Rekontruksi Pemahaman Konsep Siswa SMP Melalui Konflik Kognitif pada Materi Kubus dan Balok
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Penelitian ini bertujuan untuk mendeskripsikan perubahan respons pemahaman konsep matematis siswa SMP pada materi kubus dan balok melalui wawancara berbasis konflik kognitif. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Tahap penjaringan awal melibatkan 20 siswa kelas IX SMP YBPK 1 Tirtoyudo yang telah mempelajari materi kubus dan balok. Berdasarkan hasil tes pemahaman konsep, dua siswa dipilih secara purposif sebagai subjek penelitian, yaitu satu siswa kategori sedang dan satu siswa kategori rendah. Data dikumpulkan melalui tes pemahaman konsep dan wawancara semi-terstruktur berbasis konflik kognitif, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Pemahaman konsep dianalisis berdasarkan enam indikator, yaitu menyatakan ulang konsep, mengklasifikasikan objek, menyajikan representasi matematis, mengembangkan syarat perlu dan cukup, menggunakan prosedur, serta mengaplikasikan konsep. Hasil penelitian menunjukkan bahwa siswa kategori sedang mengalami perubahan respons terutama pada indikator representasi matematis, syarat perlu dan cukup, serta aplikasi konsep, sedangkan pada indikator menyatakan ulang konsep perubahan belum menunjukkan konsistensi. Siswa kategori rendah menunjukkan perubahan respons pada seluruh indikator yang dianalisis. Temuan ini menunjukkan bahwa perubahan respons tidak berlangsung dengan pola yang sama pada setiap siswa. Karena penelitian hanya menganalisis dua kasus, tidak menggunakan kelompok pembanding, dan tidak melakukan pengukuran retensi, hasil penelitian bersifat kontekstual dan tidak dimaksudkan untuk digeneralisasikan.
Reconstructing Junior High School Students’ Conceptual Understanding through Cognitive Conflict in Learning Cubes and Rectangular Prisms
Abstract
This study aimed to describe changes in junior high school students’ mathematical conceptual understanding of cubes and rectangular prisms through cognitive-conflict-based interviews. The study employed a qualitative case study design. The initial screening involved 20 ninth-grade students at SMP YBPK 1 Tirtoyudo who had previously studied cubes and rectangular prisms. Based on the conceptual understanding test, two students were purposively selected as the main participants: one student in the medium category and one student in the low category. Data were collected through a conceptual understanding test and semi-structured cognitive-conflict-based interviews and were analyzed using the Miles and Huberman model, which included data reduction, data display, and conclusion drawing and verification. Conceptual understanding was examined through six indicators: restating concepts, classifying objects, representing concepts mathematically, identifying necessary and sufficient conditions, applying appropriate procedures, and applying concepts to problem-solving situations. The findings showed that the medium-category student demonstrated changes mainly in mathematical representation, necessary and sufficient conditions, and concept application, while the response on the concept-restatement indicator did not change consistently. The low-category student showed changes across all six indicators. These findings indicate that changes in responses did not occur in the same pattern for both students. Because the study analyzed only two cases, did not include a comparison group, and did not conduct retention measurement, the findings are context-bound and are not intended to be generalized.
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