Pengaruh Pendekatan Concrete-Pictorial-Abstract (CPA) terhadap Kemampuan Representasi Matematis pada Topik Trigonometri

Radiusman Radiusman (1), Maslina Simanjuntak (2)
(1) Universitas Mataram, Indonesia,
(2) Universitas Negeri Surabaya, Indonesia

Abstract

Penelitian kuantitatif ini bertujuan untuk melihat pengaruh pendekatan Concrete-Pictorial-Abstract(CPA) terhadap kemampuan representasi matematis siswa pada materi trigonometri.Representasi matematis merupakan dasar siswa untuk memahami dan menggunakan ide matematis. Populasi dari penelitian ini adalah seluruh siswa kelas X IPA MAN 2 Bekasi tahun ajaran 2019/2020. Sampel pada penelitian ini diambil menggunakan teknik kluster sampling dimana terdapat 40 siswa sebagai kelas eksperimen dan 40 orang sebagai kelas kontrol. Penelitian ini menggunakan desain pre-test-posttest control group design. Penelitian ini menggunakan bantuan Lembar Kerja Peserta Didik (LKPD) yang berisikan materi-materi singkat trigonometri, permasalahan trigonometri dan langkah-langkah penyelesaian permasalahan trigonometri. Berdasarkan hasil uji beda N-Gain ternormalisasi diperoleh bahwa nilai sig. hitung (0,00) < nilai sig. tabel (0,05). Berdasarkan hal tersebut dapat disimpulkan bahwa kemampuan representasi siswa yang menggunakan pendekatan CPA lebih baik dibandingkan siswa yang menerima pembelajaran secara konvensional. Pendekatan CPA juga memberikan pengaruh positif lain yaitu siswa terlatih untuk menguasai teknik penyelesaian permasalahan dibandingkan hanya sekedar mencari penyelesasian permasalahan trigonometri.

Full text article

Generated from XML file

References

Agrawal, J., & Morin, L. L. (2016). Evidence-based practices: applications of concrete representational abstract framework across math concepts for students with mathematics disabilities. Learning Disabilities Research and Practice, 31(1), 34–44. https://doi.org/10.1111/ldrp.12093

Astuti, E. P. (2017). Representasi matematis mahasiswa calon guru dalam menyelesaikan masalah matematika. Beta Jurnal Tadris Matematika, 10(1), 70. https://doi.org/10.20414/betajtm.v10i1.100

Batchelor, S., Keeble, S., & Gilmore, C. (2015). Magnitude representations and counting skills in preschool children. Mathematical Thinking and Learning, 17(2–3), 116–135. https://doi.org/10.1080/10986065.2015.1016811

Bouck, E., Park, J., & Nickell, B. (2017). Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems. Research in Developmental Disabilities, 60, 24–36. https://doi.org/10.1016/j.ridd.2016.11.006

Brijlall, D., & Niranjan, C. (2015). Using manipulatives to support an embodied approach to learning trigonometry in a south african school: a case study. Africa Education Review, 12(3), 361–380. https://doi.org/10.1080/18146627.2015.1110893

Dewolf, T., Van Dooren, W., & Verschaffel, L. (2017). Can visual aids in representational illustrations help pupils to solve mathematical word problems more realistically? European Journal of Psychology of Education, 32(3), 335–351. https://doi.org/10.1007/s10212-016-0308-7

Dündar, S. (2015). The relationships among pre-service mathematics teachers’ beliefs about mathematics, mathematics teaching, and use of technology in China. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1363–1378. https://doi.org/10.12973/eurasia.2015.1396a

Gerhana, M. T. C., Mardiyana, M., & Pramudya, I. (2017). The Effectiveness of project based learning in trigonometry. Journal of Physics: Conference Series, 895(1), 0–6. https://doi.org/10.1088/1742-6596/895/1/012027

Gür, H. (2009). Trigonometry learning. New Horizons in Education, 57(1), 67–80.

Kalathil, R. R., & Sherin, M. G. (2000). Role of students’ representations in the mathematics classroom. Fourth International Conference of the Learning Sciences, 27–28.

Kamber, D., & Takaci, D. (2018). On problematic aspects in learning trigonometry. International Journal of Mathematical Education in Science and Technology, 49(2), 161–175. https://doi.org/10.1080/0020739X.2017.1357846

Mahayukti, G. A., Dianawati, N. P. S., Ardana, I. M., & Suryawan, I. P. P. (2019). The effect of concrete-pictorial-abstract learning strategy on spatial sense ability. Journal of Physics: Conference Series, 1317(1). https://doi.org/10.1088/1742-6596/1317/1/012007

Maor, E. (2013). Trigonometric delights. Princenton, New Jersey: Princeton University Press.

Mesa, V., & Herbst, P. (2011). Designing representations of trigonometry instruction to study the rationality of community college teaching. ZDM - International Journal on Mathematics Education, 43(1), 41–52. https://doi.org/10.1007/s11858-010-0300-7

Milton, J. H., Flores, M. M., Moore, A. J., Taylor, J. L. J., & Burton, M. E. (2018). Using the concrete – representational – abstract sequence to teach conceptual understanding of basic multiplication and division. Learning Disability Quarterly, 1–14. https://doi.org/10.1177/0731948718790089

NCTM. (2000). Principles Standards and Standards for School Mathematics. Reston: VA: National Council of Teachers of Mathematics.

Price, C., & Van Jaarsveld, P. (2017). Using open-response tasks to reveal the conceptual understanding of learners—learners teaching the teacher what they know about trigonometry. African Journal of Research in Mathematics, Science and Technology Education, 21(2), 159–175. https://doi.org/10.1080/18117295.2017.1329054

Putri, H. E. (2015). The influence of Concrete Pictorial Abstract (CPA) approach to the Mathematical representation ability achievement of the pre-service teachers at elementary school. International Journal of Education and Research, 3(6), 113–126.

Ramadhan, N. A. (2012). Penerapan pendekatan Concrete Pictorial Abstract (CPA) Bilangan cacah untuk meningkatkan hasil belajar matematika pada anak tunagrahita ringan kelas 6 di SD. Jassi Anakku, 11(2), 115–124.

Rosengrant, D., Etkina, E., & Van Heuvelen, A. (2007). An overview of recent research on multiple representations. AIP Conference Proceedings, 883, 149–152. https://doi.org/10.1063/1.2508714

Sahendra, A., Budiarto, M. T., & Fuad, Y. (2018). Students’ representation in mathematical word problem-solving: exploring students’ self-efficacy. Journal of Physics: Conference Series, 947(1), 1–5. https://doi.org/10.1088/1742-6596/947/1/012059

Salingay, N. R. R., & Tan, D. A. (2018). Concrete-pictorial-abstract approach on students’ attitude and performance in mathematics. International Journal of Scientific and Technology Research, 7(5), 90–111.

Sarkam, S., Sujadi, I., & Subanti, S. (2019). Mathematical connections ability in solving trigonometry problems based on logical-mathematical intelligence level. Journal of Physics: Conference Series, 1188(1). https://doi.org/10.1088/1742-6596/1188/1/012022

Solikin, A. (2016). Aplikasi aturan cosinus dan sinus segitiga bola dalam perhitungan arah kiblat (sebuah relasi antara matematika dan agama). MUST: Journal of Mathematics Education, Science and Technology, 1(2), 164. https://doi.org/10.30651/must.v1i2.235

Sousa, D. A. (2008). How the brain learns mathematics. Thousand Oaks, California: Corwin Press.

Varma, S., & Schwartz, D. L. (2011). The mental representation of integers: An abstract-to-concrete shift in the understanding of mathematical concepts. Cognition, 121(3), 363–385. https://doi.org/10.1016/j.cognition.2011.08.005

Wahyu, K., Amin, S. M., & Lukito, A. (2017). Motivation cards to support students’ understanding on fraction division. International Journal on Emerging Mathematics Education, 1(1), 99. https://doi.org/10.12928/ijeme.v1i1.5760

Walsh, R., Fitzmaurice, O., & O’Donoghue, J. (2017). What subject matter knowledge do second-level teachers need to know to teach trigonometry? An exploration and case study. Irish Educational Studies, 36(3), 273–306. https://doi.org/10.1080/03323315.2017.1327361

Whitin, P. E. (2007). The Mathematics Survey: A Tool for assessing attitudes and dispositions. Teaching Children Mathematics, 13(8), 426–433.

Authors

Radiusman Radiusman
radius_saragih88@unram.ac.id (Primary Contact)
Maslina Simanjuntak
Radiusman, R., & Simanjuntak, M. (2020). Pengaruh Pendekatan Concrete-Pictorial-Abstract (CPA) terhadap Kemampuan Representasi Matematis pada Topik Trigonometri. MUST: Journal of Mathematics Education, Science and Technology, 5(2), 118–129. https://doi.org/10.30651/must.v5i2.5809

Article Details

Similar Articles

1 2 3 4 5 > >> 

You may also start an advanced similarity search for this article.