Profil Embodied Cognition Siswa SD Dalam Memecahkan Masalah Matematika Berdasarkan Gender

Profil Embodied Cognition Students In Elementary School Solve Mathematics Problems By Gender 

Penelitian eksploratif kualitatif ini bertujuan mendeskripsikan embodied cognition siswa SD dalam memecahkan masalah matematika yang terintegrasi dengan tindakan lainnya pada setiap tahap berdasarkan modalitas (hand gesture, utterance, material media dan expressive product) yang dimunculkan.

Subjek dalam penelitian ini terdiri dari 1 siswa feminin dan 1 siswa maskulin yang terambil dari 36 siswa. Memiliki kemampuan matematika setara (sedang), gaya belajar sama (kinestetik) dan komunikasi baik. Pengumpulan data melalui observasi, wawancara berbasis tugas pemecahan dan dokumentasi. Instrumen utama dalam penelitian ini adalah peneliti sendiri, instrumen pendukung; 1) tes kemampuan matematika 2) angket gaya belajar 3) angket gender dan 4) tugas pemecahan masalah matematika. Analisis data melalui tahap reduksi data, penyajian data, dan penarikan simpulan.

Siswa feminin pada tahap memahami masalah menunjukkan  embodied cognition berupa gestur representasional dan gestur menunjuk. Gesture representasional lebih sering muncul yang terintegrasi dengan kecenderungan utterance berupa (ekspresi wajah,tatapan mata, ucapan, intonasi suara dan gerak jari) sebagai perwujudan dalam mengkonfirmasi perwakilan (beberapa objek, tindakan dan hubungan). Gestur menunjuk terintegrasi dengan utterance sebagai perwujudan gerakan tangan jari atau pensil untuk menunjuk sesuatu. Material media (pensil dan lembar soal) terintegrasi pula pada proses ini, pensil digunakan sebagai media untuk menegaskan pernyataan yang dianggap penting dan lembar soal sebagai sumber informasi pemecahan masalah. Pada tahap membuat rencana penyelesaian, embodied cognition siswa berupa gestur menulis menuliskan yang diketahui, ditanyakan dan strategi pembagian pecahan terintegrasi dengan utterance (ekspresi wajah, tatapan mata dan gerak badan) sebagai perwujudan embodied cognition fokus, konsisten dengan yang dituliskan. Gesture representasional terintegrasi dengan utterance sebagai perwujudan mengkonfirmasi strategi yang dipilih. Gestur representasional pada tahap ini mewakili (tindakan, konsep dan hubungan) yaitu konsep pembagian menggunkan gerakan seolah menuang dengan hubungan “di tuang = di bagi”.

Pada tahap melaksanakan rencana penyelesaian masalah berupa embodied cognition gesture menunjuk dalam proses perhitungan. Gestur menulis sebagai apa yang diucapkan terintegrasi dengan gerakan tangan ketika menulis. Menggunakan utterance gerak jari-jari tangan yang terintegrasi dengan utterance lainnya (tatapan mata, gerak badan, gerak kepala, ucapan) menghitung pembagian pecahan dalam mengingat perkalian faktor persekutuan 40 dan 15 menggunakan bantuan jari-jari tangan, ucapan seperti berbicara sendiri sebagai konfirmasi kesesuaian yang dihitung. Menyederhanakan pecahan dengan utterance gerakan seolah mata melalukan pelacakan (eye tracking) melacak suatu ingatan pengetahuan, pemahaman konsep maupun ingatan cara penyelesaian, mengurutkan potongan-potongan pemahaman menjadi pengetahuan yang terintegrasi dengan ucapan seperti berbicara sendiri sebagai konfirmasi terhadap diri sendiri, gerak jari-jari tangan membantu perhitungan, gerak badan, kepala kekanan dan kekiri menyatakan berpikir, mengingat suatu  konsep sebagai upaya untuk membantu dalam proses perhitungan. Tahap penarikan kesimpulan, embodied cognition berupa gesture menulis yang terintegrasi dengan utterance ucapan seperti berbicara sendiri sebagai perwujudan konfirmasi menuliskan hasil akhir yang diperoleh. Material media pensil dan lembar kerja untuk menuliskan perhitungan pada proses pemecahan dan exspressive product berupa tulisan kata-kata, simbol, angka membentuk notasi matematika yang bermakna. Tahap mengecek kembali, embodied cognition berupa gesture menulis dan utterance terintegrasi pada setiap setiap langkah.

Siswa maskulin pada tahap memahami masalah, embodied cognition berupa gestur representasional dan gestur menunjuk. Utterance sering muncul sebagai perwujudan embodied cognition dalam mengkonfirmasi yang disampaikan pada setiap langkah. Material media pensil sebagai media untuk menegaskan sesuatu yang dianggap penting dan lembar soal sebagai sumber informasi pemecahan masalah. Pada tahap membuat rencana penyelesaian masalah, embodied cognition berupa gestur menulis, menuliskan yang diketahui, ditanyakan dan strategi yang dipilih menggunakan pembagian dan pengurangan pecahan yang terintegrasi dengan utterance. Gestur representasional mewakili tindakan, konsep dan hubungan yaitu konsep pembagian dan pengurangan dengan tindakan gerakan seolah menulis di udara untuk pembagian dan hubungan “di tuang = di bagi” serta “di tuang = di kurangi”. Pada tahap melaksanakan rencana penyelesaian masalah embodied cognition berupa gesture menunjuk, digunakan menunjuk dalam perhitungan. Gestur menulis menuliskan proses dan hasil pehitungan. Pada proses perhitungan pembagian pecahan melibatkan perkalian sebagai upaya untuk mencari jawaban menggunakan utterance gerakan seolah mata melalukan pelacakan (eye tracking) yang terintegrasi dengan ucapan seperti berbicara sendiri sebagai konfirmasi terhadap diri sendiri, gerak badan, kepala kekanan dan kekiri menyatakan berpikir, mengingat konsep sebagai upaya membantu dirinya pada perhitungan . Menyederhanakan pecahan membagi dengan 15 berupa utterance gerak jari-jari tangan membantu perhitungan perkalian terdekat yang terintegrasi dengan ucapan seperti berbicara sendiri, gerakan mata, gerak badan dan gerak kepala sebagai perwujudan berpikir. Menuliskan proses perhitungan menggunakan gesture menulis, strategi pengurangan pecahan dan menuliskan hasil yang diperoleh dengan pensil yang terintegrasi bersama utterance, gerak mata seolah melakukan pelacakan (eye tracking) terhadap konsep pengurangan sebagai konfirmasi kepada dirinya sendiri. Tahap penarikan simpulan, embodied cognition berupa gesture menulis terintegrasi dengan utterance sebagai perwujudan konfirmasi menuliskan hasil akhir yang diperoleh. Material media pensil dan lembar kerja serta expressive product berupa tulisan kata-kata, simbol, gambar dan angka. Tahap mengecek kembali, embodied cognition berupa gesture menulis dan utterance yang terintegrasi pada setiap langkah.  

This qualitative exploratory research aims to describe elementary students' embodied cognition in solving mathematical problems which is integrated with other actions at each stage based on the modality (hand gesture, utterance, media material and expressive product) that is raised.

The subjects in this study consisted of 1 feminine student and 1 masculine student who were drawn from 36 students. Have equivalent math skills (moderate), the same learning style (kinesthetic) and good communication. Data collection through observation, task-solving based interviews and documentation. The main instrument in this research is the researcher himself, the supporting instrument; 1) a math ability test 2) a learning style questionnaire 3) a gender questionnaire and 4) a math problem solving task. Data analysis through the stages of data reduction, data presentation, and drawing conclusions.

Feminine students at the stage of understanding the problem show embodied cognition in the form of representational gestures and pointing gestures. Representational gestures appear more frequently that are integrated with utterance tendencies in the form of (facial expressions, eye glances, speech, voice intonation and finger movements) as embodiments in confirming representations (several objects, actions and relationships). Pointing gestures are integrated with utterances as the embodiment of finger or pencil hand movements to point at something. Media materials (pencils and question sheets) are also integrated in this process, pencils are used as media to emphasize statements that are considered important and question sheets as a source of problem solving information. At the stage of making a settlement plan, students' embodied cognition is in the form of writing gestures that are known, asked and strategies for dividing fractions are integrated with utterance (facial expressions, eye gaze and body movements) as an embodiment of focused embodied cognition, consistent with what is written. Representational gestures are integrated with utterances as the embodiment of confirming the chosen strategy. Representational gestures at this stage represent (actions, concepts and relationships), namely the concept of division using movements as if pouring with the relationship "in pouring = in sharing". At the stage of implementing the problem solving plan, it shows embodied cognition in the form of a pointing gesture in the calculation process. Writing gestures as what is spoken is integrated with hand movements when writing. Using the utterances of finger movements that are integrated with other utterances (eye gaze, body movements, head movements, speech) calculates the division of fractions in remembering the multiplication of the common factors of 40 and 15 using the help of the fingers, the utterance seems to speak for itself as confirmation of the appropriateness counted. Simplifying fractions introduces eye-like movements

carry out tracking (eye tracking) tracking a memory of knowledge, understanding of concepts and memories of ways of solving, sorting pieces of understanding into knowledge that is integrated with speech such as talking to oneself as self-confirmation, finger movements help with calculations, gestures, heads right and left express thinking, remembering a concept as an effort to assist in the calculation process. The conclusion stage, embodied cognition in the form of writing gestures integrated with utterances such as self-talk as a form of confirmation in writing the final results obtained. Pencil and worksheet media materials for writing calculations in the solving process and expressive products in the form of written words, symbols, numbers form meaningful mathematical notations. In the re-checking stage, embodied cognition in the form of writing gestures and utterances is integrated at each step.

Masculine students at the stage of understanding the problem, embodied cognition in the form of representational gestures and pointing gestures. Utterance often appears as a manifestation of embodied cognition in confirming what is conveyed at every step. Pencil media material as a medium to emphasize something that is considered important and question sheets as a source of problem solving information. At the stage of making a problem solving plan, embodied cognition is in the form of writing gestures, writing down what is known, being asked and the strategy chosen using division and subtraction of fractions integrated with utterances. Representational gestures represent actions, concepts and relationships, namely the concepts of division and subtraction with movement actions as if writing in the air for division and relationships "to be poured = divided" and "to be poured = to be reduced". At the stage of implementing the embodied cognition problem solving plan in the form of pointing gestures, pointing is used in calculations. Writing gestures write down the process and calculation results. In the process of calculating the division of fractions involves multiplication as an attempt to find answers using utterance movements as if the eyes are tracking (eye tracking) which is integrated with speech such as talking to yourself as confirmation of yourself, body movements, head to the right and left expressing thinking, remembering a concept as attempts to assist himself in the calculations (40)/(15). Simplifying fractions, dividing directly by 15, bringing out utterances.

Movement of the fingers helps to calculate the nearest multiplication, which is integrated with utterances such as self-talk, eye movements, body movements and head movements as manifestations of thinking. Write down the calculation process using writing gestures, strategies for reducing fractions and writing down the results obtained with a pencil which are integrated with utterance, eye movements as if tracking (eye tracking) the concept of subtraction as confirmation to itself. In the conclusion stage, embodied cognition in the form of a writing gesture is integrated with utterance as a form of confirmation in writing the final results obtained. Pencil and worksheet media materials as well as expressive products in the form of written words, symbols, pictures and numbers. In the re-checking stage, embodied cognition in the form of writing gestures and utterances is integrated at each step.