ANALISIS PENALARAN MATEMATIS SISWA BERDASARKAN GAYA BELAJAR VISUAL, AUDITORI, DAN KINESTETIK (V-A-K)
DOI:
https://doi.org/10.31100/histogram.v9i1.4106Abstract
ABSTRAK
Penelitian ini bertujuan untuk menganalisis penalaran matematis siswa berdasarkan gaya belajar Visual, Auditorial, dan Kinestetik (V-A-K) pada materi Persamaan Linear Satu Variabel (PLSV). Penelitian dilakukan secara kualitatif dengan pendekatan fenomenologi terhadap tiga siswa kelas VIII di salah satu SMP Negeri Kabupaten Bandung dengan gaya belajar yang berbeda. Data diperoleh melalui angket gaya belajar, tes penalaran matematis, dan wawancara semi terstruktur. Hasil penelitian menunjukkan: 1) siswa dengan gaya belajar visual menunjukkan penalaran matematis terbaik dengan memenuhi semua indikator penelitian, yaitu menyajikan pernyataan matematis, mengajukan dugaan, melakukan manipulasi matematis, menyusun bukti serta memberikan argumen untuk mendukung kebenaran solusi, menarik kesimpulan dari pernyataan yang ada, dan memeriksa keabsahan jawaban atau argumen, 2) siswa dengan gaya belajar auditorial memenuhi empat dari enam indikator, yaitu menyajikan pernyataan matematis, mengajukan dugaan, melakukan manipulasi matematis, dan menarik kesimpulan dari pernyataan yang ada, namun belum memenuhi indikator menyusun bukti serta memberikan argumen untuk mendukung kebenaran solusi dan memeriksa keabsahan jawaban atau argumen, dan 3) siswa dengan gaya belajar kinestetik hanya memenuhi dua dari enam indikator, yaitu menyusun bukti dan menarik kesimpulan. Penelitian ini mengindikasikan bahwa gaya belajar memengaruhi penalaran matematis siswa, dengan gaya belajar visual dan auditorial lebih unggul dibandingkan gaya belajar kinestetik, khususnya pada materi PLSV.
ABSTRACT
This study aims to analyze students’ mathematical reasoning based on Visual, Auditory, and Kinesthetic (V-A-K) learning styles in solving Linear Equations in One Variable. The study employed a qualitative design with a phenomenological approach, involving three eighth-grade students from a state junior high school in Bandung Regency with different learning styles. Data were collected through a learning style questionnaire, a mathematical reasoning test, and semi-structured interviews. The results showed that: 1) students with visual learning styles demonstrated the strongest mathematical reasoning by fulfilling all research indicators, namely presenting mathematical statements, proposing conjectures, performing mathematical manipulations, constructing proofs and providing arguments to justify the solution, drawing conclusions from existing statements, and verifying the validity of answers or arguments, 2) students with auditory learning styles fulfilled four out of six indicators, namely presenting mathematical statements, proposing conjectures, performing mathematical manipulations, and drawing conclusions, but did not meet the indicators of constructing proofs and verifying solutions, and 3) students with kinesthetic learning styles only met two of the six indicators, namely constructing proofs and drawing conclusions. This study indicates that learning styles influence students’ mathematical reasoning, with visual and auditory styles showing stronger performance than kinesthetic styles, particularly in solving Linear Equations in One Variable.
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