Profil Embodied Cognition Siswa SMP dalam Menyelesaikan Masalah Matematika Berdasarkan Perbedaan Gaya Belajar

Embodied Cognition Profile of Junior High School Students in Solving Math Problems Based on Different Learning Styles

Penelitian eksploratif dengan pendekatan deskriptif kualitatif ini bertujuan mendeskripsikan profil embodied cognition siswa SMP dalam menyelesaikan masalah matematika berdasarkan perbedaan gaya belajar (meliputi gaya belajar visual, audio, dan kinestetik). Embodied cognition merupakan proses kogntif hasil dari aktivitas sensorimotor seseorang, melibatkan interaksi dengan lingkungan sekitar untuk memperoleh dan merepresentasikan pengetahuannya. Embodied cognition ini dapat berupa gesture dan utterance. Adapun subjek dalam penelitian ini terdiri dari tiga siswa dengan gaya belajar visual, audio, dan kinestetik yang memiliki kemampuan matematika setara. Pengumpulan data melalui Tugas Pemecahan Masalah Matematika (TPM), observasi, wawancara secara mendalam, dan dokumentasi rekaman. Validitas data dilakukan dengan menggunakan teknik triangulasi waktu. Analisis data melalui tahap yaitu: mengklasifikasikan data, reduksi data, penyajian data, penafsiran data, penyimpulan.

Hasil dari penelitian ini adalah: (1) siswa dengan gaya belajar visual memunculkan gesture yaitu gestur menunjuk objek yang dibicarakan, gestur representasional objek yang dipikirkan, dan gestur menulis penyelesaian masalah, serta memunculkan utterance seperti ucapan dan nada suara yang jelas, ekspresi wajah tenang, tatapan dan gerak mata yang fokus, ketenangan tubuh; (2) siswa dengan gaya belajar audio memunculkan dua gesture yaitu gestur menunjuk suatu objek yang dibicarakan dan gestur menulis penyelesaian masalah, serta memunculkan utterance seperti ucapan dan nada suara jelas terkadang lirih, ekpresi wajah tenang terkadang ragu, tatapan dan gerak mata fokus, tangan bergerak-gerak saat menjelaskan sesuatu; (3) siswa dengan gaya belajar kinestetik memunculkan gesture yaitu gestur menunjuk objek yang dibicarakan dan dipikirkan, gestur menulis penyelesaian masalah, dan gestur representasional objek yang sedang dipikirkannya dan membantu dalam perhitungan, serta memunculkan utterance seperti ucapan dan nada suara yang jelas, ekspresi wajah tenang, tatapan dan gerak mata fokus, tangan bergerak-gerak saat menjelaskan sesuatu.

This explorative research with a qualitative descriptive approach aims to describe the embodied cognition profile of junior high school students in solving math problems based on differences in learning styles (including visual, audio, and kinesthetic learning styles). Embodied cognition is a cognitive process resulting from a person's sensorimotor activities, involving interaction with the surrounding environment to acquire and represent their knowledge. This embodied cognition can be in the form of gesture and utterance. The subjects in this study consisted of three students with visual, audio, and kinesthetic learning styles who had equal mathematical abilities. Data were collected through mathematics problem Solving Tasks, observation, in-depth interviews, and recording documentation. Data validity was carried out using time triangulation techniques. Data analysis through stages, namely: classifying data, data reduction, data presentation, data interpretation, and conclusion.

The results of this study are: (1) students with visual learning styles bring up gestures, namely gestures pointing to the object being discussed, representational gestures of objects being thought about, and gestures writing problem solving, and bring up utterances such as clear speech and tone of voice, calm facial expressions, focused gaze and eye movements, body calmness; (2) students with audio learning styles bring up two gestures, namely gestures pointing to an object being discussed and gestures writing problem solving, and bring up utterances such as clear speech and tone of voice sometimes softly, calm facial expressions sometimes hesitant, focused gaze and eye movements, hands moving when explaining something; (3) students with kinesthetic learning styles bring up gestures, namely gestures pointing to objects being discussed and thought about, gestures writing problem solving, and representational gestures of objects they are thinking about and helping in calculations, and bring up utterances such as clear speech and tone of voice, calm facial expressions, focused gaze and eye movements, hands moving when explaining something.