HAMBATAN KOGNITIF DAN TINDAK LANJUT: ANALISIS KEMAMPUAN NUMERASI SISWA PADA KEGIATAN MBKM
DOI:
https://doi.org/10.31100/histogram.v6i2.2174Kata Kunci:
Hambatan kognitif, mbkm, numerasiAbstrak
Siswa yang bersekolah di daerah terpencil memiliki hambatan kognitif ketika menyelesaikan soal numerasi. Hambatan kognitif pada numerasi menjadi kendala bagi siswa ketika menyelesaikan materi bilangan. Hambatan kognitif disebabkan oleh sulitnya materi bilangan atau pembelajaran yang kurang bermakna. Penelitian ini bertujuan untuk mendeskripsikan hambatan kognitif siswa ketika menyelesaikan materi bilangan serta tindak lanjutnya. Metode yang digunakan yaitu deskriptif kualitatif dengan 5 orang siswa sebagai subjek wawancara. Pemilihan subjek selain berdasarkan hambatan yang sama juga berdasarkan kemampuan komunikasi siswa. Triangulasi teknik digunakan untuk keabsahan data dengan membandingkan data pekerjaan siswa, catatan lapangan dan hasil wawancara. Temuan penelitian menunjukkan 2 hambatan kognitif terbesar pada siswa yaitu rendahnya kepercayaan diri siswa, dan pembelajaran kurang bermakna. Hal ini menjadi salah satu indikator hambatan kognitif karena siswa malu bertanya terkait materi yang belum dimengerti dengan baik. Tindak lanjut diberikan dengan memberikan materi berbantuan media baik manipulatif maupun berbantuan komputer.
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