Konsekuensi Tanggung Jawab dalam Pembelajaran Matematika SMA
Sabar Narimo(1*), Desi Dwi Hastuti(2), Anam Sutopo(3)(1)
(2)
(3)
(*) Corresponding Author
Abstract
Penelitian ini bertujuan untuk mendeskripsikan konsekuensi tanggung jawab
siswa dalam pembelajaran matematika di SMA. Penelitian ini merupakan penelitian
kualitatif dengan desain etnografi. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan analisis model interaktif. Hasil penelitian ini: 1) siswa dapat membantu dirinya sendiri yaitu tidak pantang menyerah dalam mengerjakan tugas yang banyak dan sulit. Siswa yang sudah melengkapi tugas dipastikan mempunyai nilai yang baik di raport sehingga akan membantu dirinya mendaftar di Perguruan Tinggi Negeri lewat jalur SNMPTN. Catatan siswa yang rapi membantu dirinya sendiri dalam belajar baik itu mengulang materi atau mengerjakan tugas. 2) siswa efisien membantu orang lain yaitu mengerjakan tugas sendiri tanpa bantuan orang lain. Artinya jika siswa tidak mengganggu temannya maka temannya bisa mengerjakan atau belajar tanpa ada yang mengganggu sehingga dapat meningkatkan prestasinya. 3) siswa dapat dipercaya mengerjakan tugas dan amanah yang dibebankan dengan baik. Dalam catatan guru Bimbingan Konseling ada siswa yang merasa tidak dapat dipercaya sehingga perlu penanganan khusus sampai dipanggilkan psikiater. Dengan bantuan guru BK, Wakasek Kesiswaan, dan Wali Kelas masalah tersebut bisa teratasi. Siswa yang beri amanah sebagai ketua kelas atau ketua organisasi harus dapat melaksanakan tugasnya dengan tanggung jawab agar dapat dipercaya.
Keywords
Full Text:
PDFReferences
Bacon, C. (1990). Response-Ability. American Secondary Education, 18(2), 15-18. Retrieved
from http://www.jstor.org/stable/41063912
Bruner, J. (1960). On learning mathematics. The Mathematics Teacher, 53(8), 610-619. Retrieved from http://www.jstor.org/stable/27956266
Crisan, A. (2013). Virtual Classrooms in Collaborative Projectsand The effectiveness of The Learning Process. 76, 226-232. Retrieved from www.sciencedirect.com
Drew, P., Robert, A., Martin, C., & Mraz, M. (2015). Perceptions of The Roles and Responsibilities of Elementary School Mathematics Coaches. 2, 126-141. Retrieved from www.emeraldinsight.com/2046-6854.htm
Fagimovich, I. (2014). Development Of Student’ Civil Responsibility In The Process Of Social Projecting. 191, 801-804. Retrieved from www.sciencedirect.com
Fingarette, H. (1966). Responsibility. Mind, 75(297), new series, 58-74. Retrieved from http:// www.jstor.org/stable/2251710
Hamzah, A. (2014). Perencanaan dan Strategi Pembelajaran Matematika. (1). Jakarta: PT Rajagrafindo Persada
Hansson, Å. (2010). Instructional responsibility in mathematics education: Modelling classroom teaching using Swedish data. Educational Studies in Mathematics, 75(2), 171-189. Retrieved from http://www.jstor.org/stable/40928554
Hansson, Å. (2012). The meaning of mathematics instruction in multilingual classrooms: Analyzing the importance of responsibility for learning. Educational Studies in Mathematics, 81(1), 103-125. Retrieved from http://www.jstor.org/stable/23254221
Karp, K., & Howell, P. (2004). Building Responsibility for Learning in Students with Special Needs. Teaching Children Mathematics, 11(3), 118-126. Retrieved from http://www.jstor. org/stable/41198461
Lee (1997). How High School Organization Influences the Equitable Distribution of learning in Mathematics and Science. 70(2), 128. ProQuest Document Link.
Lickona, T. (2013). Educating For Character. (2). Jakarta: Bumi Aksara
Matteucci. (2018). Who is Responsible for Educational Outcomes? Responsibility Ascriptions for Educational Outcomes in A Sample of Italian Teacher, Parents, and Students. 10. Retrieved from www.elsevier.com/locate/lindif
Meaney, T., & Evans, D. (2013). What is the responsibility of mathematics education to the Indigenous students that it serves? Educational Studies in Mathematics, 82(3), 481-496. Retrieved from http://www.jstor.org/stable/23434474
Nashir H. (2013). Pendidikan Karakter Berbasis Agama dan Budaya. (1). Yogyakarta: Multi
Presindo
Niculescu, R. (2013). Human Resources as Leading and Supporting Actors of a Curriculum
Reform. 81, 122-125. Retrieved from www.sciencedirect.com
Niculescu, R. (2013). Religious Education an Important Dimension of Human Education. 93, 338-342. Retrieved from www.sciencedirect.com
Odafe, Victor U (1998). Students Generating Tes Items: A Teaching and Assessment Strategy,
(3), 198-202. ProQuest Document Link.
Orlove, B., Lazrus, H. Hovelsrud, G. & Giannini, A. (2014). Recognition and Responsibilities,
(3), 249-275. Retrieved from http://www.jstor.org/stable/10.1086/676298.
Pendergrass, R. (1982). A “Thinking” Approach to Teaching Responsibility. The Clearing House, 56(2), 90-92. Retrieved from http://www.jstor.org/stable/30186162
Spencer, M., Dupree, D., & Swanson, D. (1996). Parental Monitoring and Adolescents’ Sense of Responsibility for Their Own Learning: An Examination of Sex Differences. The Journal of Negro Education, 65(1), 30-43. doi:10.2307/2967366
Simacheva (2016). Trust Development in One’s Self and in Others of University Students Engaged in Innovative Activity, 36, 15-17. Procedia-Social and Behavioral Sciences
Spivak, G. (1994). Responsibility. Boundary 2, 21(3), 19-64. doi:10.2307/303600
Subur. (2015). Pembelajaran Nilai Moral dan Berbasis Kisah. (1). Yogyakarta: Kalimedia
Sugiono. (2010). Metode Penelitian Bisnis. (15). Bandung: Alfabeta
Sumardjoko. (2015). Metodologi Penelitian Kualitatif. (1). Surakarta: Universitas
Muhammadiyah Surakarta.
Sutama. (2016). Metode Penelitian Pendidikan. (2). Surakarta: Fairuz Media.
Zahra, T., Amineh A., & Maryam M. (2015). The Effect of m-Learning on Mathematics
Learning, 171, 83-89. Procedia-Social and Behavioral Sciences.
_______. Pendidikan Anti Korupsi SMA/MA Kelas X.
_______. Pendidikan Anti Korupsi SMP/MTS Kelas VII.
Article Metrics
Abstract view(s): 936 time(s)PDF: 1144 time(s)
Refbacks
- There are currently no refbacks.
