Electronic Theses and Dissertation

Kemampuan guru atau calon guru dalam memperhatikan, menafsirkan, menggali, dan merespons pemikiran siswa selama pembelajaran masih perlu ditingkatkan. Perhatian guru sering kali lebih berfokus pada benar atau salahnya jawaban siswa sehingga alasan di balik jawaban tersebut belum tergali secara mendalam. Penelitian ini bertujuan untuk mendeskripsikan refleksi calon guru terhadap pembelajaran gradien menggunakan noticing framework. Penelitian ini menggunakan pendekatan kualitatif dengan jenis naratif riset desain (narrative research design) melalui pendekatan autoetnografi. Peneliti bertindak sebagai calon guru sekaligus subjek penelitian. Data diperoleh melalui rekaman video pembelajaran, lembar noticing, hasil kerja siswa pada LKPD, dan dokumentasi pembelajaran. Analisis data dilakukan dengan mengidentifikasi critical moments selama dua kali pembelajaran, kemudian menganalisisnya berdasarkan empat komponen noticing framework, yaitu attending, interpreting, shaping, dan deciding how to respond. Hasil penelitian menunjukkan bahwa refleksi calon guru berkembang melalui keempat komponen tersebut, mulai dari memperhatikan respons siswa, menafsirkan alasan di balik jawaban siswa, merencanakan pertanyaan lanjutan untuk menggali pemahaman siswa, hingga menentukan tindak lanjut pembelajaran. Penelitian ini juga menunjukkan bahwa kesulitan siswa dalam memahami gradien dipengaruhi oleh penguasaan materi prasyarat, seperti konsep kecuraman, persen, pecahan, dan perbandingan perubahan vertikal dengan perubahan horizontal. Secara keseluruhan, noticing framework membantu calon guru merefleksikan pembelajaran secara lebih sistematis serta merencanakan tindak lanjut yang lebih sesuai dengan kebutuhan belajar siswa.

There is still a need to enhance the ability of teacher’s and prospective teachers to attend to, interpret, probe, and respond to students thinking during instruction. Teachers often focus primarily on the correctness of student answers, leaving the underlying reasoning insufficiently explored. This study aims to describe a prospective teacher's reflection on a lesson regarding the concept of gradient, utilizing the "noticing" framework. A qualitative approach was employed, specifically a narrative research design incorporating autoethnography, with the researcher serving as both the prospective teacher and the study subject. Data were gathered through video recordings of the lessons, "noticing" worksheets, student work on activity sheets, and lesson documentation. Data analysis involved identifying "critical moments" across two lessons and analyzing them according to the four components of the noticing framework: attending, interpreting, shaping, and deciding how to respond. The findings indicate that the prospective teacher's reflection evolved through these four components ranging from observing student responses and interpreting the reasoning behind their answers to planning follow up questions to probe understanding and determining subsequent instructional steps. The study also reveals that students difficulties in grasping the concept of gradient were influenced by their mastery of prerequisite material, such as concepts of steepness, percentages, fractions, and the ratio of vertical change to horizontal change. Overall, the noticing framework assisted the prospective teacher in reflecting on instruction more systematically and in planning follow up actions that better aligned with students learning needs.