MODEL PEMBELAJARAN MATEMATIKA DI SD NEGERI 01 PONTIANAK UTARA: PERSPEKTIF PEMBELAJARAN KONSTRUKTIVISTIK

Ria Mutiani, NIM.: 18204080048 (2020) MODEL PEMBELAJARAN MATEMATIKA DI SD NEGERI 01 PONTIANAK UTARA: PERSPEKTIF PEMBELAJARAN KONSTRUKTIVISTIK. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This research was conducted to determine the stages of the mathematics learning model in SD Negeri 01 Pontianak Utara with a constructivist learning perspective. This type of research is a qualitative descriptive study. The techniques used in data collection are through observation, interviews and documentation. The data obtained in this study included: Results of interviews conducted with school principals, mathematics teachers and students, observations about activities carried out during group study visits at students' homes during the Covid-19 pandemic, and documentation regarding the process of implementing activities and other supporting matters. Analysis of the data in this study as expressed by Miles and Huberman. In testing the validity of the data using data triangulation techniques. The results of the research that have been done are about the stages of constructivist learning from Yager theory and are supported by Jean Piaget's learning theory. The stages are divided into four, namely: The first stage of perception, awakening students' skills in speaking and familiarizing students to build an open attitude to give and receive opinions or ideas. The second stage of exploration, students find initial knowledge, then explored by trying to classify the results obtained during observations and students still need guidance or direction from the teacher. The three stages of discussion and explanation of the teacher's concept provide encouragement to students to ask their own questions, encourage students to work in groups and assess student learning processes and outcomes in the context of learning. The four stages of development and application of the concept of students can construct the concepts learned so that the teacher is only a mediator and facilitator. Of the four stages, it can be said that the teacher is quite capable in implementing it and there are still a few stages that have not appeared during the learning process.

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