Korelasi antara Keyakinan Belajar dan Pemahaman Konseptual Kalkulus pada Calon Guru Matematika

Kimura Patar Tamba, Oce Datu Appulembang, Tanti Listiani

Sari


Abstrak. Keyakinan adalah faktor penting dalam mempengaruhi praktek pembelajaran matematika di dalam kelas. Keyakinan belajar kalkulus diasumsikan memiliki korelasi dengan pemahaman konseptual kalkulus. Penelitian ini bertujuan untuk menguji hubungan antara keyakinan belajar kalkulus dan pemahaman konseptual kalkulus. Penelitian menggunakan metode survei dengan desain cross-sectional terhadap 65 orang calon guru matematika yaitu mahasiswa pendidikan matematika pada semester tiga dan lima. Data keyakinan belajar kalkulus dikumpulkan dengan kuisioner. Data pemahaman konseptual kalkulus dikumpulkan dengan menggunakan instrumen Calculus Concept Inventory.  Analisis data dilakukan secara kuantitatif dengan memakai statistik deskriptif dan inferensial. Statistik deskriptif yang digunakan adalah rata-rata, maksimum, minimum dan standar deviasi. Statistik inferensial yang digunakan adalah korelasi product-moment. Hasil penelitian menunjukkan  tidak terdapat korelasi signifikan antara keyakinan belajar kalkulus dan pemahaman konseptual kalkulus calon guru matematika, calon guru matematika cenderung memegang keyakinan campuran mengenai belajar kalkulus, dan kemampuan pemahaman konseptual calon guru matematika berada pada kategori rendah. Implikasinya adalah pentingnya menerapkan berbagai pendekatan dalam pembelajaran kalkulus karena kecenderungan calon guru matematika memegang keyakinan campuran serta mempertimbangkan faktor lain diluar keyakinan mengenai belajar kalkulus. 

Kata Kunci: Keyakinan belajar kalkulus, Pemahaman konseptual kalkulus, Calculus concept inventory


Teks Lengkap:

PDF

Referensi


Adnan, M., Zakaria, E., & Maat, S. M. (2012). Relationship between Mathematics Beliefs, Conceptual Knowledge and Mathematical Experience Among Pre-Service Teachers. Procedia-Social and Behavioral Sciences, 46, 1714–1719. https://doi.org/10.1016/j.sbspro.2012.05.366

Beswick, K. (2012). Teachers’ Beliefs About School Mathematics and Mathematicians’ Mathematics and Their Relationship to Practice. Educational Studies in Mathematics, 79(1), 127–147. https://doi.org/10.1007/s10649-011-9333-2

Beswick, K. (2019). The Role of Knowledge and Beliefs in Helping Learners to Progress Their Mathematical Understanding. Journal of Mathematics Teacher Education, 22(2), 125–128. https://doi.org/10.1007/s10857-019-09432-5

Bressoud, D., Ghedamsi, I., Martinez-Luaces, V., & Torner, G. (2016). The Teaching and Learning of Calculus. Springer Open. https://doi.org/10.1007/978-94-010-9046-9_73

Code, W., Piccolo, C., Kohler, D., & MacLean, M. (2014). Teaching Methods Comparison in a Large Calculus Class. ZDM-International Journal on Mathematics Education, 46(4), 589–601. https://doi.org/10.1007/s11858-014-0582-2

Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. New York: Routledge.

Eichler, A., & Erens, R. (2014). Teachers’ Beliefs towards Teaching Calculus. ZDM-International Journal on Mathematics Education, 46(4), 647–659. https://doi.org/10.1007/s11858-014-0606-y

Epstein, J. (2013). The Calculus Concept Inventory–Measurement of the Effect of Teaching Methodology in Mathematics. Notices of the American Mathematical Society, 60(08), 1018-1026. https://doi.org/10.1090/noti1033

Felbrich, A., Kaiser, G., & Schmotz, C. (2012). The Cultural Dimension of Beliefs: an Investigation of Future Primary Teachers’ Epistemological Beliefs Concerning the Nature of Mathematics in 15 Countries. ZDM-International Journal on Mathematics Education, 44(3), 355–366. https://doi.org/10.1007/s11858-012-0418-x

Gleason, J., Bagley, S., Thomas, M., Rice, L., & White, D. (2019). The Calculus Concept Inventory: A Psychometric Analysis and Implications for Use. International Journal of Mathematical Education in Science and Technology, 50(6), 825–838. https://doi.org/10.1080/0020739X.2018.1538466

Gleason, J., White, D., Thomas, M., Bagley, S., & Rice, L. (2015). The Calculus Concept Inventory: A Psychometric Analysis and Framework for a New Instrument. Proceedings of the 18th Annual Conference on Research in Undergraduate Mathematics Education, January, 135–149.

Güçler, B. (2013). Examining the Discourse on The Limit Concept in A Beginning-Level Calculus Classroom. Educational Studies in Mathematics, 82(3), 439–453. https://doi.org/10.1007/s10649-012-9438-2

Minarni, B. W., Retnawati, H., & Nugraheni, T. V. T. (2018). Mathematics Teachers’ Beliefs and Its Contribution toward Teaching Practice and Student Achievement. Journal of Physics: Conference Series, 1097(1), 1-10. https://doi.org/10.1088/1742-6596/1097/1/012143

Nasrum, A. (2020). Pengembangan Instrumen Evaluasi Pemahaman Konsep Kalkulus Berbasis Komputer. Histogram: Jurnal Pendidikan Matematika, 4(1), 78-88. https://doi.org/10.31100/histogram.v4i1.540

O’Shea, A., Breen, S., & Jaworski, B. (2016). The Development of a Function Concept Inventory. International Journal of Research in Undergraduate Mathematics Education, 2(3), 279–296. https://doi.org/10.1007/s40753-016-0030-5

Poladian, L. (2013). Engaging life-sciences Students with Mathematical Models: Does Authenticity Help?. International Journal of Mathematical Education in Science and Technology, 44(6), 865–876. https://doi.org/10.1080/0020739X.2013.811301

Sugiyono, S. (2012). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.

Tamba, K. P., Cendana, W., & Pratiwi, J. (2020). Keyakinan Epistemologis dan Belajar-Mengajar Matematika Calon Guru Matematika Sekolah Dasar. Jurnal Basicedu, 5(1), 65–76. https://doi.org/https://doi.org/10.31004/basicedu.v5i1.573

Tang, S. J., & Hsieh, F. J. (2014). The Cultural Notion of Teacher Education: Future Lower Secondary Teachers’ Beliefs on The Nature of Mathematics, The Learning of Mathematics and Mathematics Achievement. in S. Blömeke, F. J. Hsieh, G. Kaiser, & W. Schmidt (Eds.). The Conceptualisation of Mathematics Competencies in the International Teacher Education Study TEDS-M, 231–253. Springer. https://doi.org/10.1007/978-94-007-6437-8_20

Usman, U., Bambang, R. M., Hasbi, S. M., & Mardhiah, M. Z. (2020). Analysis of Calculus Learning Beliefs and Students’ Understanding about Limit of Functions: A Case Study. Journal of Physics: Conference Series, 1462(1), 1-8. https://doi.org/10.1088/1742-6596/1462/1/012024

Wachsmuth, L. P., Runyon, C. R., Drake, J. M., & Dolan, E. L. (2017). Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors’ Emotions About Mathematics. CBE Life Sciences Education, 16(3), 1–10. https://doi.org/10.1187/cbe.16-08-0248

Xenofontos, C. (2018). Greek-Cypriot Elementary Teachers ’ Epistemological Beliefs About. Teaching and Teacher Education, 70(1), 47–57. https://doi.org/10.1016/j.tate.2017.11.007

Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship Between Pre‑Service Mathematics Teachers ’ Knowledge , Beliefs and Instructional Practices in China. ZDM, 52(2), 281–294. https://doi.org/10.1007/s11858-020-01145-x

Ziegelmeier, L. B., & Topaz, C. M. (2015). Flipped Calculus: A Study of Student Performance and Perceptions. Primus, 25(9), 847–860. https://doi.org/10.1080/10511970.2015.1031305




DOI: http://dx.doi.org/10.33603/jnpm.v6i1.5315

Refbacks

  • Saat ini tidak ada refbacks.


##submission.copyrightStatement##

Laman JNPM: http://jnpm.ugj.ac.id

JNPM memiliki p-ISSN 2549-8495 | e-ISSN 2549-4937

JNPM is licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License.

execute(); ?>