KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA DITINJAU DARI GAYA BELAJAR GLOBAL – ANALITIK DISERTAI SCAFFOLDINGNYA

STUDENTS' MISTAKES IN COMPLETING MATHEMATICS WORD PROBLEMS FROM GLOBAL-ANALYSIS LEARNING STYLE WITH SCAFFOLDING

Guru perlu mengetahui kesalahan siswa guna melihat pemahaman siswa sehingga proses pembelajaran berjalan maksimal. Masalah yang dapat digunakan untuk mengetahui kesalahan siswa yakni soal cerita karena dalam menyelesaikannya kemampuan siswa akan berbeda–beda dipengaruhi oleh gaya belajarnya. Penelitian ini merupakan penelitian deskriptif kulitatif yang bertujuan untuk mendeskripsikan kesalahan siswa dalam menyelesaikan soal cerita ditinjau dari gaya belajar global–analitik disertai scaffolding dalam mengatasinya. Subjek dalam penelitian ini berjumlah 4 siswa dengan masing–masing 2 siswa di setiap gaya belajar. Metode pengumpulan data yang digunakan yakni angket, tes dan wawancara. Indikator yang digunakan yakni indikator kesalahan Newman. Hasil penelitian menunjukkan siswa bergaya belajar global dominan memenuhi 2 indikator yakni kesalahan proses penyelesaian dan penulisan kesimpulan. Sedangkan siswa bergaya belajar analitik dominan memenuhi 4 indikator yakni kesalahan memahami, transformasi, proses penyelesaian dan penulisan kesimpulan. Scaffolding yang diberikan di setiap kesalahan yakni, pada kesalahan memahami menggunakan strategi membaca kembali soal yang diberikan. Pada kesalahan transformasi, siswa bergaya belajar global tidak diberikan scaffolding berupa strategi explaining dan developing conceptual thinking. Pada kesalahan proses penyelesaian dan penulisan kesimpulan, menggunakan strategi reviewing dan strategi restructuring. Guna meminimalisir kesalahan yang dialami siswa, hasil penelitian dapat digunakan sebagai masukan guru agar membiasakan siswa menyelesaikan soal cerita matematika dan memberikan scaffolding di setiap tahap kesalahan.

Kata Kunci : Kesalahan siswa , Soal Cerita Matematika, Gaya Belajar Global–Analitik, Scaffolding.

A teacher needs to know student errors to find out the extent of student understanding so that the learning process can run optimally. Problems that can be used to find out student errors are mathematics word problem where in solving them students' abilities will vary depending on their learning style. This research is a qualitative descriptive study with the aim of describing students' mistakes in solving story problems in terms of a global-analytic learning style accompanied by scaffolding in overcoming them. The subjects in this study were 4 students with 2 students in each learning style. Data collection methods used are questionnaires, tests and interviews. The indicator used is the Newman error indicator. The results showed that the dominant global learning style students met 2 indicators, namely errors in the completion process and writing conclusions. Meanwhile, students with dominant analytical learning style fulfill 4 indicators, namely misunderstanding, transformation, completion process and writing conclusions. Scaffolding is given for each error, namely, in understanding errors, the researcher uses a strategy of reading and re-understanding the problems given. In the transformation error, students with global learning style are more able to determine the steps to solve the problem so that the researcher does not provide scaffolding in the form of strategies of explaining and developing conceptual thinking. In the error process of completion and writing of conclusions, the researcher used a reviewing strategy and a restructuring strategy. In order to minimize errors experienced by students, the results of the study can be used as teacher input to familiarize students with solving math word problems and provide scaffolding at each stage of the error.

Keywords: Student Errors, Mathematics word Problem, and Global–Analytic Learning Style, Scaffolding