Representasi Siswa Sekolah Dasar dalam Pemahaman Konsep Pecahan
DOI:
https://doi.org/10.33477/mp.v5i2.234Abstract
Representasi terjadi melalui dua tahapan, yaitu representasi internal dan representasi eksternal. Berpikir tentang ide matematika yang memungkinkan pikiran seseorang bekerja atas dasar ide tersebut merupakan representasi internal. Representasi internal dari seseorang sulit untuk diamati secara langsung karena merupakan aktivitas mental dari seseorang dalam pikirannya (minds-on). Tetapi representasi internal seseorang itu dapat disimpulkan atau diduga berdasarkan representasi eksternalnya dalam berbagai kondisi, misalnya dari pengungkapannya melalui kata-kata (lisan), melalui tulisan berupa simbol, gambar, grafik, tabel ataupun melalui alat peraga (hand-on). Dengan kata lain terjadi hubungan timbal balik antara representasi internal dan eksternal dari seseorang ketika berhadapan dengan sesuatu masalah. Artikel ini merupakan hasil penelitian yang dilaksanakan di SD Islam Surya Buana. Pada hasil penelitian di SD Islam Surya Buana, representasi yang digunakan adalah representasi Bruner yang meliputi enaktif (enactive), ikonik (iconic) dan simbolik (symbolic), dimana masing-masing tahapan akan disajikan dua model representasi pecahan dengan konsep bagian dari keseluruhan (part-two-whole concept) dan model bagian suatu himpunan yang bagian-bagiannya kongruen (part-group, congruent parts). Kata Kunci: abstraksi, representasi, dan pecahanReferences
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