Membangun Kemandirian Belajar Aljabar Abstrak melalui Modul Pendampingan

Abstract

Abstrak— Pemerintah sejak tahun 2016 melakukan revolusi karakter bangsa melalui gerakan Penguatan Pendidikan Karakter (PPK). Karakter kemandirian dalam belajar matematika penting untuk dimiliki oleh mahasiswa sebagai calon guru. Penelitian ini bertujuan untuk membangun kemandirian belajar matematika khusunya pada aljabar abstrak melalui pendampingan modul. Penelitian ini menggunakan metode digunakan deskriptif kualitatif yang diawali pendekatan kuantitatif sebagai data awal penentuan subyek penelitian  ke dalam kelompok kemandirian tinggi, sedang dan rendah.  Instrumen yang digunakan member check, tugas-tugas mingguan individu, tes aljabar abstrak, dan angket kemandirian belajar. Subjek dipilih 2 dari masing-masing kelompok kemandirian berdasarkan perbandingan tetap dari mahasiswa yang mengikuti perkuliahan aljabar abstrak. Hasil penelitian dari  masing-masing subyek karakter kemandirian tinggi, sedang, dan rendah menunjukkan 1) mempunyai kepercayaan diri yang tinggi, mempunyai inisiatif, mempunyai tanggungjawab, mempunyai semangat/motivasi dan mempunyai kedisiplinan yang tinggi; 2) adanya usaha untuk mengarah ke mandiri, namun masih mempunyai kepercayaan diri yang sedang, kadangkala ada inisiatif, ada  tanggungjawabjika ada tugas dari dosen, motivasi ketika mengerjakan tugas juga sedang dan kedisiplinannya juga kurang; 3) sudah  ada usaha untuk mengarah ke kemandirian dalam belajar, namun kepercayaan dirinyamasih sedang, kurang ada inisiatif,  kurang tanggungjawab, motivasi ketika mengerjakan tugas juga sedang dan kedisiplinannya juga kurang.

Kata kunci—Kemandirian belajar, modul pendampingan, aljabar abstrak

Abstract— Since 2016, the government has been transforming the nation's character through the Character Education Strengthening (Penguatan Pendidikan Karakter/PPK) campaign. As prospective teachers, it is essential for students to possess the character trait of mathematical independence. Through the use of modules, this study aims to promote mathematical independence, particularly in abstract algebra. This research employed a qualitative descriptive method that is preceded by a quantitative approach to gather preliminary data for categorizing research subjects into high, medium, and low independence groups. Instruments of this study include member checks, individual weekly tasks, abstract algebra tests, and questionnaires on learning independence. A fixed comparison of students who attended abstract algebra courses was utilized to pick two subjects from each independence group. The following are the findings that emerged from the research conducted on subjects with high, medium, and low levels of independent personality. (1) Students who have high level of independence also have a high level of self-confidence, a high level of initiative, a high level of responsibility, a high level of spirit or motivation, and a high level of discipline; (2) students who have a medium level of independence tend to have an effort to lead to self-reliance, but still have a medium level of confidence; they have an initiative and responsibility with the tasks from the lecturer; they have medium motivation but low discipline; and 3) students who have a low level of independence typically make an attempt to lead to a higher level of independence in learning; nevertheless, his confidence is moderate, he lacks initiative, he lacks responsibility, and drive when it comes to completing tasks, and their discipline is poor.

Keywords— learning independence, modul learning, abstract algebra