KEMAMPUAN BERPIKIR KOMPUTASI PADA PEMBELAJARAN GEOMETRI BERBASIS GEOGEBRA DITINJAU DARI GAYA KOGNITIF
DOI:
https://doi.org/10.31100/histogram.v9i1.4101Keywords:
Berpikir Komputasi, Geometri, Gaya KognitifAbstract
ABSTRAK
Di era revolusi industri 4.0, keterampilan berpikir komputasi memainkan peran krusial dalam pembelajaran matematika. Salah satu faktor yang memengaruhi kemampuan pemecahan masalah siswa adalah gaya kognitif mereka. Penelitian ini bertujuan untuk mengeksplorasi kemampuan berpikir komputasi dalam pembelajaran Geometri berbasis GeoGebra, dengan mempertimbangkan perbedaan gaya kognitif Field Independent (FI) dan Field Dependent (FD). Metode yang digunakan adalah kualitatif dengan desain studi kasus, melibatkan 36 siswa kelas XI di SMA N 1 Boyolali. Penelitian ini menggunakan instrumen pengumpulan data berupa soal tes, angket gaya kognitif, dan wawancara. Berdasarkan hasil tes dan angket gaya kognitif, peneliti memilih masing-masing 1 siswa FI dan 1 siswa FD dengan kategori tinggi. Hasil penelitian menunjukkan terdapat perbedaan gaya kognitif terhadap kemampuan berpikir komputasi. Siswa FI mampu mencapai semua indikator, yaitu abstraksi, pengenalan pola, pemikiran algoritma, dan generalisasi, sementara siswa FD hanya memenuhi indikator pengenalan pola dan pemikiran algoritma.
ABSTRACT
In the era of the Industrial Revolution 4.0, computational thinking skills play a crucial role in mathematics learning. One factor influencing students' problem-solving abilities is their cognitive style. This study aims to explore computational thinking abilities in GeoGebra-based Geometry learning, considering the differences between Field Independent (FI) and Field Dependent (FD) cognitive styles. The research employed a qualitative case study design involving 36 eleventh-grade students at SMA N 1 Boyolali. Data were collected using tests, cognitive style questionnaires, and interviews. Based on the results, one FI student and one FD student, both categorised as high achievers, were selected for further analysis. The findings indicated differences in computational thinking abilities based on cognitive styles. FI students achieved all indicators—abstraction, pattern recognition, algorithmic thinking, and generalisation-whereas FD students only fulfilled the indicators of pattern recognition and algorithmic thinking.
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