Analisis Kemampuan Pemahaman Konsep Matematis Berdasarkan Teori Apos Ditinjau dari Konseptual Tempo
DOI:
https://doi.org/10.36312/ej.v6i2.2861Keywords:
Kemampuan Pemahaman Konsep Matematis, Teori APOS, Konseptual TempoAbstract
Tujuan penelitian ini untuk menganalisis kemampuan pemahaman konsep matematis berdasarkan teori APOS ditinjau dari konseptual tempo yang dikategorikan menjadi 4 (empat), yaitu gaya kognitif reflektif, impulsif, cepat akurat, dan lambat tidak akurat. Metode penelitian menggunakan penelitian kualitatif deskriptip. Subjek pada yang dipilih pada penelitian berdasarkan teknik purposive yaitu 4 (empat) siswa kelas IX SMP Negeri 4 Tasikmalaya, yang dikategorikan dari setiap kategori gaya kognitif konseptual tempo. Teknik pengumpulan data dengan menggunakan tes gaya kognitif, soal tes, dan wawancara. Instrumen penelitian menggunakan Matching Familiar Figure Test (MFFT) guna mengetahui gaya kognitif konseptual tempo siswa dan, soal tes kemampuan pemahaman konsep matematis guna mengetahui penguasaan materi siswa berdasarkan teori APOS. Teknik analisis data penelitian meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil penelitian diperoleh siswa dengan gaya kognitif reflektif (SR) tercapai tahapan APOS, yaitu aksi, proses, objek, dan skema; siswa dengan gaya kognitif impulsif (SI) tercapai tahapan APOS pada tahap aksi saja; siswa dengan gaya kognitif cepat akurat (SCA) tercapai tahapan APOS, yaitu aksi, proses, objek, dan skema; siswa dengan gaya kognitif lambat tidak akurat (SLTA) tercapai tahapan APOS, di tahap aksi saja. Hasil tersebut menunjukan adanya pola yang konsisten antara karakteristik gaya kognitif dengan pencapaian tahap berpikir menurut teori APOS. Pemahaman konsep matematis dipengaruhi oleh bagaimana individu membangun struktur mental, sebagaimana dijelaskan dalam teori APOS, serta bagaimana siswa memproses informasi secara kognitif sesuai dengan gaya kognitif konseptual tempo. Karena itu, integrasi antara keduanya dapat memberikan kontribusi signifikan dalam merancang pendekatan pembelajaran yang lebih adaptif dan sesuai dengan kebutuhan belajar.
Analysis of Students’ Mathematical Conceptual Understanding Based on Apos Theory in Terms of Conceptual Tempo
Abstract
The aim of this study is to analyze students’ mathematical concept understanding abilities based on APOS theory, viewed from the perspective of conceptual tempo, which is categorized into four cognitive styles: reflective, impulsive, fast-accurate, and slow-inaccurate. The research method used is descriptive qualitative research. The subjects were selected through purposive sampling, consisting of four ninth-grade students from SMP Negeri 4 Tasikmalaya, each representing one category of conceptual tempo cognitive style. Data collection techniques included a cognitive style test, a mathematical concept understanding test, and interviews. The research instruments comprised the Matching Familiar Figure Test (MFFT) to identify students’ conceptual tempo cognitive styles, and a test on mathematical concept understanding to assess students’ mastery of the material based on APOS theory. The data analysis technique involved data reduction, data presentation, and drawing conclusions. Based on the research findings, the student with a reflective cognitive style (SR) achieved all stages of APOS (Action, Process, Object, and Schema); the student with an impulsive cognitive style (SI) only reached the Action stage; the student with a fast-accurate cognitive style (SCA) achieved all stages of APOS; and the student with a slow-inaccurate cognitive style (SLTA) also only reached the Action stage. These results indicate a consistent pattern between the characteristics of cognitive styles and the stages of thinking achieved according to APOS theory. Understanding of mathematical concepts is influenced by how individuals construct mental structures as described in APOS theory, as well as how they cognitively process information according to their conceptual tempo cognitive style. Therefore, integrating both aspects can make a significant contribution to designing more adaptive and needs-based learning approaches.
Downloads
References
Aprilia, W., Kodirun, K., & Sudia, M. (2021). Analisis Pemahaman Konsep Matematika Materi Himpunan Ditinjau dari Gaya Kognitif pada Siswa Kelas VII SMP Negeri 10 Kendari. JPPM: Jurnal Penelitian Pendidikan Matematika, 9(2), 239–252. http://ojs.uho.ac.id/index.php/JPPM/article/view/17580
Asiala, M., Brown, A., DeVries, D., Dubinsky, E., Mathews, D., & Thomas, K. (1996). A Framework for Research and Curriculum Development in Undergraduate Mathematics Education. American Mathematical Society, 6, 1–32. https://doi.org/10.1090/cbmath/006/01
Diana, R. F., & Nurmawanti, I. (2020). Gaya Kognitif Konseptual Tempo dan Hasil Belajar: Suatu Studi pada Mahasiswa Teknik. JKPM (Jurnal Kajian Pendidikan Matematika), 5(2), 289–298. https://doi.org/10.30998/jkpm.v5i2.6406
Dubinsky, E., & McDonald, M. A. (2006). The Teaching and Learning of Mathematics at University Level. In Springer Netherlands. https://doi.org/https://doi.org/10.1007/0-306-47231-7_25
Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it Up: Helping Children Learn Mathematics. In National Reserach Council.
Putri, A., Huda, N., & Suratno, S. (2022). Analisis Kemampuan Pemecahan Masalah Barisan dan Deret Berdasarkan Asimilasi dan Akomodasi Pada Gaya Kognitif Reflektif dan Impulsif. Jurnal Cendekia?: Jurnal Pendidikan Matematika, 6(2), 1210–1221. https://doi.org/10.31004/cendekia.v6i2.1024
Ramadanti, A. V., Syhari, A. A., & Kristiawati. (2022). Deskripsi Keterampilan Metakognitif dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Kognitif Konseptual Tempo. Paradikma: Jurnal Pendidikan Matematika, 15(1), 32–42. https://jurnal.unimed.ac.id/2012/index.php/paradikma/article/view/35396
Saputri, A. N., Sunardi, S., & Setiawan, T. B. (2018). Analisis Pemahaman Siswa Berdasarkan Teori APOS Materi Balok Dan Kubus Ditinjau dari Kecerdasan Emosional. Kadikma, 9(3), 21–30.
Septiani, L., & Pujiastuti, H. (2020). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Sekolah Menengah Pertama Berdasarkan Gaya Kognitif. Media Pendidikan Matematika, 8(1), 28–41. https://doi.org/10.33394/mpm.v8i1.2567
Sholihah, N., Subarinah, S., Salsabila, N. H., & Arjudin, A. (2024). Kemampuan Literasi Matematika Siswa Kelas VIII Ditinjau dari Gaya Kognitif. Jurnal Pendidikan MIPA, 14(4), 978–987.
Syafri, F. S. (2016). Pemahaman Matematika dalam Kajian Teori APOS (Action, Process, Object, and Schema). At-Ta’lim (Media Informasi Pendidikan Islam), 15(2), 458–477.
Utami, F. (2018). Hubungan Gaya Kognitif Dengan Perkembangan Kognitif Anak Usia Dini. Wahana Didaktika, 16(1), 78–88.
Yulianty, N. (2019). Kemampuan Pemahaman Konsep Matematika Siswa dengan Pendekatan Pembelajaran Matematika Realistik. Jurnal Pendidikan Matematika Raflesia, 4(1), 60–65. https://doi.org/10.33449/jpmr.v4i1.7530
Zahid, M. Z. (2012). Konstruksi pengetahuan matematika ditinjau dari gaya belajar. Jurnal Matematika Universitas Negeri Semarang, 275–282.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ega Rahayu, Hetty Patmawati, Ike Natalliasari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Empiricism Journal agree to the following terms:
- For all articles published in Empiricism Journal, 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 agrees to implement a non-exclusive transfer of publishing rights to the journals.
- 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.
