Hambatan Didaktis Berpikir Kritis dalam Menyelesaikan Masalah Matematika
https://doi.org/10.51574/kognitif.v4i2.1672
Keywords:
Berpikir Kritis, Hambatan Didaktis, Masalah Rutin, MiskonsepsiAbstract
Berpikir kritis merupakan kompetensi penting dalam penyelesaian berbagai masalah. Akan tetapi, banyak siswa atau mahasiswa yang kurang terampil berpikir kritis. Salah satu hambatan berpikir kritis disebabkan oleh proses pembelajaran (hambatan didaktis). Penelitian ini bertujuan untuk menggali hambatan didaktis berpikir kritis dalam menyelesaikan masalah matematika pada materi segitiga. Subjek penelitian sebanyak 24 mahasiswa Program Studi Pendidikan Guru Sekolah Dasar. Instrumen pendukung penelitian ini berupa tes pemecahan masalah dan pedoman wawancara. Pengecekan validitas data menggunakan triangulasi metode. Hasil penelitian menunjukkan ada tiga pola penyelesaian masalah, yaitu pola translasi gambar, pola relasi luas, dan pola kesetaraan luas. Hambatan berpikir kritis pada ketiga pola tersebut disebabkan pembelajaran yang mengandalkan penanaman konsep melalui contoh-contoh yang tidak bervariasi dan terbatas, pemberian rumus siap pakai untuk dihafal, serta penyajian masalah rutin dan prosedur penyelesaiannya. Pembelajaran tersebut membiasakan mahasiswa menyelesaikan masalah secara mekanis, sekedar meniru tindakan guru, tidak memahami makna rumus, dan menimbulkan miskonsepsi. Hal tersebut mengakibatkan kesalahan dalam memahami masalah, mengidentifikasi data, memberi alasan, dan melakukan refleksi. Temuan penelitian ini dapat digunakan sebagai dasar penyusunan materi dan masalah/soal matematika serta rencana pembelajaran untuk mereduksi hambatan berpikir kritis.
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