Analisis Kemampuan Mahasiswa pada Pembuktian Matematis: Suatu Tinjauan Pustaka
Abstract
Abstrak—Kemampuan pembuktian matematis mahasiswa itu sangat penting karena mendukung pemahaman matematis. Beberapa kemampuan mahasiswa dalam pembuktian matematis banyak dipelajari dalam beberapa artikel nasional dan internasional. Penelitian ini bertujuan untuk mendeskripsikan beberapa kemampuan mahasiswa dalam pembuktian matematis. Metode pengumpulan data meliputi identifikasi, analisis, kemudian kategorisasi, klasifikasi serta deskripsi mengenai kemampuan mahasiswa dalam pembuktian matematis dari 6 artikel nasional dan 4 artikel internasional. Hasil penelitian menunjukkan kemampuan mahasiswa dalam pembuktian matematis masih mengalami kesulitan dalam membaca bukti, memahami bukti matematis, dan menyusun bukti matematis serta belum bisa optimal dalam mengerjakan karena mahasiswa cenderung menyerah. Sebanyak 77% subjek tidak memahami cara mengerjakan soal tentang pembuktian. Sebanyak 23% subjek sudah memahami cara mengerjakannya namun ada juga yang masih belum tepat dalam langkah pengerjaaannya. Intervensi-intervensi untuk mengatasi masalah tersebut dapat menggunakan pendekatan induktif-deduktif serta menyesuaikan gaya belajarnya. Dapat disimpulkan bahwa kemampuan mahasiswa dalam pembuktian matematis masih dibawah rata-rata dan perlu adanya pendekatan induktif-deduktif serta menyesuaikan gaya belajar masing-masing mahasiswa.
Abstract— Students' mathematical proof ability is very important because it supports mathematical understanding. Some students' abilities in mathematical proof are widely studied in several national and international articles. This study aims to describe some of the students' abilities in mathematical proof. Data collection methods include identification, analysis, then categorization, classification and description of students' abilities in mathematical proof from 6 national articles and 4 international articles. The results showed that students' ability in mathematical proof still had difficulties in reading proofs, understanding mathematical proofs, and compiling mathematical proofs and could not be optimal in working because students tended to give up. As many as 77% of subjects did not understand how to work on problems about proof. As many as 23% of subjects already understand how to work on it but some are still not right in the steps of the process. Interventions to overcome these problems can use an inductive-deductive approach and adjust their learning style. It can be concluded that the ability of students in mathematical proof is still below average and the need for an inductive-deductive approach and adjusting the learning style of each student.
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