PENDAMPINGAN PENGUATAN DASAR MATEMATIKA UNTUK MENINGKATKAN PEMAHAMAN KONSEP CALON GURU MATEMATIKA
Abstract
Abstrak: Hasil observasi awal sebelum kegiatan ini dimulai menunjukkan adanya kegiatan belajar masih berpusat pada dosen. Tampak pada kegiatan pembelajaran masih menggunakan model konvensional dengan metode ceramah. Sehingga tidak ada variasi dalam penyampaian materi dan latihan soal. Selain itu, pemahaman mahasiswa pada materi dasar trigonometri masih belum maksimal, padahal kemampuan tersebut diperlukan mahasiswa untuk menempuh materi-materi pada tingkat berikutnya yang bersifat lebih abstrak. Tujuan dari penelitian ini yaitu: (1) membimbing mahasiswa untuk meningkatkan pemahaman konsep dasar trigonometri; dan (2) meningkatkan kemampuan matematika mahasiswa sehingga lebih mudah mempelajari konsep-konsep matematika lain yang bersifat abstrak. Kegiatan pendampingan ini berupa seminar yang dilaksanakan dalam tiga tahapan: (1) pra-kegiatan, pre-test dan observasi untuk menemukan masalah dilanjutkan menemukan solusi; (2) pendampingan; dan (3) melakukan evaluasi dengan melakukan pos-test sesaat setelah rangkaian pendampingan kegiatan selesai. Hasil kegiatan post-tes diakhir kegiatan menunjukkan bahwa 80% mahasiswa atau12 dari 15 mahasiswa mengalami peningkatan pemahaman konsep dasar trigonometri. Hanya saja pada 3 mahasiswa lainnya, peningkatan pemahaman konsep dasar trigonometri tidak terlalu signifikan, sehingga tidak tampak adanya perubahan.
Abstract: Preliminary observations before this activity began showed that the learning activity was still centred on the lecturer. The learning activities are still using conventional models with lecture methods. So, there's no variation in the delivery of material and the practice of matters. Furthermore, the student's understanding of the primary material of trigonometry is still not at the maximum. At the same time, such an ability is required of the student to pass the materials at the next level, which is more abstract. The objectives of this study are (1) to guide students in improving their understanding of the basic concepts of trigonometry; and (2) to improve students' mathematical abilities so that it is easier to learn other mathematics concepts than abstract concepts. This activity is carried out in three stages: (1) pre-activity, observation to find problems and continued finding solutions; (2) support; and (3) which is conducting an evaluation immediately after support is completed. Results show that 80% of students, or about 12 out of 15 students, have improved their understanding of the basic concepts of trigonometry. Only in the other three students was the improvement in understanding the basic concepts of trigonometry not very significant, so there was no apparent change.
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DOI: https://doi.org/10.31764/jmm.v8i2.21157
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