Defragmentasi Struktur Konsep Siswa dalam Literasi Matematika
Abstract
Mathematical literacy is crucial in the learning process as it helps students solve everyday problems related to mathematics. However, many students do not meet the indicators of mathematical literacy, affecting their problem-solving abilities. One factor influencing this is the students’ conceptual structure. To improve and reorganize this structure, defragmentation through disequilibrium activities, cognitive conflict, and scaffolding is needed. This study aims to describe the conceptual structure and its defragmentation in mathematical literacy using a qualitative approach. The research data includes S11’ answers, sketches, and semi-structured interview results. Data analysis techniques include data reduction, data presentation, and making conclusion. The results show that initially, conceptual structures of S11 in mathematical literacy were incomplete and inaccurate, only meeting the assumption indicators. S11 experienced conceptual structures fragmentation of pseudo construction and hole consctruction, requiring defragmentation through six disequilibrium activities, two cognitive conflicts, and three scaffoldings. Eventually, students’ conceptual structures became accurate and complete, meeting all mathematical literacy indicators. Cognitive conflict and scaffolding were provided for incorrect solution steps, while disequilibrium was given for missed steps.Abstrak ditulis dalam bahasa Inggris.
Keywords: defragmentation; concept structure; mathematical literacy
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Program Studi Pendidikan Matematika
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