Electronic Theses and Dissertation

Putri Daratul Hikmah. (2025). Refleksi Diri Guru terhadap Pembelajaran Bentuk Aljabar menggunakan Noticing Framework. [Skripsi. Universitas Syiah Kuala]. Dibawah bimbingan Dr. Cut Morina Zubainur, S.Pd., M.Pd., dan Prof. Dr. Rahmah Johar, M.Pd.
Banyak siswa mengalami kesulitan dalam memahami bentuk aljabar karena pembelajaran yang cenderung menekankan prosedur daripada pemahaman konsep. Kondisi ini menuntut strategi pembelajaran yang lebih bermakna dengan memperhatikan proses berpikir siswa. Kemampuan noticing menjadi aspek penting yang harus dimiliki calon guru untuk memahami bagaimana siswa berpikir. Rendahnya kemampuan noticing pada mahasiswa calon guru perlu mendapatkan perhatian serius. Penelitian ini merupakan refleksi diri peneliti sebagai calon guru dalam menerapkan pembelajaran bentuk aljabar menggunakan noticing framework. Penelitian dilakukan dengan pendekatan kualitatif jenis autoetnografi, menggunakan data dari video pembelajaran, observasi oleh tiga observer, dan self-interview. Hasil refleksi menunjukkan bahwa pada aspek attending dan interpreting, siswa masih kesulitan membedakan penjumlahan dan perkalian variabel. Pada aspek shaping dan how to respond, pendekatan guru belum menggali pemikiran siswa secara kontekstual dan cenderung terlalu cepat memberikan penjelasan. Masukan dari observer menekankan pentingnya penggunaan strategi bertanya, pemberian waktu berpikir, dan penyajian contoh nyata. Refleksi ini menunjukkan bahwa noticing framework efektif dalam membantu memahami proses berpikir siswa sekaligus meningkatkan kualitas pengajaran calon guru.
Kata kunci: Autoetnografi, Bentuk Aljabar, Calon Guru, Noticing, Refleksi Diri.

Putri Daratul Hikmah. (2025). Teacher’s Self-Reflection on Algebraic Expression Learning Using the Noticing Framework [Skripsi, Universitas Syiah Kuala]. Under direction of Dr. Cut Morina Zubainur, S.Pd., M.Pd., and Prof. Dr. Rahmah Johar, M.Pd. Many students experience difficulties in understanding algebraic forms because learning tends to emphasise procedures rather than conceptual understanding. This condition requires more meaningful learning strategies that pay attention to students' thinking processes. The ability to notice is an important aspect that prospective teachers must have in order to understand how students think. The low ability to notice among prospective teacher students needs serious attention. This study is a self-reflection of the researcher as a prospective teacher in applying algebraic form learning using a noticing framework. The study was conducted using a qualitative autoethnographic approach, drawing on data from instructional videos, observations by three observers, and self-interviews. The reflection results indicate that in the attending and interpreting aspects, students still struggle to distinguish between addition and multiplication of variables. In the shaping and how to respond aspects, the teacher's approach has not sufficiently explored students' thinking in a contextual manner and tends to provide explanations too quickly. Feedback from observers emphasised the importance of using questioning strategies, allowing time for thinking, and presenting real-life examples. This reflection indicates that the noticing framework is effective in helping to understand students' thinking processes while improving the quality of teaching by prospective teachers. Keywords: Autoethnography, Algebraic Forms, Prospective Teachers, Noticing, Self Reflection.