Penalaran Analogis Siswa dalam Memecahkan Masalah Geometri Ditinjau dari Perbedaan Gender

Students' Analogical Reasoning in Solving Geometry Problems in View of Gender Differences

Penalaran analogis memiliki peranan yang penting dalam memecahkan masalah matematika, salah satunya dalam memecahkan masalah geometri. Penalaran analogis diartikan sebagai kemampuan seseorang dalam memetakan relasi pengetahuan saat ini dengan pengetahuan sebelumnya yang telah dipelajari. Dalam penalaran analogis terdapat empat komponen untuk memecahkan masalah diantaranya encoding, inferring, mapping, dan applying. Tujuan penelitian ini adalah untuk mendeskripsikan penalaran analogis siswa dalam memecahkan masalah geometri ditinjau dari perbedaan gender.

Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri dari dua siswa SMA kelas XII dengan gender laki-laki maskulin dan perempuan feminin yang memiliki kemampuan matematika setara. Prosedur pengumpulan data dilakukan dengan memberikan Tugas Pemecahan Masalah (TPM) geometri kepada subjek dan dilanjutkan dengan wawancara semi-terstruktur berbasis tugas. TPM geometri yang diberikan dan wawancara semi-terstruktur berbasis tugas dilakukan sebanyak dua kali. Hasil TPM dan wawancara dianalisis dengan mengacu pada indikator penalaran analogis yang telah ditetapkan melalui kondensasi data, penyajian data, dan penarikan simpulan.

Hasil penelitian menunjukkan bahwa proses penalaran analogis subjek laki-laki maskulin dan perempuan feminin dalam memecahkan masalah geometri relatif sama dalam setiap komponennya, hanya berbeda alternatif penyelesaian pada masalah sumber. Selama encoding, subjek laki-laki maskulin dan perempuan feminin mengidentifikasi informasi yang diketahui, informasi tambahan, maupun informasi yang ditanyakan pada masalah sumber dan masalah target. Selama inferring, subjek laki-laki maskulin dan perempuan feminin mengidentifikasi konsep matematika yang saling berhubungan di masalah sumber, subjek laki-laki maskulin melakukan perhitungan yang tepat dalam memecahkan masalah sumber, sedangkan subjek perempuan feminin tidak mengenali bangun geometri yang dimaksud di masalah sumber, sehingga perhitungan yang dilakukan untuk memecahkan masalah sumber kurang tepat. Selama mapping, subjek laki-laki maskulin dan perempuan feminin mengidentifikasi struktur yang serupa pada bangun geometri yang terdapat di masalah sumber dan masalah target serta memetakan struktur relasional masalah sumber ke masalah target. Selama applying, subjek laki-laki maskulin dan perempuan feminin menerapkan struktur relasional masalah sumber untuk menyelesaikan masalah target dan menyelesaikan masalah target menggunakan konsep yang serupa dengan masalah sumber.

Kata-kata Kunci penalaran analogis, masalah geometri, gender.

Analogical reasoning has an important role in solving mathematical problems, one of which is solving geometric problems. Analogical reasoning is defined as a person's ability to map the relationship between current knowledge and previously learned knowledge. In analogical reasoning there are four components to solve problems including encoding, inferring, mapping, and applying. The purpose of this study was to describe students' analogical reasoning in solving geometric problems viewed from gender differences.

The approach used in this research is qualitative with descriptive research type. The research subjects consisted of two class XII high school students with masculine male and feminine female genders who had equal mathematical abilities. The data collection procedure was carried out by giving geometric problem solving assignments (TPM) to the subjects and followed by task-based semi-structured interviews. The given geometry TPM and task-based semi-structured interviews were conducted twice. The results of analogical reasoning tests and interviews were analyzed with reference to indicators of analogical reasoning that had been determined through data condensation, data presentation, and drawing conclusions.

The results showed that the analogical reasoning processes of masculine male and female subjects in solving geometry problems were relatively the same in each of its components, only differing in alternative solutions to the source problem. During encoding, masculine male and feminine female subjects identified known information, additional information, and information that was asked about the source problem and the target problem. During inferring, masculine male and female subjects identified mathematical concepts that were related to each other in the source problem, the masculine male subject performed the correct calculations in solving the source problem, while the feminine female subject did not recognize the geometric shapes referred to in the source problem, so the calculations performed to solve the source problem were not quite right. During mapping, masculine male and feminine female subjects identified similar structures in the geometric shapes found in the source and target problems and map the relational structure of the source problem to the target problem. During applying, masculine male and feminine female subjects apply the relational structure of the source problem to solve the target problem and solve the target problem using concepts similar to the source problem.

Keywords analogical reasoning, geometry problem, gender.