Profil Berpikir Number Sense Siswa
DOI:
https://doi.org/10.24269/dpp.v12i1.8491Abstract Di era pesatnya kemajuan ilmu pengetahuan dan teknologi seperti sekarang ini, semua aspek kehidupan membutuhkan proses yang cepat dan akurat, sehingga penguasaan kemampuan algoritma dipandang tidak lagi cukup, oleh karenanya kemampuan number sense penting dipelajari dan dikuasai. Kebermanfaatan number sense dalam kehidupan sehari-hari ini tidak diimbangi dengan kompetensi siswa dalam number sense. Metode yang digunakan dalam penelitian ini adalah metode penelitian deskriptif kualitatif. Adapun tujuan penelitian ini adalah mendeskripsikan profil berpikir number sense siswa pada materi nilai tempat. Subjek penelitian adalah siswa kelas 5 yang mengikuti program AKM. Hasil menunjukkan bahwa profil number sense siswa pada materi nilai tempat adalah memahami konsep bilangan yang dikarakterkan dengan bagaimana subjek memahami nilai yang mewakili oleh angka tersebut, menggunakan berbagai bentuk representasi yang ditunjukkan siswa dengan bagaimana siswa menunjukkan representasi yang berbeda dari angka/ nilai yang diwakili angka tersebut, menggunakan ekspresi setara yang ditunjukkan siswa dengan bagaimana hasil akan berubah jika nilai angka berubah saat perhitungan serta menggunakan strategi yang ditunjukkan dengan siswa yang menemukan nilai setara dari hasil operasi.
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References
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Sasanguie, D., Göbel, S. M., Moll, K., Smets, K., & Reynvoet, B. (2013). Approximate number sense, symbolic number processing, or number–space mappings: What underlies mathematics achievement? Journal of Experimental Child Psychology, 114(3), 418-431. https://doi.org/10.1016/j.jecp.2012.10.012
Singh, P. (2009). an Assessment of Number Sense Among. International Journal for Mathematics Teaching and Learning, 1–27.
Sood, S., & Kern, L. (2015). Teaching number sense: Examining the effects of number sense instruction on mathematics competence of kindergarten students. 3373089(2), 280. http://search.proquest.com/docview/304919712?accountid=14723
Sukma, Y., Somakim, S., & Indaryanti, I. (2021). Students’ number sense on fraction problems. Journal of Physics: Conference Series, 1882(1). https://doi.org/10.1088/1742-6596/1882/1/012055
van Nes, F. (2009). Young Children’s Spatial Structuring Ability and Emerging Number Sense.
Yang, D. (2019). Prospective elementary teachers ’ number sense performance in Taiwan Rendimiento del sentido numérico de futuros profesores primarios en Taiwán Desempenho do senso numérico de futuros professores primários em Taiwan. Revemop, 167–182.
Yang, D. C., & Li, M. N. F. (2008). An investigation of 3rd-grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443–455. https://doi.org/10.1080/03055690802288494
Acar, S., & Peker, B. (2022). Türkiye’de Matematik Eğitimi Alanında Yayımlanan Sayı Hissi ile İlgili Makalelerin İçerik Analizi. International Journal of Educational Studies in Mathematics, 9(1), 14–32. https://doi.org/10.17278/ijesim.1016379
Aksoy, N. C., & Yazlik, D. O. (2017). Student Errors in Fractions and Possible Causes of These Errors. Journal of Education and Training Studies, 5(11), 219. https://doi.org/10.11114/jets.v5i11.2679
Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of Learning Disabilities, 38(4), 333–339. https://doi.org/10.1177/00222194050380040901
Er, Z., & Artut, P. D. (2022). Gifted students’ number sense skills in terms of number sense components. Journal of Education and Learning (EduLearn), 16(1), 92–102. https://doi.org/10.11591/edulearn.v16i1.20424
Hidayati, N., Al Kusaeri, A. K., & Mahfudy, S. (2021). Profil number sense siswa berprestasi pada materi pecahan. Journal of Math Tadris, 1(1), 11–25. https://doi.org/10.55099/jurmat.v1i1.4
Marlina, M., Winarni, S., Rohati, R., Kumalasari, A., & Barutu, N. K. (2022). Analisis Kemampuan Number Sense Siswa Autism Spectrum Disorder (ASD) di SLB Sri Soedewi Mascjun Sofwan Kota Jambi. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(3), 2788–2800. https://doi.org/10.31004/cendekia.v6i3.1753
Midgett, C. W., & Eddins, S. K. (2000). Implications for Administrators. Nctm, 35–42.
Nelwan, M., Van den Bos, I.F., Visser, Kroesbergen, E. (2022). Child Neuropshychology. 28 (2). 143-170. https://doi.org/10.1080/09297049.2021.1959905
Rahman, E. S. A., Shahrill, M., Abbas, N. A., & Tan, A. (2017). Developing students’ mathematical skills involving order of operations. International Journal of Research in Education and Science, 3(2), 373–382. https://doi.org/10.21890/ijres.327896
Reys, B. J. (1991). Number sense and operations: Addenda series, grade 5-8. Reston VA: NCTM.
Sasanguie, D., Defever, E., Maertens, B., & Reynvoet, B. (2014). The approximate number system is not predictive for symbolic number processing in kindergarteners. Quarterly Journal of Experimental Psychology, 67(2), 271-280. https://doi.org/10.1080/17470218.2013.803581
Sasanguie, D., De Smedt, B., & Reynvoet, B. (2017). Evidence for distinct magnitude systems for symbolic and non-symbolic number. Psychological Research, 81(1), 231-242. https://doi.org/10.1007/s00426-015-0734-1
Sasanguie, D., Göbel, S. M., Moll, K., Smets, K., & Reynvoet, B. (2013). Approximate number sense, symbolic number processing, or number–space mappings: What underlies mathematics achievement? Journal of Experimental Child Psychology, 114(3), 418-431. https://doi.org/10.1016/j.jecp.2012.10.012
Singh, P. (2009). an Assessment of Number Sense Among. International Journal for Mathematics Teaching and Learning, 1–27.
Sood, S., & Kern, L. (2015). Teaching number sense: Examining the effects of number sense instruction on mathematics competence of kindergarten students. 3373089(2), 280. http://search.proquest.com/docview/304919712?accountid=14723
Sukma, Y., Somakim, S., & Indaryanti, I. (2021). Students’ number sense on fraction problems. Journal of Physics: Conference Series, 1882(1). https://doi.org/10.1088/1742-6596/1882/1/012055
van Nes, F. (2009). Young Children’s Spatial Structuring Ability and Emerging Number Sense.
Yang, D. (2019). Prospective elementary teachers ’ number sense performance in Taiwan Rendimiento del sentido numérico de futuros profesores primarios en Taiwán Desempenho do senso numérico de futuros professores primários em Taiwan. Revemop, 167–182.
Yang, D. C., & Li, M. N. F. (2008). An investigation of 3rd-grade Taiwanese students’ performance in number sense. Educational Studies, 34(5), 443–455. https://doi.org/10.1080/03055690802288494
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2024-01-30
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