Kemampuan Pemecahan Masalah dan Keyakinan Matematika Ditinjau dari Konteks Berdasarkan Kesetaraan Gender
Keywords:
problem solving, mathematical beliefs, gender equalityAbstract
Banyak peneiltian telah mengkaji pemecahan masalah dan gender. Namun hanya sedikit penelitian yang mengkaji bagaimana konteks kesetaraan gender disajikan di dalam pemecahan masalah. Penelitian ini dilakukan untuk mengetahui bagaimana hubungan antara kemampuan pemecahan masalah dan keyakinan matematika dalam konteks kesetaraan gender dan perbandingan variabel tersebut ditinjau dari perbedaan jenis kelamin. Penelitian ini merupakan penelitian lapangan dengan menggunakan pendekatan kuantitatif. Sampel dipilih menggunakan teknik purposive sampling, sebanyak 41 mahasiswa calon guru SD/MI terpilih setelah mengikuti perkuliahan matematika dalam konteks kesetaraan gender. Hasil penelitian menunjukkan bahwa, tidak ada perbedaan yang signifikan dalam kemampuan pemecahan masalah matematika dan keyakinan matematika (KM) antara mahasiswa laki-laki dan perempuan; tidak ada perbedaan yang signifikan KM antara mahasiswa laki-laki dan perempuan; namun terdapat perbedaan pandangan tentang kesetaraan gender yang signifikan antara mahasiswa laki-laki dan perempuan.Downloads
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References
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Matsui, T., & Tsukamoto, S. (1991). Relation between career self-efï¬cacy measures based on occupational titles and Holland codes and model environments: A methodological contribution. Journal of Vocational Behavior, 38, 78–91.
Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Man=male, Me=female, therefore math ≠me. Journal of Personality and Social Psychology, 83, 44–59.
Novikasari, I., (2016). The Profile of Mathematical Knowledge for Teaching and Mathematical Beliefs of Pre-Service Primary Teachers. International Journal of Scientific Research and Innovative Technology, Vol. 3 No. 7, July 2016.
OCHA (2012). Gender Definitions and Mandates. OCHA Gender Toolkit.
Pajares, F. (2005) Gender Differences in Mathematics Self-Efficacy Beliefs dalam Gender Differences in Mathemtics: Gallagher, A., Kaufman, J. (Editor). Hlm.294 – 315.
Polya, G. (1981). Mathematical Discovery. Toronto: John Wiley & Sons.
Schmidt, W., & Kennedy, M. (1990). Teachers' and Teacher Candidates' Beliefs About Subject Matter and about Teaching Responsibilities. Michigan: The National Center for Research on Teacher Education.
Sherman, J. (1983). Factors Predicting Girls’ and Boys’ Enrollment in College Preparatory Mathematics. Psychology of Women Quarterly, Vol. 7(3), pp. 272-281.
Törner, G., & Pehkonen, E. (1999). Teachers‘ Beliefs on Mathematics Teaching– comparing different self-estimation methods a case study. http://www.uni-duisburg.de/FB11/PROJECTS/MAVI.html (20 Februari 2014).
Wedege, T. (2007). Gender perspectives in mathematics education: intentions of research in Denmark and Norway. ZDM The International Journal on Mathematics Education, 39:251-260
Zeldin,A.L.,&Pajares,F.(2000).Against the odds: Self-efï¬cacy beliefs of women in Mathematical, scientiï¬c, and technological careers. American Educational Research Journal, 37, 215–246.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education, sixth edition. USA: Taylor & Francis Group.
Creswell, J., W, & Plano, C., V. (2011). Designing and Conducting Mixed Methods Research 2nd Edition. USA: Sage Publications, Inc.
Dunbar, K. (1998). Problem solving. In W. Bechtel, & G. Graham (Eds.). A companion to Cognitive Science. London, England: Blackwell, pp 289-298.
Else-Quest, N., Hyde, J., Linn, M. (2010). Cross-National Patterns of Gender Differences in Mathematics: A Meta-Analysis. Psychological Bulletin, Vol. 136, No. 1, 103–127
Ernest. (1989). Impact of Beliefs on the Teaching of Mathematics’, in P. Ernest, Ed. Mathematics Teaching: The State of the Art, London: Falmer Press, hlm. 249-254.
Foshay, R., Kirkley, J. (2003). Principles for Teaching Problem Solving. Indiana: Plato Learning.
Frenzel, A.C., Goetz, T. (2007). Girls and mathematics - A "hopeless" issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education 22, 4, pp. 497-514.
Gallagher, A., De Lisi, R., Holst, P., MsGillicuddy-De Lisi, A., Morely, M., Cahalan, C. (2000). Gender Differences in Advanced Mathematical Problem Solving. Journal of Experimental Child Psychology, 75, 165–190.
Ghosh, Sraboni (2004). Teachers' Beliefs on Gender Differences in Mathematics Education. Disertasi: The Florida State University.
Halai, A. (2011). Equality or Equity: Gender Awareness Issues in Secondary Schools in Pakistan. International Journal of Educational Development, Vol. 31, hlm. 44-49.
Hall, J. (2012). Gender Issues in Mathematics: An Ontario Perspective. Journal of Teaching and Learning, 2012, Vol. 8 (1), pp. 59-72.
Hyde, Janet S., Fennema, Elizabeth, Lamon, Susan J., (1990). Gender Differences in Mathematics Performance: A Meta-Analysis. Psychological Bulletin 107(2), pp. 139-155.
Hyde, Janet S., Mertz, Janet E. (2009). Gender, Culture, and Mathematics Performance. Perspective, Vol. 106, pp. 8801-8807.
Kenney-Benson, G., Pomerantz, E., Ryan, A., Patrick, H. (2006). Sex Differences in Math Performance: The Role of Children’s Approach to Schoolwork. Developmental Psychology, Vol. 42, No. 1, 11–26
Leder, G., Pehkonen, E., & Törner, G. (2002). Beliefs: A Hidden Variable in Mathematics Education? Dordrecht, The Netherlands: Kluwer Academic Publishers.
Matsui, T., & Tsukamoto, S. (1991). Relation between career self-efï¬cacy measures based on occupational titles and Holland codes and model environments: A methodological contribution. Journal of Vocational Behavior, 38, 78–91.
Nosek, B. A., Banaji, M. R., & Greenwald, A. G. (2002). Man=male, Me=female, therefore math ≠me. Journal of Personality and Social Psychology, 83, 44–59.
Novikasari, I., (2016). The Profile of Mathematical Knowledge for Teaching and Mathematical Beliefs of Pre-Service Primary Teachers. International Journal of Scientific Research and Innovative Technology, Vol. 3 No. 7, July 2016.
OCHA (2012). Gender Definitions and Mandates. OCHA Gender Toolkit.
Pajares, F. (2005) Gender Differences in Mathematics Self-Efficacy Beliefs dalam Gender Differences in Mathemtics: Gallagher, A., Kaufman, J. (Editor). Hlm.294 – 315.
Polya, G. (1981). Mathematical Discovery. Toronto: John Wiley & Sons.
Schmidt, W., & Kennedy, M. (1990). Teachers' and Teacher Candidates' Beliefs About Subject Matter and about Teaching Responsibilities. Michigan: The National Center for Research on Teacher Education.
Sherman, J. (1983). Factors Predicting Girls’ and Boys’ Enrollment in College Preparatory Mathematics. Psychology of Women Quarterly, Vol. 7(3), pp. 272-281.
Törner, G., & Pehkonen, E. (1999). Teachers‘ Beliefs on Mathematics Teaching– comparing different self-estimation methods a case study. http://www.uni-duisburg.de/FB11/PROJECTS/MAVI.html (20 Februari 2014).
Wedege, T. (2007). Gender perspectives in mathematics education: intentions of research in Denmark and Norway. ZDM The International Journal on Mathematics Education, 39:251-260
Zeldin,A.L.,&Pajares,F.(2000).Against the odds: Self-efï¬cacy beliefs of women in Mathematical, scientiï¬c, and technological careers. American Educational Research Journal, 37, 215–246.
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Published
2018-12-28
How to Cite
Novikasari, I. (2018). Kemampuan Pemecahan Masalah dan Keyakinan Matematika Ditinjau dari Konteks Berdasarkan Kesetaraan Gender. Yinyang: Jurnal Studi Islam Gender Dan Anak, 13(2), 221–240. Retrieved from https://ejournal.uinsaizu.ac.id/index.php/yinyang/article/view/2102
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