Analisis Kemampuan Abstraksi Reflektif Siswa dalam Merekonstruksi Konsep Limit Fungsi ditinjau dari Perbedaan Jenis Kelamin
DOI:
https://doi.org/10.36312/ej.v3i1.768Keywords:
Kemampuan abstraksi reflektif, rekonstruksi konsep, limit fungsi, jenis kelamin, Reflective abstraction ability, concept reconstruction, function limit, genderAbstract
Penelitian ini bertujuan untuk mengungkap dan menggambarkan kemampuan abstraksi reflektif siswa dalam merekonstruksi konsep limit fungsi ditinjau dari perbedaan jenis kelamin. Penelitian ini adalah penelitian kualitatif dengan subjek penelitian yang terdiri terdiri dari dua siswa (laki-laki and perempuan) kelas XI MIPA MA Darul Mahmudien NW Montonggamang dengan kemampuan matematika tinggi. Data dalam penelitian ini diperoleh melalui tes dan wawancara. Penelitian ini menggunakan struktur mental teori APOS (Aksi, Proses, Objek, Skema) untuk menggambarkan mekanisme mental interiorisasi, enkapsulasi, dan tematisasi. Hasil penelitian menunjukkan bahwa pada setiap tahap, (1) Siswa Laki-laki (SL) mampu menghubungkan pengetahuan matematika yang dimiliki yang terkait dengan materi limit fungsi untuk menemukan jawaban (aksi), (2) menjelaskan bagaimana menemukan jawaban (proses), (3) belum dapat menjelaskan aturan yang digunakan (objek), dan (4) belum dapat menyelesaikan soal yang lebih kompleks (skema). Di pihak lain, Siswa Perempuan (SP) hanya mencapai tahap aksi. Sehingga dapat disimpulkan bahwa kemampuan abstraksi reflektif SL lebih baik dari pada SP dalam merekonstruksi konsep limit fungsi.
Analysis of Students' Reflective Abstraction Ability in Reconstructing the Concept of Function Limits in terms of Gender Differences
Abstract
This study aims to reveal and describe students' reflective abstraction skills in reconstructing the concept of limit function in terms of gender differences. This research is qualitative research with research subjects consisting of two students (male and female) class XI MIPA MA Darul Mahmudien NW Montonggamang with high mathematical ability. The data in this study were obtained through tests and interviews. This study uses the mental structure of APOS theory (Action, Process, Object, Schema) to describe the cognitive mechanisms of interiorization, encapsulation, and thematization. The results showed that at each stage, (1) male students (SL) were able to relate their mathematical knowledge related to the limit function material to find answers (action), (2) explain how to find answers (process), (3 ) has not been able to explain the rules used (objects), and (4) have not been able to solve more complex problems (schemas). On the other hand, female students (SP) only reached the action stage. So it can be concluded that the reflective abstraction ability of SL is better than SP in reconstructing the concept of limit function.
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