KEMAMPUAN PENALARAN SEMIOTIK SISWA DALAM MENYELESAIKAN SOAL CERITA JARAK, KECEPATAN, DAN WAKTU DI KELAS V SDN JUNREJO 01 BATU

Wijaya, Adinda Silvy (2024) KEMAMPUAN PENALARAN SEMIOTIK SISWA DALAM MENYELESAIKAN SOAL CERITA JARAK, KECEPATAN, DAN WAKTU DI KELAS V SDN JUNREJO 01 BATU. Undergraduate thesis, Universitas Muhammadiyah Malang.

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Abstract

Elementary students are in concrete operations, which use the knowledge of objects or signs (semiotics). Students can more easily understand and learn abstract mathematical topics by transforming them into concrete and easy-to-understand forms through semiotic reasoning. The aim of this research is to determine students' semiotic reasoning abilities in solving story problems in the topic of distance, speed and time in class V of the Junrejo 01 Batu state elementary school.
This research uses descriptive qualitative research. The data collection methods used were observation, interviews, and documentation in the form of photos. Data sources are primary data (results of observations and interviews with fifth grade students at SDN Junrejo 01 Batu) and secondary data (documentation). Data analysis includes data reduction, data presentation, and drawing conclusions. The research procedure includes preparation and implementation. Checking validity uses source triangulation and technical triangulation. This research was conducted in the odd semester of the 2023/2024 academic year.
Solving mathematics story problems in class V at the Junrejo 01 Batu state elementary school in accordance with the stages of completion according to Polya. Of the 23 fifth grade students at Junrejo 01 Batu state elementary school, 15 of them used Polya's completion stages completely, which include understanding the problem, designing a plan, carrying out the plan, and looking back. The results of the analysis of the 15 students showed that 5 students answered according to the TIMSS 2023 reasoning framework, then these 5 students became research subjects. In Problem 1 there are 4 different solution patterns, namely: A1-A2-A1-I1-G-A1-I1-A1-J-A1-J by S1, A1-A2-I1-G-A1-I2-J by S2 and S3, A1-A2-I1-G-I2-J by S4, and A1-A2-I1-G-I2-J-A1-J by S5. In Problem 2 there are 4 different solution patterns, namely: A1-A2-I1-G-A1-I2-J-A1-J by S1, A1-A2-I1-G-I2-J by S2 and S4, A1- A2-I1-G-A1-I2-J by S3, and A1-A2-I1-G-I2-J-A1-J by S5. From solving Problem 1 and Problem 2, 5 different patterns are obtained, namely A1-A2-A1-I1-G-A1-I1-A1-J-A1-J, A1-A2-I1-G-A1-I2-J -A1-J, A1-A2-I1-G-A1-I2-J, A1-A2-I1-G-I2-J, and A1-A2-I1-G-I2-J-A1-J. Each solution pattern uses semiotic reasoning. Solving problems using repetitive semiotic reasoning patterns does not violate Polya's rules or reasoning components according to TIMSS 2023.

Item Type: Thesis (Undergraduate)
Student ID: 202010430311199
Keywords: Reasoning, semiotics, solving story problems
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Faculty of Teacher Training and Education > Department of Elementary Teacher Education (86206)
Depositing User: 202010430311199 adindasilvy
Date Deposited: 27 Mar 2024 07:01
Last Modified: 27 Mar 2024 07:01
URI: https://eprints.umm.ac.id/id/eprint/5219

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