Penggunaan Strategi Kognitif Bagi Meningkatkan Kemahiran Menyelesaikan Masalah Matematik Berayat Murid Tahun Lima
Abstract
Kemahiran menyelesaikan masalah matematik berayat sememangnya satu kemahiran yang wajib dikuasai oleh murid namun tahap penguasaannya masih lagi pada tahap yang rendah. Kajian ini dijalankan untuk membina dan melaksanakan strategi kognitif bagi meningkatkan kemahiran menyelesaikan masalah matematik berayat bagi murid berprestasi rendah tahun lima. Kajian ini mengaplikasikan teori perkembangan kognitif Jean Piaget pada tahap operasi konkrit dan tujuh proses kognitif dalam menyelesaikan masalah matematik berayat. Kajian yang dijalankan adalah kajian kualitatif berbentuk kajian tindakan. Responden kajian terdiri daripada dua orang murid tahun lima dari sebuah sekolah pedalaman di Sarawak. Data dianalisis dari dapatan temubual menggunakan instrumen Mathematical Problem Solving Assessment-Short Form (MPSA-SF), rekod pemerhatian dan analisis dokumen lembaran kerja murid sebelum dan selepas intervensi dijalankan. Hasil kajian menunjukkan perkembangan yang positif terhadap kemahiran penyelesaian masalah matematik dan pengetahuan matematik responden. Kajian ini diharapkan dapat memberi manfaat kepada guru untuk merangka persediaan pengajaran dan pembelajaran yang bersesuaian dan penggubal dasar kurikulum supaya menambahbaik kandungan buku teks dan menyesuaikan sukatan pelajaran dengan tahap perkembangan murid.
References
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Polya, G. (1973). How to Solve it A New Aspect of Mathematical Method (2nd ed). Princeton, NJ: Princenton University Press.
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Shara Nor Raifana, N. S. S. & M. U. A. (2016). Analisis jenis kesilapan melalui kaedah NEWMAN ERROR dalam penyelesaian masalah berayat matematik dalam kalangan murid tahun 5. Jurnal Pendidikan Sains Dan Matematik Malaysia, 6(2).
Sharp, E., & Dennis, M. S. (2016). Model drawing strategy for fraction word problem solving of fourth-grade students with learning disabilities. Remedial and Special Education, 1–12.
Sitti Aisyah Mu’min. (2013). Teori perkembangan kognitif Jean Piaget. Jurnal Al-Ta’dib, 6(1), 89–99.
Sitti Nursiah. (2013). Peningkatan hasil belajar matematika melalui penerapan strategi kognitif dalam pemecahan masalah. Jurnal Sainsmat, II(2), 119–130.
Surya, E., & Rizky Novriani, M. (2017). Analysis of student difficulties in mathematics problem solving ability at MTS swasta IRA Medan. International Journal of Sciences: Basic and Applied Research, 33(3), 63–75.
Swanson, H. L., Lussier, C. M., & Orosco, M. J. (2015). Cognitive strategies, working memory, and growth in word problem solving in children with math difficulties. Journal of Learning Disabilities, 48(4), 339–358.
Tuan Siti Humaira binti Tuan Hashim & Mohamad Amir Shah. (2016). Analisis kesalahan NEWMAN dalam penyelesaian masalah matematik tahun 3. Jurnal Pendidikan Sains Dan Matematik Malaysia, 6(2), 69–84.
Zhu, N. (2015). Cognitive strategy instruction for mathematical word problem-solving of students with mathematics disabilities in China. International Journal of Disability, Development and Education, 62(6), 608–627.
Chung, K. K. H., & Tam, Y. H. (2005). Effects of cognitive‐based instruction on mathematical problem solving by learners with mild intellectual disabilities. Journal of Intellectual and Developmental Disability, 30(4), 207–216.
Daniel, G. E. (2003). Effects of cognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. The Ohio State University.
Evi Nur Ngaeni & Abdul Aziz Saefudin. (2017). Menciptakan pembelajaran matematika yang efektif dalam pemecahan masalah matematika dengan model pembelajaran problem posing. Jurnal Pendidikan Matematika FKIP Univ. Muhammadiyah Metro, 6(2), 27–57.
Hashim, S., Razali, M., & Jantan, H. (2003). Psikologi Pendidikan (3rd ed.). Kuala Lumpur: PTS Professional Publishing Sdn. Bhd.
Kanapathy, G. A. (2016). Kemahiran visualisasi dalam mata pelajaran matematik dalam kalangan murid tahun 5 di sebuah SJKT daerah Kuala Muda Yan, Kedah. Proceedings of the ICECRS, 1(2016), 909–916.
Karabulut, A., & Rüya Ozmen, E. (2018). Effect of “ Understand and Solve !” strategy instruction on mathematical problem solving of students with mild intellectual disabilities. International Electronic Journal of Elementary Education, 11(2), 77–90.
Krawec, J., & Huang, J. (2017). Modifying a research-based problem-solving intervention to improve the problem-solving performance of fifth and sixth graders with and without learning disabilities. Journal of Learning Disabilities, 50(4), 468–480.
Kribbs, E., & Rogowsky, B. A. (2016). A review of the effects of visual-spatial representations and heuristics on word problem solving in middle school mathematics. International Journal of Research in Education and Science, 2(1), 65.
Lidinillah, D. A. M. (2008). Strategi pembelajaran pemecahan masalah di sekolah dasar. Jurnal Pendidikan Dasar, (10), 1–10.
Listiawati, E. (2013). Pemahaman siswa smp pada masalah kalimat matematika. Jurnal Apotema, 2(2), 26–35.
Montague, M. (1984). The effect of cognitive strategy training on verbal math problem solving performance of learning disabled adolescents. University of Arizona.
Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25(4), 230–248.
Montague, M. (1996). Assessing mathematical problem solving. Learning Disabilities Research and Practice, 11(4), 238–248.
Montague, M. (1997). Cognitive strategy instruction in mathematics for students with learning disabilities. Journal of Learning Disabilities, 30(2), 164–177.
Montague, M. (2008). Self-regulation strategies to improve mathematical problem solving for students with learning disabilities. Learning Disability Quarterly, 31(1), 37–44.
Montague, M., & Dietz, S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75(3), 285–302.
Montague, M., Enders, C., & Dietz, S. (2011). Effects of cognitive strategy instruction on math problem solving of middle school students with learning disabilities. Learning Disability Quarterly, 34(4), 262–272.
Montague, M., Krawec, J., Enders, C., & Dietz, S. (2014). The effects of cognitive strategy instruction on math problem solving of middle-school students of varying ability. Journal of Educational Psychology, 106(2), 469–481.
Norulbiah Ngah & Effandi Zakaria. (2016). Keupayaan pelajar dalam menjana masalah, menyelesaikan masalah matematik dan sikap pelajar terhadap penyelesaian masalah. Jurnal Pendidikan Matematik, 4(1), 1–16.
Nurdyansyah, & Fahyuni, E. F. (2016). Inovasi Model Pembelajaran Sesuai Kurikulum 2013. Sidoarjo: Nizamial Learning Center.
Ojose, B. (2008). Applying Piaget’s theory of cognitive development to mathematics instruction. The Mathematics Educator, 18(1), 26–30.
Palmay, A. M. (2015). Improving the problem solving performance of struggling learners in mathematics. Queen’s University.
Pascual, L. E., & Pedro., A. B. S. (2018). Post secondary students’ level of proficiency in solving real world problems in mathematics. Journal of Applied Mathematics and Physics, 6, 198–214.
Pfannenstiel, K. H., Bryant, D. P., Bryant, B. R., & Porterfield, J. A. (2015). Cognitive strategy instruction for teaching word problems to primary-level struggling students. Intervention in School and Clinic, 50(5), 291–296.
Polya, G. (1973). How to Solve it A New Aspect of Mathematical Method (2nd ed). Princeton, NJ: Princenton University Press.
Ruseffendi, E. T. (2006). Pengantar kepada Membantu Guru Mengembangkan Kompetensinya dalam Pengajaran Matematika untuk Meningkatkan CBSA. Bandung: Tarsito.
Shara Nor Raifana, N. S. S. & M. U. A. (2016). Analisis jenis kesilapan melalui kaedah NEWMAN ERROR dalam penyelesaian masalah berayat matematik dalam kalangan murid tahun 5. Jurnal Pendidikan Sains Dan Matematik Malaysia, 6(2).
Sharp, E., & Dennis, M. S. (2016). Model drawing strategy for fraction word problem solving of fourth-grade students with learning disabilities. Remedial and Special Education, 1–12.
Sitti Aisyah Mu’min. (2013). Teori perkembangan kognitif Jean Piaget. Jurnal Al-Ta’dib, 6(1), 89–99.
Sitti Nursiah. (2013). Peningkatan hasil belajar matematika melalui penerapan strategi kognitif dalam pemecahan masalah. Jurnal Sainsmat, II(2), 119–130.
Surya, E., & Rizky Novriani, M. (2017). Analysis of student difficulties in mathematics problem solving ability at MTS swasta IRA Medan. International Journal of Sciences: Basic and Applied Research, 33(3), 63–75.
Swanson, H. L., Lussier, C. M., & Orosco, M. J. (2015). Cognitive strategies, working memory, and growth in word problem solving in children with math difficulties. Journal of Learning Disabilities, 48(4), 339–358.
Tuan Siti Humaira binti Tuan Hashim & Mohamad Amir Shah. (2016). Analisis kesalahan NEWMAN dalam penyelesaian masalah matematik tahun 3. Jurnal Pendidikan Sains Dan Matematik Malaysia, 6(2), 69–84.
Zhu, N. (2015). Cognitive strategy instruction for mathematical word problem-solving of students with mathematics disabilities in China. International Journal of Disability, Development and Education, 62(6), 608–627.
Published
2020-04-15
How to Cite
MAHADI, Nur Majidah; ABDUL KARIM, Aidah.
Penggunaan Strategi Kognitif Bagi Meningkatkan Kemahiran Menyelesaikan Masalah Matematik Berayat Murid Tahun Lima.
Jurnal Dunia Pendidikan, [S.l.], v. 2, n. 1, p. 253-264, apr. 2020.
ISSN 2682-826X.
Available at: <https://myjms.mohe.gov.my/index.php/jdpd/article/view/8934>. Date accessed: 19 sep. 2024.
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