Eksplorasi Proses Berpikir Klasifikasi Siswa Kelas I Ditinjau dari Tingkat Kemampuan Menggunakan Kartu Bergambar
DOI:
https://doi.org/10.24114/jgk.v10.i4.76814Keywords:
Proses Berpikir Klasifikasi, Tingkat Kemampuan, Kartu Bergambar, Media Manipulatif, Matematika Kelas AwalAbstract
Klasifikasi merupakan aktivitas matematis awal yang umumnya dinilai dari ketepatan hasil sehingga proses berpikirnya belum terungkap. Penelitian ini bertujuan mengeksplorasi proses berpikir klasifikasi siswa kelas I melalui aktivitas manipulatif berbasis kartu bergambar serta mendeskripsikan perbedaannya berdasarkan tingkat kemampuan. Penelitian kualitatif berdesain studi kasus ini dilaksanakan di SD Negeri Bakalan 03, Sukoharjo, pada Juli 2026 dengan aktivitas inti 28 Juli 2026. Subjek penelitian terdiri atas sembilan siswa kelas I, dengan tiga siswa fokus berkemampuan rendah, sedang, dan tinggi yang dipilih menggunakan purposive sampling. Alur penelitian meliputi persiapan, validasi instrumen, pelaksanaan aktivitas, serta wawancara dan analisis data. Data dikumpulkan melalui observasi sebelas indikator dan wawancara, dengan keabsahan melalui triangulasi teknik, kemudian dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil menunjukkan jumlah skor 23, 34, dan 44 dari 44 berturut-turut pada siswa berkemampuan rendah, sedang, dan tinggi. Perbedaan terbesar pada penggunaan lebih dari satu kriteria dan strategi alternatif dengan rentang skor 1–4, sedangkan perbedaan terkecil pada pengamatan kartu dan keterlibatan dengan rentang 3–4. Kartu bergambar melibatkan seluruh tingkat kemampuan meskipun kedalaman prosesnya berbeda. Guru direkomendasikan membedakan pertanyaan pancingan sesuai tingkat kemampuan siswa.
References
Ahmad, M., & Wilkins, S. (2025). Purposive sampling in qualitative research: A framework for the entire journey. Quality & Quantity, 59(2), 1461–1479. https://doi.org/10.1007/s11135-024-02022-5
Ahmad, S., & Siller, H.-S. (2024). Investigating the effect of manipulatives on mathematics achievement: The role of concrete and virtual manipulatives for diverse achievement level groups. Journal on Mathematics Education, 15(3), 979–1002. https://doi.org/10.22342/jme.v15i3.pp979-1002
Altiner, E. Ç. (2025). Unraveling the creative mathematical thinking of primary school children: A qualitative exploration. The Journal of Educational Research, 119(2), 174–191. https://doi.org/10.1080/00220671.2025.2525247
Bruner, J. S. (1965). The process of education. Harvard University Press.
Cahyono, B., Karoso, S., Sugito, & Baso, R. S. (2024). Implementasi media manipulatif untuk pemahaman siswa dalam pembelajaran matematika. Indonesian Journal of Learning and Instructional Innovation, 2(1), 1–6. https://doi.org/10.20961/ijolii.v2i01.1303
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105(2), 380–400. https://doi.org/10.1037/a0031084
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Eriksson, H., & Eriksson, I. (2021). Learning actions indicating algebraic thinking in multilingual classrooms. Educational Studies in Mathematics, 106(3), 363–378. https://doi.org/10.1007/s10649-020-10007-y
Faiziyah, N. (2022). Kemampuan berpikir kreatif dalam menyelesaikan open-ended problem berbasis etnomatika ditinjau dari tingkat kemampuan matematika. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(4), 3444–3459. https://doi.org/10.24127/ajpm.v11i4.5919
Fauzi, W. N. A., Wuryandani, W., & Supartinah. (2025). Creative thinking in global primary education: Pedagogical innovations and learning outcomes through an integrated bibliometric and systematic review. Social Sciences & Humanities Open, 12(1), 102216. https://doi.org/10.1016/j.ssaho.2025.102216
Fauziah, R. S., Nurhalimah, S., Sakmal, J., & Dewi, E. (2024). Penggunaan media gambar dalam meningkatkan hasil belajar matematika siswa sekolah dasar (studi literatur). Jurnal Ilmiah Sekolah Dasar, 9(2), 2284–2296. https://doi.org/10.23969/jp.v9i2.13995
Handayani, S., Marwan, & Ansari, B. I. (2022). Kemampuan berpikir kreatif matematis dan self-confidence siswa dengan pendekatan open-ended. SUKMA: Jurnal Pendidikan, 6(2), 209–225. https://doi.org/10.32533/06205.2022
Hartiningrum, E. S. N., Maarif, S., Umami, R., & Dewi, M. P. (2022). Proses berpikir siswa SD dalam menyelesaikan soal open ended problem picture. Cendekia: Jurnal Pendidikan dan Pengajaran, 8(2), 16–34. https://doi.org/10.65708/cendekia.v8i2.186
Hodnik, T., & Mastnak, A. (2025). Analysis of preschool teachers' dialogue with children during combinatorial activities. Education Sciences, 15(11), 1489. https://doi.org/10.3390/educsci15111489
Jusniani, N., Monariska, E., & Kewajiban, T. H. (2026). Penerapan realistic mathematics education berbantuan media manipulatif untuk meningkatkan literasi matematis siswa sekolah dasar. Pedagogy: Jurnal Pendidikan Matematika, 11(2), 692-706. https://doi.org/10.30605/apy2yp52
Ketterlin-Geller, L. R., Haider, M. Q., & McMurrer, J. (2024). Using evidence from task-based interviews for development and validation of classroom assessments: Approaches and applications in early grades mathematics. Educational Assessment, 29(4), 229–250. https://doi.org/10.1080/10627197.2024.2398421
Khasanah, Y. I., Fadhilaturrahmi, Martha, R., Nurhaswinda, & Kusuma, Y. Y. (2024). Penerapan model pembelajaran student facilitator and explaining (SFE) dengan media gambar untuk meningkatkan kemampuan representasi matematis siswa di sekolah dasar. Journal of Education Research, 5(1), 460–465. https://doi.org/10.37985/jer.v5i1.868
Kholid, M. N., & Aisyah, N. N. (2025). Classification of abstract thinking in solving mathematical problems. Educational Process: International Journal, 16, Article e2025194. https://doi.org/10.22521/edupij.2025.16.194
Kholid, M. N., Fadhilah, H., Loc, N. P., & Magdas, I. C. (2024a). Classifying analogical thinking for mathematical problem-solving. Journal on Mathematics Education, 15(3), 793–814. https://doi.org/10.22342/jme.v15i3.pp793-814
Kholid, M. N., Mahmudah, M. H., Ishartono, N., Putra, F. G., & Forthmann, B. (2024b). Classification of students' creative thinking for non-routine mathematical problems. Cogent Education, 11(1), Article 2394738. https://doi.org/10.1080/2331186X.2024.2394738
Kim, J. (2025). Anticipated and implemented questioning in mathematical discussions by prospective teachers. Eurasia Journal of Mathematics, Science and Technology Education, 21(4), Article em2620. https://doi.org/10.29333/ejmste/16219
Lim, W. M. (2025). What is qualitative research? An overview and guidelines. Australasian Marketing Journal, 33(2), 199–229. https://doi.org/10.1177/14413582241264619
Maulyda, M. A., Umar, Rosyidah, A. N. K., Fauzi, A., & Hidayati, V. R. (2023). Pengembangan LKPD berbasis RME untuk meningkatkan kemampuan komunikasi matematis peserta didik sekolah dasar. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 12(2), 2400–2414. https://doi.org/10.24127/ajpm.v12i2.624
Melihayatri, N., Fahira, W., Al Fajar, B., & Pratiwi, N. (2025). Peningkatan keterampilan berpikir kreatif siswa sekolah dasar melalui implementasi model problem based learning. Jurnal Kiprah Pendidikan, 4(1), 32–41. https://doi.org/10.33578/kpd.v4i1.p32-41
Meyer, M., & Schnell, S. (2020). What counts as a "good" argument in school? How teachers grade students' mathematical arguments. Educational Studies in Mathematics, 105(1), 35–51. https://doi.org/10.1007/s10649-020-09974-z
Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Morgan, H. (2024). Using triangulation and crystallization to make qualitative studies trustworthy and rigorous. The Qualitative Report, 29(7), 1844–1856. https://doi.org/10.46743/2160-3715/2024.6071
Neuman, S. B., & Kaefer, T. (2025). Knowledge-building through categorization: Boosting children's vocabulary and content knowledge in a shared book reading program. Early Education and Development, 36(7), 1634–1653. https://doi.org/10.1080/10409289.2025.2493016
Nisa, K., Khasanah, U., & Sulistiyaningsih, W. (2023). Peningkatan hasil belajar matematika melalui model problem based learning berbantuan media gambar kelas I Amanah SD Muhammadiyah Kleco 2 TA 2022/2023. Kalam Cendekia: Jurnal Ilmiah Kependidikan, 11(2), 567–574. https://doi.org/10.20961/jkc.v11i2.76245
Piaget, J. (1952). The origins of intelligence in children. International University Press.
Sela, N., Rozy, F., & Widawati, S. (2025). Kemampuan mengelompokkan benda melalui kartu bergambar pada pembelajaran matematika kelas I SDN Ketegan. Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar, 2(1), 86–90. https://doi.org/10.55732/c1nwdk04
Shabrina, A., Hermansah, B., & Ayurachmawati, P. (2023). Pengembangan media pembelajaran button board pada materi penjumlahan dan pengurangan siswa kelas I SD. Jurnal Guru Kita, 7(2), 323–326. https://doi.org/10.24114/jgk.v7i2.39851
Siller, H.-S., & Ahmad, S. (2024). The effect of concrete and virtual manipulative blended instruction on mathematical achievement for elementary school students. Canadian Journal of Science, Mathematics and Technology Education, 24(2), 229–266. https://doi.org/10.1007/s42330-024-00336-y
Sugiyono. (2022). Metode penelitian kualitatif. Alfabeta.
Sulianto, J., Sunardi, S., Anitah, S., & Gunarhadi, G. (2020). Classification of student reasoning skills in solving mathematics problems in elementary school. JPI (Jurnal Pendidikan Indonesia), 9(1), 95–106. https://doi.org/10.23887/jpi-undiksha.v9i1.23103
Umar, W., & Pamuti. (2021). Proses berpikir siswa sekolah dasar dalam pemecahan masalah matematis pada materi operasi hitung campuran. Edukasi, 19(1), 31–42. https://doi.org/10.33387/j.edu.v19i1.3202
Wang, M., Mohd Matore, M. E. E., & Rosli, R. (2025). A systematic literature review on analytical thinking development in mathematics education: Trends across time and countries. Frontiers in Psychology, 16, Article 1523836. https://doi.org/10.3389/fpsyg.2025.1523836
Wang, X., Somasundram, P., & Zhang, J. (2025). The influence of flow experience on mathematical creativity among primary school students in China. Frontiers in Education, 10, Article 1580126. https://doi.org/10.3389/feduc.2025.1580126
Wulandari, A. A., & Astutiningtyas, E. L. (2020). Analisis kemampuan komunikasi matematis mahasiswa dalam pembelajaran relasi rekurensi. Jurnal Math Educator Nusantara, 6(1), 54–64. https://doi.org/10.29407/jmen.v6i1.14263
Zeng, H., Feng, J., & Dai, M. (2026). A structured five-step collaborative inquiry approach to mathematical reasoning in elementary school: Effects and implementation evidence. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1813634
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nela Alya Silvana, Andhika Ayu Wulandari, Painem Painem
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors published with the JGK (Jurnal Guru Kita) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
