PENERAPAN TEORI BELAJAR DAVID KOLB DALAM PEMBELAJARAN MATEMATIKA MATERI KOORDINAT KARTESIUS

Zulfikar Rafi Nurcahyandi, Jayanti Putri Purwaningrum

Abstract


David Kolb’s learning theory called Experiential Learning Theory states that learning is not just listening, but reflecting on what has been learned. That learning process can be carried out well if students can understand the material that has been studied by being directly involved in the proving process. Especially in mathematics. Mathematics is still a subject that is not liked by students. Students assume that mathematics is a rote science and it is difficult for them to solve mathematical problems. Therefore, in this article, it will be explained related to David Kolb’s learning theory an its applicationto mathematics learning in Cartesian coordinates. The research method used in the preparation of this article is a literature study on David Kolb’s learning theory and its application to mathematics learning in cartesian coordinates. Experiential learning is carried out through 4 stages, that is 1) concrete experience (feeling), 2) refelection observation (watching), 3) abstract conceptualization (thinking), and 4) active experimentation (doing). Kolb also explained that there are 4 different learning style, that is 1) diverger, 2) assimilator, 3) converger, and 4) accommodator

Keywords


cartesian coordinates, experential learning theory, mathematics learning

Full Text:

PDF

References


Fuad, A. J. (2015). Gaya Belajar Kolb dan Percepatan Belajar. Seminar Psikologi & Kemanusiaan. 1-6.

Melinda, G., & Wisudawati, A. W. (2018). Identifikasi Gaya Belajar Model Kolb Terhadap Peserta Didik MAN II Yogyakarta. Jurnal Pendidikan Sains (JPS), 6(1), 47-55.

Nidawati. (2013). Belajar dalam Perspektif Psikologi dan Agama. Jurnal Pionir, 1(1), 13-28.

Novitasari, D. (2016). Pengaruh Penggunaan Multimedia Interaktif Terhadap Kemampuan Pemahaman Konsep Matematis Siswa. FIBONACCI: Jurnal Pendidikan Matematika & Matematika, 2(2), 8-18.

Ristiana, G., & Dahlan, A. (2021). Pandangan Mahasiswa Calon Guru dalam Penggunaan Model Gamifikasi dalam Pembelajaran Matematika. Jurnal Pembelajaran Matematika Inovatif. 4(1), 127-136. DOI: 10.22460/jpmi.v4i1.127-136.

Rohali, A., & Wahab, R. (2019). Pemilihan Karier Berdasarkan Gaya Belajar Model “Kolb” pada Siswa Cerdas Istimewa Kelas 12 Cerdas Istimewa Bakat Istimewa SMAN 1 Wonosari. JPK (Jurnal Pendidikan Khusus, 15(1), 9-16. Retrieved from https://journal.uny.ac.id/index.php/jpk/article/view/24434/pdf

Rohmah, A. N. (2017). Belajar dan Pembelajaran (Pendidikan Dasar). Cendekia, 9(2), 193-210.

Romandhona, A., & Purwaningrum, J. P. (2021). Penerapan Teori Clark Leonard Hull dalam Pembelajaran Matematika. Sigma: Jurnal Pendidikan Matematika, 13(1), 10-18. Retrieved from https://journal.unismuh.ac.id/index.php/sigma/article/view/4698/pdf

Sholihah, D. A., & Mahmudi, A. (2015). Keefektifan Experential Learning Pembelajaran Matematika MTs Materi Bangun Ruang Sisi Datar. Jurnal Riset Pendidikan Matematika, 2(2), 175-185.

Soraya, K., Martasari, R., Nurhasanah S. A., Suprapto, P. K., & Diella, D. (2020). Profil Gaya Belajar (David Kolb) di SMA Swasta Tasikmalaya dalam Mata Pelajaran Biologi. Bioedusiana: Jurnal Pendidikan Biologi, 5(1), 62-73. Retrieved form http://jurnal.unsil.ac.id/index.php/bioed/article/view/1198/1226

Suarsana, I. M. (2014). Geometri Analitik. Yogyakarta: Graha Ilmu.

Subekti, F. E., Rochmad, & Isnarto. (2021). Kemampuan Representasi Visual Siswa dalam Memecahkan Masalah Sistem Koordinat Kartesius. PRISMA 4, 217-222.

Yunus, A. M., Lestari, P. B., & Retnaningrm, E. (2016). Pengaruh Penerapan Model Experential Learning Terhadap Peningkatan Kemampuan Aplikasi Matematis pada Siswa SMK. Educare, 14(2), 10-17.




DOI: https://doi.org/10.26618/sigma.v14i1.6888

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 SIGMA: JURNAL PENDIDIKAN MATEMATIKA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Flag Counter


INDEXED BY: