ANALYSIS OF STUDENTS’ MATHEMATICAL ABSTRACTION ABILITY BY USING DISCURSIVE APPROACH INTEGRATED PEER INSTRUCTION OF STRUCTURE ALGEBRA II

Elsa Komala

Abstract


To the effect this research is subject to describe students' mathematical abstraction ability using the discursive approach of peer instruction integration, to get an idea about the problems faced by students and to study about the interventions needed by students to overcome the problems faced in doing mathematical abstraction. This research using the quantitative descriptive approach with pre-experimental design: the one-shot case study design, which is done to the students of semester V class An academic year 2016/2017 in the course of the structure of algebra II. Based on the data analysis, result of the research shows that ability of students' mathematical abstraction using the discursive approach of peer instruction integration in the course of the structure of algebra II does not exceed 85% of ideal criteria determined. Problems or obstacles faced by students in performing mathematical abstractions such as cognitive obstacles, occur when students have difficulty in learning process; genetic and psychological obstacles, occur as a result of a student's personal development; didactic obstacles, occur because of the nature of teaching from the teacher; epistemological obstacles occur because of the nature of the mathematical concepts themselves. Interventions that need to be given to the students in order to overcome these problems such as by providing reinforcement to the mastery of prerequisite material, conditioning through drill, practice, and exercise, providing scaffolding in the form of abstraction instructions by enclosing definitions or theorems for mathematical abstraction, raises students awareness of what they learn (metacognition), convergent interventions in the form of a closed-ended investigative question and leads to problem solving given at the beginning of the lesson, as students look for patterns and generalize concepts and construct didactic design, which takes into account the characteristics and properties of the concept.

Keywords: Ability of Mathematical Abstraction, Discursive Approach, Peer Instruction


Keywords


Mathematics Education

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DOI: https://doi.org/10.22460/infinity.v7i1.pXXX-XXX

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