ANALYSIS OF THE THINKING PROCESS OF ELEMENTARY SCHOOL STUDENTS INPRES 1 KAWATUNA IN SOLVING AKM PROBLEMS BASED ON WALLAS THEORY IN TERMS OF LEARNING STYLES
DOI:
https://doi.org/10.31000/prima.v9i2.13933Keywords:
thinking process, AKM, wallas theory, learning stylesAbstract
This study aims to describe students' thinking process in solving Minimum Competency Assessment (AKM) questions based on learning styles. This research uses a descriptive qualitative approach with the method of analyzing the thinking process according to Wallas which includes four stages, namely: the preparation stage, the incubation stage, the illumination stage, and the verification stage. The research subjects consisted of three students, namely one student with a visual learning style, one student with an auditory learning style and one student with a kinesthetic learning style. The data collection technique was carried out through giving a learning style questionnaire, giving AKM test questions and unstructured interviews, after which it was analyzed using the data condensation model, data presentation, and conclusion drawing/verification. The results showed that in the preparation stage, subjects with visual, auditory and kinesthetic learning styles gathered information by reading the questions repeatedly. At the incubation stage, subjects with visual, auditory and kinesthetic learning styles understand the problem well then reflect on ideas to solve the problem. At the illumination stage, visual, auditory and kinesthetic subjects find ideas and express ideas to solve the problem, but at this stage auditory and kinesthetic subjects cannot find more than one idea while visual subjects can find more than one idea to solve the problem. At the verification stage, visual, auditory and kinesthetic subjects express their ideas verbally well, but at this stage auditory subjects do not re-examine the answers they have done while visual and kinesthetic subjects always re-examine the answers they have done.
References
Amaliya, I., & Fathurohman, I. (2022). Analisis Kemampuan Literasi Matematika Ditinjau Dari Gaya Belajar Siswa Sekolah Dasar. Jurnal Riset Pendidikan Dasar, 5(1), 45–56. https://doi.org/https://doi.org/10.26618/jrpd.v5i1.7294
Anggreini, D., & Asmarani, L. D. (2022). Proses Berpikir Siswa Dalam Menyelesaikan Soal Matematika Ditinjau Dari Gender. Jurnal Riset Pendidikan Dan Inovasi Pembelajaran Matematika (JRPIPM), 5(2), 103–116. https://doi.org/10.26740/jrpipm.v5n2.p103-116
Hastuti, E. S., Umam, K., Eclarin, L., & Perbowo, K. S. (2021). Kecemasan Siswa Sekolah Menengah Pertama Dalam Menyelesaikan Masalah Spldv Pada Kelas Virtual. International Journal of Progressive Mathematics Education, 1(1), 63–84. https://doi.org/10.22236/ijopme.v1i1.6914
Kemendikbud. (2020). AKM dan implikasinya pada pembelajaran. Pusat Asesmen Dan Pembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Dan KebudayaanPembelajaran Badan Penelitian Dan Pengembangan Dan Perbukuan Kementerian Pendidikan Dan Kebudayaan, 1–37.
Meriana, T., & Murniati, E. (2021). Analisis Pelatihan Asesmen Kompetensi Minimum. Jurnal Dinamika Pendidikan, 14(2), 110–116. http://ejournal.uki.ac.id/index.php/jdpDOI:https://doi.org/10.51212/jdp.v14i2.7
Novianti, D. E. (2021). Asesmen Kompetensi Minimum (AKM) dan Kaitannya dengan Kemampuan Pemecahan Masalah Matematika. Seminar Nasional Pendidikan LPPM IKIP PGRI Bojonegoro, 85–91.
Sidney, P. G., Thalluri, R., Buerke, M. L., & Thompson, C. A. (2019). Who uses more strategies? Linking mathematics anxiety to adults’ strategy variability and performance on fraction magnitude tasks. Thinking and Reasoning, 25(1), 94–131. https://doi.org/10.1080/13546783.2018.1475303
Sulis Setyowati, Purwanto, sudirman. (2022). Analisis Commognitive Siswa Dalam Menyelesaikan Masalah Lingkaran Ditinjau Dari Gaya Belajar. Jurnal Cendekia: Jurnal Pendidikan Matematika, 6(2), 2336–2351.
Tandililing, P. (2019). Profil Proses Berpikir Siswa Dalam Pemecahan Masalah Matematika Materi Luas Permukaan dan Volume Bangun Ruang Kubus dan Balok Ditinjau Dari Tingkat Kemampuan Berpikir Kreatif Di Kelas VIII C SMP Negeri 5 Jayapura. Jurnal Ilmiah Mandala Education, 5(2), 9. https://doi.org/10.36312/jime.v5i2.752
Downloads
Published
Issue
Section
License
Authors who publish with Prima: Jurnal Pendidikan Matematika agree to the following terms: Authors retain copyright and grant the Prima: Jurnal Pendidikan Matematika right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) the work for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in Prima: Jurnal Pendidikan Matematika. 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 acknowledgement of its initial publication in Prima: Jurnal Pendidikan Matematika. 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).
