Reflective Abstraction: How Can You Find Out In Mathematcis Learning
[Full Text]
AUTHOR(S)
Risnina Wafiqoh, Yaya S. Kusumah, Dadang Juandi
KEYWORDS
Abstraction, Reflective Abstraction, Mathematics Learning, Mathematical Concept, Mathematical Problem Solving.
ABSTRACT
This study aims to find out how students' reflective abstraction can be indentified in the process of learning mathematics. Research design uses descriptive qualitative research. The study involves 36 students as research subjects. Data validation uses data triangulation and method triangulation. Research results: reflective abstraction students can more easily appear and be known by using and demonstrating apperception in the learning process; in the learning process in class if the concept has been conveyed directly by the teacher, the reflective abstraction of the student can still be known by giving feedback in the form of asking students about the opposite concept as long as it does not violate the existing concept; by being given a test in the form of questions that represent students' knowledge of the concepts before and continuing about new concepts to be learned by students; by conducting interviews that can be carried out during the learning process or after the learning process is carried out in order to confirm what cannot be observed directly. The two parts of reflective abstraction can be identified in the same way, but only different types of questions are adapted to the parts of each reflective abstraction. The first reflective abstraction part is focused on how students construct new mathematical concepts according to them, while the second reflective abstraction is how students build new concepts in order to solve mathematical problems.
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