The six students are each – two students of high, medium and low categories. The results showed that the ability level of understanding students ' concepts in determining the set of solving trigonomic equations using graphs, gained students understanding the concept of high and moderate levels. Students with a high level of understanding are able to fulfill all indicators – an indicator of concept comprehension. Students with the level of understanding of concepts are also meeting the indicators of understanding the concept but less appropriate, which has not been able to identify the properties of a concept. Students are also less able to classify objects based on the requirements that make up the concept. The level of students ' critical thinking ability to determine the set of solving trigonomic equations using graphs obtained by the subject of students critical thinking moderate and low levels. Students with critical thinking levels are not yet able to meet interpretation indicators, i.e. students have not been able to understand and write the answer to the problem given. Students with critical thinking levels are also underprivileged to meet critical indicators of inference. Students with critical thinking levels are less able to draw conclusions, i.e. less capable of providing the right reasons for student work. Students with critical thinking levels are low, not yet capable of meeting critical thinking indicators in determining the set solving trigonometric equations using graphs. Students have not been able to meet all indicators of critical thinking ability.Downloads
References
Alamsyah, M. (2017). Analisis Kesulitan Pemahaman Konsep Matematika Dasar Pada Siswa Kelas VIII MTSN Balang-balang. Universitas Islam Negeri Alauddin Makassar.
Anistawati, Reza Dwi. (2016). Analisis Kemampuan Berpikir Kritis Siswa dalam Pemecahan Masalah Matematika Berdasarkan Langkah-langkah Polya. Skripsi S1 Pendidikan Matematika. Universitas Muhammadiyah Malang.
Fadzillah, N. (2016). Analisis Kesulitan Pemahaman Konsep Matematika Kelas VII SMP. Universitas Muhammadiyah Purworejo.
Fajar, Kodirun, S., & Arapu. (2018). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII SMP Negeri 17 Kendari. Pendidikan Matematika. Universitas Halu Oleo.
Fatmawati, H., Mardiyana, & Triyanto. (2014). Analisis Berpikir Kritis Siswa dalam Pemecahan Masalah Matematika Berdasarkan Polya pada Pokok Bahasan Persamaan Kuadrat. Jurnal Elektronik Pembelajaran Matematika, 2(9), 899–910. https://doi.org/10.17605/OSF.IO/WSZA9
Fithriyah, I., Sa’dijah, C., & Siswara. (2016). Analisis Kemampuan Berpikir Kritis Siswa Kelas IX-D SMPN 17 Malang. Prosiding Konferensi Nasional Penelitian Matematika Dan Pembelajarannya, (2502–6526), 580–590. https://doi.org/10.23971/eds.v5i2.732
Herawati, O. D. P., Siroj, R., & Basir, D. (2010). Pengaruh Pembelajaran Problem Posing Terhadap Kemampuan Pemahaman Konsep Matematika Siswa Kelas Xi Ipa Sma Negeri 6 Palembang. Jurnal Pendidikan Matematika, 4(1), 70–80. https://doi.org/10.22342/jpm.4.1.312.
Huljannah, M., Sugita, G., & Anggraini. (2015). Analisis Kesalahan Siswa dalam Menyelesaikan Soal Persamaan dan Identitas Trigonometri Berdasarkan Kriteria Watson di Kelas X SMA Al-Azhar Palu. Jurnal Pendidikan Matematika, 4(2), 164–176.
Julaiha, S. (2011). Upaya Meningkatkan Pemahaman Konsep Trigonometri Siswa Kelas X MA AT-Tasyri’ Tangerang Melallui Model Pembelajaran Kooperatif Metode Course Review Horay. Universitas Islam Negeri Syarif Hidayatullah.
Kholifah. (2017). Analisis Kemampuan Berfikir Kritis Matematis Pada Siswa SMP Kelas IX. Universitas Islam Negeri Syarif Hidayatullah.
Mahmuzah, R. (2015). Peningkatan Kemampuan Berpikir Kritis Matematik Siswa Smk Melalui Pendekatan Problem Posing. JURNAL E-DuMath, 4(1), 64–72. https://doi.org/10.26638/je.588.2064
Nuryati, L., Diantoro, M., & Zubaidah, S. (2018). Analisis Kemampuan Berpikir Kritis Siswa SMP. Jurnal Penelitian Dan Pengembangan, 3(2), 155–158. https://doi.org/10.23971/eds.v5i2.732
Pradana, P. W. (2016). Analisis Kemampuan Pemahaman Konsep Pada Materi Sistem Persamaan Linier Dua Variabel Berdasarkan Teori Apos Bagi Siswa Kelas VIII E Smp Negeri 2 Getasan. Universitas Kristen Satya Wacana.
Rahayuningsih, S., & Kristiawan, I. (2018). Kemampuan Berpikir Kritis Siswa Dalam Menyelesaikan Masalah Matematika. Conference on Innovation and Application of Science and Technology (CIASTECH 2018), (2622–1284), 245–253. Retrieved fromhttp://publishing-widyagama.ac.id/ejournal-v2/index.php/ciastech/article/download/629/581
Setyaningrum, V. F., Hendikawati, P., & Nugroho, S. (2018). Peningkatan Pemahaman Konsep dan Kerja Sama Siswa Kelas X Melalui Model Discovery Learning. PRISMA, Prosiding Seminar Nasional Matematika, 1(1), 810–813.
Shanti, W. N., Sholihah, D. A., & Martyanti, A. (2017). Meningkatkan Kemampuan Berpikir Kritis Melalui Problem Posing. LITERASI (Jurnal Ilmu Pendidikan), 8(1), 49–59. https://doi.org/10.21927/literasi.2017.8(1).48-58
Subroto, T., & Sholihah, W. (2018). Analisis Hambatan Belajar pada Materi Trigonometri dalam Kemampuan Pemahaman Matematis Siswa.
Turmuzi, M. (2017). Meningkatkan Kemampuan Berpikir Kritis Pada Perkuliahan Geometri Bilangan Kompleks Dengan Discovery learning Dipadukan Dengan Cooperative Learning Tipe NHT (Numbered Head Together). Prosiding Seminar ELPSA, 1(1), 57–67.
Downloads
Published
Issue
Section
License
Authors who publish with MEJ (Mathematics Education Journal) agree to the following terms:
For all articles published in MEJ, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
