PENGEMBANGAN MODUL GEOMETRI BERBASIS TEORI BERPIKIR VAN HIELE GUNA MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V
Abstract
Matematika erat kaitannya dengan kehidupan sehari-hari. Salah satunya terkait topic geometri. Namun, pembelajaran yang selama ini diterima siswa bersifat formal sehingga pembelajaran matematika kehilangan maknanya. Pembelajaran yang bersifat formal ini terkadang juga kurang memperhatikan tingkat berpikir siswa. Menurut Van Hiele, siswa kelas V SD berada pada level Deduksi Informal. Artinya, mereka perlu mencari hubungan antara beberapa konsep yang didapat secara konkrit berdasarkan pengalaman langsung. Pembelajaran yang tidak memperhatikan tingkat berpikir siswa akan berakibat pada rendahnya kemampuan berpikir kritis siswa. Hal ini dikarenakan siswa hanya terbelenggu oleh konsep yang tanpa makna.Salah satu alternatif yang dapat mengatasi masalah tersebut adalah dengan merancang modul yang disesuaikan dengan tingkat berpikir siswa. Pemberian modul ini bertujuan supaya siswa yang memiliki kecepatan belajar tinggi tidak terbebani dengan siswa dengan kecepatan belajar berbeda, dan sebaliknya. Oleh karena itu, pemberian modul geometri yang didasarkan pada tingkat berpikir siswa mampu meningkatkan kemampuan berpikir kritis untuk siswa kelasV. Kata Kunci : Pengembangan, Geometri, Teori Berpikir Van Hiele, Berpikir Kritis
Mathematics is closely to everyday life. One related topic is geometry. However, learning mathematics that had been received by the students is formal, so that it loses its meaning. This formal learning, it sometimes is less attentive to the level of students’ thinking. According to Van Hiele, level of students’ thinking of grade V is Informal Deduction. It means they need to find a relationship between some concepts acquire dinconcrete based on direct experience. This learning which does not pay attention to the level of students’ thinking will result a low students’ critical skills. This is because students are only bound to the concept without meaning. One alternative that can fix this problem is designing modules with the level of students’ thinking. This module aims to the students who have a high learning speed will not burdened by the students with different learning speed, and same with the other way. Therefore, the giving of the module geometry which based on the level of students’ thinking are able to improve critical thinking ability of grade V students.
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