*zukruffefen05@gmail.com
Abstract. Matematika menjadi landasan ilmu dalam mempelajari ilmu-ilmu lain. Pembelajaran
matematika pada dasarnya ditujukan untuk mendorong siswa untuk berpikir kreatif dan logis
serta untuk memecahkan masalah yang berkaitan dengan kehidupan sehari-hari, agar siswa dapat
menghadapi situasi kehidupan nyata dengan efektif. (Švecová, Rumanová, & Pavlovičová,
2013). Namun, pada kenyataannya kualitas pembelajaran matematika sekolah di Indonesia
belum konsisten dengan harapan dan tujuan pembelajaran matematika yang disebutkan
sebelumnya. Kualitas pembelajaran matematika dapat dilihat dari hasil belajar matematika siswa.
Pembelajaran matematika rendah
hasil siswa sekolah dasar ditemui di Kecamatan Karangpandan, yang dapat
dilihat dari data prestasi belajar pada Ujian Nasional tahun ajaran 2016/2017
Kata Kunci: Pendekatan matematika, pembelajaran matematika relaistik
1. Introduction
Pada zaman sekarang ini, perubahan proses belajar berubah dari awalnya Teacher centered ke
Student centered. Hal ini dikarenakan tuntutas dari perkembangan zaman yang semakin
modernisasi dan berkembang pesat. Sumber daya satu-satunya bukan hanya guru, namun banyak
penyedia informasi yang disediakan pada zaman sekarang ini. Seperti yang dapat di akses pad
media online sebagai penunjang dalam proses pembelajaran. Jadi, siswa dituntut untuk aktif
dalam mencari dan menggali informasi sebanyak-banyaknya tentang apa yang sedang mereka
pelajari. Pembelajaran merupakan proses memperoleh informasi oleh siswa. Prosesnya melalui
persepsi, penyimpanan informasi, dan pemanfaatan kembali informasi tersebut untuk
memecahkan masalah yang dihadapi. Belajar merupakan aktifitas siswa dalam membangun
makna atau pemahaman. Dengan demikian, guru perlu memberikan dorongan kepada siswa
untuk menggunakan otoritasnya dalam membangun gagasan. Tanggung jawab belajar berada
pada diri siswa, sedangkan guru bertanggung jawab untuk menciptakan situasi yang mendorong
dan memotivasi siswa untuk belajar sepanjang hayat.
Melihat dari perkembangan zaman yang semakin hari semakin kompleks, fungsi dari
pengajaran matematika kepada siswa adalah untuk mempersiapkan siswa berpikir kritis, logis,
rasional, cermat, dan efisien. Namun, tugas ini menjadi semakin berat untuk dilakukan oleh guru,
sehingga seorang guru dituntut harus lebih professional dalam mengajar dan meningkatkan
kreativitas siswa yang beragam melakui latihan-latihan pemecahan masalah. Untuk itu,
diperlukan suatu pendekatan pembelajaran yang sesuai dengan keadaan siswa yang beragam,
salah satunya adalah dengan pendekatan open-ended.
Pendekatan Open-ended merupakan salah satu upaya inovasi pendidikan matematika yang
pertama kali dilakukan oleh para ahli pendidikan matematika Jepang. Pendekatan ini lahir sekitar dua
puluh tahun yang lalu dari hasil penelitian yang dilakukan Shigeru Shimada, Toshio Sawada,
Yoshiko Yashimoto, dan Kenichi Shibuya (Afgani dalam (Nohda, 2000)). Munculnya pendekatan ini
sebagai reaksi atas pendidikan matematika sekolah saat itu yang aktifitas kelasnya disebut dengan
“issei jugyow” (frontal teaching); guru menjelaskan konsep baru di depan kelas kepada para siswa,
kemudian memberikan contoh untuk penyelesaian beberapa soal.
Seperti diketahui bahwa masalah rutin yang biasa diberikan pada siswa sebagai latihan
atau tugas selalu berorientasi pada tujuan akhir, yakni jawaban yang benar. Akibatnya proses
atau prosedur yang telah dilakukan oleh siswa dalam menyelesaikan soal tersebut kurang atau
bahkan tidak mendapat perhatian guru. Padahal perlu disadari bahwa proses penyelesaian
masalah merupakan tujuan utama dalam pembelajaran pemecahan masalah matematika.
Gambaran tersebut sebagaimana dikemukakan Afgani dalam (Anthony (1996)) yang
mengemukakan bahwa pemberian tugas matematika rutin yang diberikan pada latihan atau
tugas-tugas matematika selalu terfokus pada prosedur dan keakuratan, jarang sekali tugas
matematika terintegrasi dengan konsep lain dan juga jarang memuat soal yang memerlukan
kemampuan berfikir tingkat tinggi. Akibatnya ketika siswa dihadapkan pada tugas yang sulit dan
membutuhkan kemampuan berfikir tingkat tinggi atau jawabannya tidak langsung diperoleh,
maka siswa cenderung malas mengerjakannya, akhirnya dia menegosiasikan tugas tersebut
dengan gurunya.
Tugas dalam pembelajaran matematika diharapkan mampu membuat siswa berpartisipasi
aktif, mendorong pengembangan intelektual siswa, mengembangkan pemahaman dan
ketrampilan matematika, dapat menstimulasi siswa, menyusun hubungan dan mengembangkan
tatakerja ide matematika, mendorong untuk memformulasi masalah, pemecahan masalah dan
penalaran matematika, mamajukan komunikasi matematika, menggambarkan matematika
sebagai aktifitas manusia, serta mendorong dan mengembangkan keiinginan siswa mengerjakan
matematika (Afgani dalam (NCTM, 1991; Silver, 1985)).
Tujuan dari pendekatan open-ended menurut Nohda (Suherman, 2003 : 124) adalah untuk
mendorong siswa dalam berpikir kreatif dan sistematis dalam menyelesaikan suatu masalah
secara berkelanjutan. Dengan kata lain kemampuan berpikit siswa harus dikembangkan dengan
baik sesuai dengan kemampuan tiap-tiap siswa. Hal ini perlu diperhatikan bahwa guru harus
memberikan kesempatan kepada siswa untuk berpikir dengan bebas dengan minat dan
kemampuannya.
Menurut Afgani dalam (Shimada & Becker (1997)) munculnya pendekatan open-ended
bermula pada pandangan bagaimana menilai kemampuan siswa secara objektif dalam kemampuan
berpikir kreatif tingkat tinggi dalam matematika. Seperti yang telah diketahui bahwa dalam
pembelajaran matematika, rangkaian pengetahuan, ketrampilan, konsep-konsep, prinsip-prinsip
atau aturan-aturan biasanya diberikan kepada siswa dalam langkah sistematis. Rangkaian
tersebut tidak diajarkan secara langsung terpisah-pisah atau masing-masing, namun harus
disadari sebagai rangkaian yang terintegrasi dengan kemampuan dan sikap setiap siswa. Dengan
demikian akan terbentuk suatu keteraturan atau pengorganisasian intelektual yang optimal.
Dalam pendekatan open-ended guru memberikan permasalah kepada siswa yang solusinya tidak
perlu ditentukan hanya melalui satu jalan. Guru harus memanfaatkan keragaman cara atau
prosedur yang ditempuh siswa dalam memecahkan masalah. Hal tersebut akan memberikan
pengalaman pada siswa dalam menemukan sesuatu yang baru berdasarkan pengetahuan,
ketrampilan dan cara berfikri matematik yang telah diperoleh sebelumnya. Ada beberapa
keunggulan dari pendekatan ini, antara lain :
1. Siswa memiliki kesempatan untuk berpartisipasi secara lebih aktif serta memungkinkan
untuk mengekspresikan idenya
2. Siswa memiliki kesempatan lebih banyak menerapkan pengetahuan serta ketrampilan
matematika secara komprehensif
3. Siswa dari kemampuan matematika lemah sekalipun tetap memiliki kesempatan untuk
mengekspresikan penyelesaian masalah yang diberikan dengan cara mereka sendiri
4. Siswa termotivasi secara intrinsik untuk membiasakan diri memberikan bukti atas jawaban
yang mereka berikan
5. Siswa memiliki banyak pengalaman, baik melalui temuan mereka sendiri maupun dari
temannya dalam menjawab permasalahan
Namun demikian, pendekatan ini juga terdapat berbagai kelemahan. Adapun kelemanahan yang
muncul antara lain :
1. Sulit membuat atau menyajikan situasi masalah matematika yang bermakna bagi siswa
2. Sulit bagi guru untuk menyajikan masalah secara sempurna. Seringkali siswa menghadapi
kesulitan untuk memahami bagaimana caranya merespon atau menjawab permasalahan yang
diberikan
3. Karena jawabannya bersifat bebas, maka siswa yang memiliki kemampuan matematika yang
tinggi seringkali merasa cemas atau ragu atas jawabannya sendiri.
4. Terdapat kecenderungan bahwa siswa merasa kegiatan belajar mereka tidak menyenangkan
karena mereka merasa kesulitan dalam mengajukan kesimpulan secara tepat dan jelas.
(Suherman dkk, 2003: 133)
DAFTAR PUSTAKA
Aras. I, “Pendekatan Open-ended Dalam Pembelajaran Matematika,” Jurnal Edukasia, vol. 5, no.
2, th. 2018.
Anthony, G., (1996). Classroom Instructional Factors Affecting Mathematics Stidents’ Strategics
Learning Behaviours. Dalam Philip C. Clarkson (editor) Technology in Mathematics Education.
Australia : Mathematics Educatiuon Research Group of Australia
Nacional Council of Teacher of Mathematics (NCTM), (2000). Principles and Standards for
School Mathematics. USA : NCTM.
Nohda, N., (2000). Learning and Teaching Through Open-ended Approacrh Method. Dalam
Tadao Nakahara dan Masataka Koyama (editor) Proceeding of the 24th of the Intenational
Group for the Psychology of Mathematics Education. Hiroshima : Hiroshima University.
Becker, J.P. & Shimada, S. 1997. The Open-Ended approach: A New Proposal for teaching
mathematics. Virginia: the National Coucil of Teachers of mathematics. Hlm. 23
Shimada, S., & Becker J.P., (1997). The Open-Ended Approach. A New Proposal for Teaching
Mathematics. Virginia : NCTM.
Suherman, Erman. dkk, 2003. Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA.
OPEN-ENDED APPROACH IN MATHEMATICS INSTRUCTION
Zukruf Fefen, Muhammad Hakim Asyyura
Universitas Negeri Padang, Jl Prof. Dokter Hamka, Air Tawar Barat,
Padang, West Sumatera, Indonesia
*zukruffefen05@gmail.com
Abstract. Mathematics learning conducted at this time is still far from what is expected, because
learning is still dominated by teachers and is only a delivery of information, it does not involve
much student activity. Thus the learning obtained by students is less meaningful and students are
less able to apply their knowledge in daily life. So we need an approach that requires students to
be active in learning. The open-ended approach is very suitable to be applied today, because this
approach is more focused on student centered. The use of open-ended questions in mathematics
learning has been widely used as an assessment in the assessment of learning outcomes. This is
done because through open-ended questions the teacher can explore students' diverse thinking
abilities and levels of understanding. As the development of innovation in learning, open
questions are no longer just a tool for evaluating, but developed into a learning approach with the
term open-ended approach. for this reason it is necessary to conduct a literature study to examine
matters that are theoretical related to this approach for use in mathematics learning. Based on the
literature search, an explanation is made about why an open-ended approach needs to be applied,
the steps to implement it, and how to evaluate it. With the hope to increase the treasury of
knowledge about the open-ended approach.
1. Introduction
In this day and age, changes in the learning process change from originally Teacher centered to
Student centered. This is due to demands from the development of an increasingly modernization
and rapid development. The only resource is not just teachers, but many information providers
are provided in this day and age. As can be accessed on online media as a support in the learning
process. So, students are required to be active in finding and exploring as much information
about what they are learning. Learning is the process of obtaining information by students. The
process is through perception, information storage, and reuse of the information to solve the
problem at hand. Learning is a student activity in building meaning or understanding. Thus, the
teacher needs to give encouragement to students to use their authority in developing ideas. The
responsibility for learning rests with students, while the teacher is responsible for creating
situations that encourage and motivate students to learn throughout life.
Seeing from the times that are increasingly complex, the function of teaching
mathematics to students is to prepare students to think critically, logically, rationally, carefully,
and efficiently. However, this task becomes increasingly difficult for the teacher to do, so that a
teacher is required to be more professional in teaching and increasing students' diverse creativity
through problem-solving exercises. For this reason, a learning approach that is appropriate to the
diverse circumstances of students is needed, one of which is the open-ended approach.
The Open-ended approach is one of the first mathematics education innovation efforts
undertaken by Japanese mathematics education experts. This approach was born about twenty
years ago from the results of research conducted by Shigeru Shimada, Toshio Sawada, Yoshiko
Yashimoto, and Kenichi Shibuya (Afgani in (Nohda, 2000)). The emergence of this approach as
a reaction to school mathematics education at that time whose class activities were called "issei
jugyow" (frontal teaching); The teacher explains the new concepts in front of the class to
students, then provides examples for solving some problems.
It is well known that routine problems that are usually given to students as exercises or
assignments are always oriented towards the final goal, namely the correct answer. As a result,
the process or procedure that has been carried out by students in solving these problems is
lacking or not even getting the teacher's attention. Though it needs to be realized that the
problem solving process is the main goal in learning mathematical problem solving. This
description as stated by Afgani in (Anthony (1996)) which states that the provision of routine
mathematical tasks given in math exercises or tasks is always focused on procedures and
accuracy, rarely mathematical tasks are integrated with other concepts and also rarely contains
questions that require high-level thinking ability. As a result when students are faced with a
difficult task and require the ability to think high-level or the answer is not directly obtained,
then students tend to be lazy to do it, finally he negotiated the task with his teacher.
The task in learning mathematics is expected to be able to make students actively
participate, encourage students' intellectual development, develop understanding and
mathematical skills, be able to stimulate students, arrange relationships and develop
mathematical ideas work, encourage to formulate problems, solve problems and mathematical
reasoning, show mathematical communication, describe mathematics as a human activity, and
encourage and develop students' desire to do mathematics (Afgani in (NCTM, 1991; Silver,
1985)).
Open-ended approach is an approach that uses open-ended problems where a problem has
many solutions and solutions. Openness is classified into 3 types, namely:
1. The process is open,
The purpose of an open process is that the type of problem given has many correct ways
of solving it.
2. The final result is open.
The final result is open, meaning that the type of question given has many correct
answers (multiple).
3. The method of further development is open.
The way of continued development is open, namely when students have finished solving
the problem, they can develop new problems by changing the conditions of the existing
conditions at the beginning.
The purpose of the open-ended approach according to Nohda (Suherman, 2003: 124) is to
encourage students to think creatively and systematically in solving a problem on an ongoing
basis. In other words students' ability to think must be well developed in accordance with the
abilities of each student. It is important to note that teachers must provide opportunities for
students to think freely with their interests and abilities.
According to Afgani in (Shimada & Becker (1997)) the emergence of an open-ended
approach begins with the view of how to objectively assess student abilities in high-level creative
thinking abilities in mathematics. As is well known that in mathematics learning, a series of
knowledge, skills, concepts, principles or rules are usually given to students in a systematic step.
The series is not taught separately or individually, but it must be realized as a series that is
integrated with the abilities and attitudes of each student. Thus an optimal intellectual order or
organization will be formed.
According to Nurjaman in (Akihiko Takahashi (2007) some of the benefits of using
open-ended (open problems) in learning mathematics, namely:
1. Students participate more actively in learning and express their ideas more intensively.
2. Students have more opportunities to use their knowledge and skills comprehensively.
3. Every student can respond to problems using their own way.
4. Students are motivated to provide proof.
5. Students have rich experience to enjoy the process of discovery and receive approval
from other students of the strategies or solutions they produce.
In the open-ended approach the teacher gives problems to students whose solutions do not
need to be determined in only one way. The teacher must utilize the diversity of ways or
procedures adopted by students in solving problems. This will provide students with experience
in discovering something new based on knowledge, skills and ways of thinking mathematically
that have been obtained previously. There are several advantages of this approach, including:
1. Students have the opportunity to participate more actively and to express their ideas
2. Students have the opportunity to apply mathematics knowledge and skills
comprehensively
3. Students of weak mathematical ability even though still have the opportunity to express
the problem solving given in their own way
4. Students are intrinsically motivated to get used to providing evidence of the answers they
give
5. Students have a lot of experience, both through their own findings and from their friends
in answering problems
However, this approach also has many drawbacks. As for the softness that comes from it:
1. It is difficult to make or present a meaningful mathematical problem situation for
students
2. It is difficult for teachers to present problems perfectly. Often students face difficulty
understanding how to respond or answer the given problem
3. Because the answers are free, students who have high mathematical abilities often feel
anxious or doubtful about their own answers.
4. There is a tendency that students feel their learning activities are not fun because they
find it difficult to submit conclusions precisely and clearly. (Suherman dkk, 2003: 133)
DAFTAR PUSTAKA
Aras. I, “Pendekatan Open-ended Dalam Pembelajaran Matematika,” Jurnal Edukasia, vol. 5, no.
2, th. 2018.
Anthony, G., (1996). Classroom Instructional Factors Affecting Mathematics Stidents’ Strategics
Learning Behaviours. Dalam Philip C. Clarkson (editor) Technology in Mathematics Education.
Australia : Mathematics Educatiuon Research Group of Australia
Nacional Council of Teacher of Mathematics (NCTM), (2000). Principles and Standards for
School Mathematics. USA : NCTM.
Nohda, N., (2000). Learning and Teaching Through Open-ended Approacrh Method. Dalam
Tadao Nakahara dan Masataka Koyama (editor) Proceeding of the 24th of the Intenational
Group for the Psychology of Mathematics Education. Hiroshima : Hiroshima University.
Becker, J.P. & Shimada, S. 1997. The Open-Ended approach: A New Proposal for teaching
mathematics. Virginia: the National Coucil of Teachers of mathematics. Hlm. 23
Suherman, Erman. dkk, 2003. Strategi Pembelajaran Matematika Kontemporer. Bandung: JICA.