Analisis Semiotik Siswa SMP dalam Menyelesaikan Masalah Geometri Ditinjau dari Perspektif Peirce
Abstract
Semiotika memiliki peran untuk menunjukkan pentingnya makna tanda dalam pembelajaran matematika. Lingkaran merupakan bagian dari matematika yang pemahaman konseptualnya sangat bergantung pada interpretasi tanda, terutama dalam proses pemecahan masalah yang melibatkan proses kognitif. Tulisan ini bertujuan untuk mendeskripsikan proses kognitif siswa dalam pemecahan masalah, melalui hubungan antar komponen triadik (semiosis) Peirce, yaitu representamen (R) - object (O) - interpretant (I). Penelitian ini merupakan penelitian deskriptif kualitatif melalui tahapan pemberian pertanyaan (masalah), penentuan subjek, wawancara, analisis data, dan penarikan kesimpulan. Subjek dipilih berdasarkan prestasi belajar. Hasil penelitian ini menemukan tiga tahapan dalam proses semiotik: 1) representamen (membuat tanda), 2) objek (mengidentifikasi objek, 3) interpretan (menginterpretasi tanda). Oleh karena itu, penelitian ini penting untuk membantu meningkatkan kualitas pendidikan di Indonesia dengan memberikan informasi tentang bagaimana siswa dapat memperoleh pemahaman yang lebih baik tentang geometri.
Downloads
References
Alshwaikh, J. (2010). Geometrical diagrams as representation and communication: A functional analytic framework. Research in Mathematics Education, 12(1), 69–70. https://doi.org/10.1080/14794800903569881
Arzarello, F., & Sabena, C. (2011). Semiotic and theoretic control in argumentation and proof activities. Educational Studies in Mathematics, 77(2–3), 189–206. https://doi.org/10.1007/s10649-010-9280-3
Daher, W. M. (2014). Manipulatives and problem situations as escalators for students’ geometric understanding: a semiotic analysis. International Journal of Mathematical Education in Science and Technology, 45(3), 417–427. https://doi.org/10.1080/0020739X.2013.837527
Hoffmann, M. H. G. (2006). What is a “semiotic perspective”, and what could it be? Some comments on the contributions to this special issue. Educational Studies in Mathematics, 61(1–2), 279–291. https://doi.org/10.1007/s10649-006-1456-5
Hundeland, P. ., Calsen, M., & Erjord, I. (2014). Children’s Engagement with Mathematics in Kindergarten Mediated by the Use of Digital Tools. Early Mathematics Learning, 207–221. Https://Doi.Org/10.1007/978-1-4614-4678-1, 201–221.
Maier. (1996). Spatial Geometry and Spatial Ability – How to Make Solid Geometry Solid. Selected Papers from the Annual Conference of Didactics of Mathematics 1996. Elmar Cohors-Fresenborg et All (Ed). Osnabrueck, 1996.
Miller, J. (2015). Young Indigenous Students ’ Engagement with Growing
Pattern Tasks : A Semiotic Perspective. Proceeding of the 38th Annual Conference of the Mathematic Education Reseacrh Group of Australasia, 421–428.
Mudaly, V. (2014). A visualisation-based semiotic analysis of learners’ conceptual understanding of graphical functional relationships. African Journal of Research in Mathematics, Science and Technology Education, 18(1), 3–13. https://doi.org/10.1080/10288457.2014.889789
Palayukan, H., Purwanto, Subanji, & Sisworo. (2020). Student’s semiotics in solving problems geometric diagram viewed from peirce perspective. AIP Conference Proceedings, 2215(April). https://doi.org/10.1063/5.0000719
Pimta, S., Tayruakham, S., & Nuangchale, P. (2009). Factors Influencing Mathematic Problem-Solving Ability of Sixth Grade Students. Journal of Social
Sciences, 5(4), 381–385. https://doi.org/10.3844/jssp.2009.381.385
Semetsky, I. (2016). Edusemiotics - A handbook. In Edusemiotics - A Handbook. https://doi.org/10.1007/978-981-10-1495-6
Suryaningrum, C. W., & Agustina, Lady. (2021). REPRESENTASI PADA PENALARAN SEMIOTIK. Jurnal Gammath, 63–72.
Suryaningrum, C. W., Purwanto, Subanji, Susanto, H., Ningtyas, Y. D. W. K., &
Irfan, M. (2020). Semiotic reasoning emerges in constructing properties of a rectangle: A study of adversity quotient. Journal on Mathematics Education, 11(1), 95–110. https://doi.org/10.22342/jme.11.1.9766.95-110
Tarasenkova, N., & Kovalenko, O. (2015). Content and Semiotic Features of Mathematical Problems Used as a Means of Training the Primary School Education Students. American Journal of Educational Research, 3(12B), 31–35. https://doi.org/10.12691/education-3-12B-7
Copyright (c) 2023 Ratni Purwasih, Turmudi Turmudi, Jarnawi Afgani Dahlan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.