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Abstract : The goal of the research in this article is to describe the ability of
times when a person's students are able to solve problems with the process of
thinking is relatively simple, sometimes also through a long process of thinking.
The process of thinking that is the process in which a student is unable or
unwilling to change the mathematical problems into mathematical sentence.
During these still haven't realized that the ability to work on a problem with slow
or fast thinking process associated with the intelligentsia of the respective person.
Abstraction is one type of capability which is an attribute of intelligence.
Teman in Djali (2012: 64) gives the sense of intelligence as "... the ability to carry
on abstract thinking ...". From that sense, Teman tried to explain abilities related
to abstract things. A person can be categorized as an intelligent person, when
abstraction has the ability to properly and appropriately. Within each of the
students must have the ability of abstraction that will affect the success of the
study.
According to Piaget in Paul (1997: 37-38), there are two possibilities of
abstraction, namely abstraction based on the object itself is called a simple
abstraction and abstraction based on coordination, relations, operations, use of
which is not straight out of the properties of the object itself called reflective
abstraction.
Reflective Abstraction refers to the ability of subjects to project and
reorganize the structure created by the activities and interpretation of the subjects
themselves to the new situation. Cifarelli in Wiryanto (2014: 572) argues levels in
abstraction reflective defined as follows: the first level is the recognition
(recognition), the second level is a representation (representation), the third level
is the abstraction of structural (structural abstraction), level four or The highest
level is the awareness of the structural (structural awarenes).
Abstract thinking is a very important attribute of the intelligentsia because
of the higher cognitive levels (intelligence) someone the more regular (and also
more abstract) way of thinking. Wiryanto (2014: 573) argues a privilege levels of
abstraction proposed by Cifarelli is that these levels a stage to describe whether
Aryojeding Rejotangan MTsN Tulungagung. Data retrieval is done with the test,
interview, observation, and documentation. Technique of data analysis, namely
data reduction, data display, data conclucion drawing/verification.
DISCUSSION
The word abstraction (Grey & Tall, 1994) has two meanings, first as a
process of 'depict' a situation, and the second is a concept as a result of a process.
Meanwhile, according to Ferrari (2003: 1225), "If we take into account the
development of mathematics, from the standpoints of both history and learning,
we can see that very often abstraction is a basic step in the creation of new
concepts" meaning that abstraction often the basic steps in creating new concepts
and often appear new objects.
Abstraction began as a set of objects, then grouped based on the nature and
important relationship, then aborted and the nature of the relationship is not
important. Results of abstraction consists of the set of all objects that have
properties and the important relationship that abstraction is a process of
decontextualization.
from
the heading
on the
objects of the class or structure and is called the object at a higher level.
Abstraction itself is closely associated with the process of abstract
thinking. Abstract thinking ability of intelligence is one which every individual.
Intelligence is the ability inborn, that allows one to do something in a certain way
(Ngalim, 2011: 52). Teman in Djaali (202: 64) give a sense of intelligence as "...
the ability to carry on abstract thinking ..." from such understanding, Teman tried
to explain the ability associated with abstract things. A person can be categorized
as intelligent, if have the ability to abstract thinking correctly and appropriately. In
general, the higher the level of cognitive (intelligence) someone the more regular
(and also more abstract) way of thinking (Hamzah, 2006: 11).
In relation to the Primary theories of Mental abstraction Ability
(Thurstone) tried to explain the organization of intelligence abstract, by dividing
the intelligence being the ability primer, which consists of the ability of
numerical/mathematical, verbal or language, abstraction, visualization or thinking,
making decisions, inductive and deductive , recognize or observe and remember
(Djaali, 2012: 73).
Abstraction in mathematics is the process to obtain the essence of a
mathematical concept, removing any dependence on real world objects which at
first might be mutually, and generalized so that he has applied-applied broader or
corresponding with an explanation other abstracts for symptoms of equivalent.
Herschkowitz et al. defines an abstraction "an activity of vertically reorganizing
Previously constructed mathematics into a new mathematical structure,"
(Mitchelmore & White, 2004) that abstraction is a vertical reorganization activity
mathematical concept which had been constructed before through a new
mathematical structure. From that sense it is known that in the settlement of
mathematics cannot be separated from the process of abstraction.
The Levels of Abstraction
Wiryanto (2014: 572) argues levels in abstraction reflective according
Cifarelli (1998) defined as follows: the first level is the recognition (recognition),
the second level is a representation (representation), the third level is the
abstraction of structural (structural abstraction), level to four or the highest level is
the awareness of the structural (structural awareness).
The first level is the recognition (recognition), Ciffareli in Petty (1996: 9)
explains that "Recognition At this stage, the problem solver encounters a new
situation, and recalls or Identifies activity from previous situations as being
appropriate" means identifying a mathematical structure that been there before.
Identifying a mathematical structure occurred when students realize that a
structure that has been used previously on math problems faced today. In this
introduction, students do not necessarily represent the structure of an already
known into something whose structure can be represented.
The second level is a representation (representation) Cifarelli in Petty
(1996: 20) explains
having to complete all of the activity of thinking. It is associated with the ability
of students' metacognition. At this level, students are able to think about the
structure and flow of the settlement and make a decision without having to make
the completion of a physical or mental shape represents the settlement method.
Because at level four, which is the level of abstraction of structural (structural
abstraction) is the level of a high level because the students will be able to
demonstrate the capability and resolution of a mathematical problem without
having to complete all of the activity of thinking in this study only took the three
levels, namely the level of recognition (recognition) , level of representation
(representation), structural abstraction level (structural abstraction) which then
created a criteria in which to measure the ability of abstraction students in solving
problems.
Illustrated on three levels of abstraction students the recognition criteria
(recognition), the second level of representation (representation), the third level of
abstraction structural (structural abstraction), which is divided into three levels,
three indicators, 8 descriptors, and 24 classification. Score abstraction criteria will
be processed using a percent or correction percentages. Scores were obtained by
the students is the percentage of the maximum score ideal that should have been
achieved if the test is done with a 100% correct result.
Resolving Problem
Aktivitas
(1)
(2)
(3)
(4)
Jawaban
165 cm2 = x 22 cm x tinggi
165 cm2 = 11 cm x tinggi
tinggi = 165 cm2/11 cm
tinggi = 15 cm
jadi tinggi segitiga adalah 15 cm
Aktivitas
(5)
(6)
(7)
(8)
(9)