Dimanakah Nilai Ekstrim Fungsi Kuadrat Ditinjau dari Lensa Commognitive?

Endrayana Putut Laksminto Emanuel, Meilantifa Meilantifa

Abstract


Penelitian ini bertujuan untuk mendeskripsikan jenis konflik commognitive mahasiswa– konflik kognitif yang yang dianalisis dari komponen commognitive. Metode penelitian terdiri atas empat tahap yaitu persiapan, pengumpulan data, mentranskrip data, analisis data. Sebanyak 10 mahasiswa diberi lembar soal matematika, dikelompokkan menjadi dua kelompok, yaitu memiliki indikasi adanya konflik commognitive dan tidak. Dua mahasiswa yang dicurigai memiliki konflik commognitive dipilih sebagai subyek penelitian dan diwawancara mendalam untuk menggali informasi lebih lanjut tentang jenis konflik commognitive. Hasil penelitian menunjukkan bahwa konflik commognitive terjadi pada saat subyek menentukan nilai ekstrim fungsi berdasarkan grafik yang dibuat (visual mediators), alasan–alasan yang dikemukakan subyek dalam menentukan nilai ekstrim fungsi kuadrat (narratives), serta pengulangan langkah yang dilakukan (routines). Penggunaan istilah nilai ekstrim, nilai balik, titik potong pada sumbu koordinat (words use) tidak terdapat konflik commognitive.

Keywords


Commognitive; analisis commognitive; konflik commognitive; nilai ekstrim

References


Berger, M., & Bowie, L. (2012). A course on functions for in-service mathematics teachers: Changing the discourse. Education as Change, 16(2), 217-229. doi: 10.1080/16823206.2012.745751

Ioannou, M. (2018). Commognitive analysis of undergraduate mathematics students’ first encounter with the subgroup test. Mathematics Education Research Journal, 30, 117-142. doi:10.1007/s13394-017-0222-6

Lee, g., & yi, j. (2013). Where cognitive conflict arises from?: the structure of creating cognitive conflict. International Journal of Science and Mathematics Education, 11, 601-623. doi: 10.1007/s10763-012-9356-x

Naduvath, S. (2016). Fundamentals of calculus. Unpublished. doi:10.13140/RG.2.2.30369.81763

Nardi, E., Ryve, A., Stadler, E., & Viirman, O. (2014). Commognitive analyses of the learning and teaching of mathematics at university level: The case of discursive shifts in the study of Calculus. Research in Mathematics Education,16(2), 182-198. doi:10.1080/14794802.2014.918338

Nielsen, L. E. J. (2016). Understanding quadratic functions and solving quadratic equations: An analysis of student thinking and reasoning.

Parent, J. S. S. (2015). Students’ understanding of quadratic functions: Learning from students’ voices. Dissertation Abstracts International Section A: Humanities and Social Sciences.

Presmeg, N. (2016). Commognition as a lens for research. Educational Studies in Mathematics, 91(3), 423–430. doi: 10.1007/s10649-015-9676-1

Sfard, A. (2007). When the rules of discourse change, but nobody tells you: Making sense of mathematics learning from a commognitive standpoint. Journal of the Learning Sciences, 16(4), 565-613. doi: 10.1080/10508400701525253

Sfard, A. (2008). Thinking as Communicating. In Thinking as Communicating. doi:10.1017/cbo9780511499944

Sfard, A. (2018). Commognition. In Encyclopedia of Mathematics Education. doi: 10.1007/978-3-319-77487-9_100031-1

Thoma, A. (2018). Transition to university mathematical discourses : A commognitive analysis of first year examination tasks , lecturers ’ perspectives on assessment and students ’ examination scripts. (April).

Thoma, A., & Nardi, E. (2016). Routines in the didactical and mathematical discourses of closed-book examination tasks A commognitive analysis of closed-book examination tasks and lecturers’ perspectives. First Conference of International Network for Didactic Research in University Mathematics.

Viirman, O. (2011). Discourses of Functions – University Mathematics Teaching Through a Commognitive Lens. Paper Presented in the 7th Conference on European Research in Mathematics Education, Rzeszow, Poland

Viirman, O. (2014a). The functions of function discourse - university mathematics teaching from a commognitive standpoint. International Journal of Mathematical Education in Science and Technology, 45(4), 512–527. doi:10.1080/0020739X.2013.855328

Viirman, O. (2015). Explanation, motivation and question posing routines in university mathematics teachers’ pedagogical discourse: a commognitive analysis. International Journal of Mathematical Education in Science and Technology, 46(8), 1165–1181. doi:10.1080/0020739X.2015.1034206

Zayyadi, M., Nusantara, T., Subanji, Hidayanto, E., & Sulandra, I. M. (2019). A commognitive framework: The process of solving mathematical problems of middle school students. International Journal of Learning, Teaching and Educational Research, 18(2), 89-102. doi:10.26803/ijlter.18.2.7




DOI: http://dx.doi.org/10.28926/briliant.v7i2.808

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Briliant: Jurnal Riset dan Konseptual

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

Published by:

Lembaga Penelitian dan Pengabdian Masyarakat

Universitas Nahdlatul Ulama Blitar