HUBUNGAN MATHEMATICAL DISCOURSE ORANG TUA MELALUI PERTANYAAN KRITIS DENGAN KEMAMPUAN PENALARAN LOGIS ANAK SEKOLAH DASAR
DOI:
https://doi.org/10.51878/academia.v6i2.10652Keywords:
Mathematical Discourse, Pertanyaan Kritis, Penalaran LogisAbstract
Children’s mathematical development is not only influenced by formal schooling but also by the quality of cognitive interactions within the family, particularly through parents’ mathematical discourse. However, the use of critical questioning in such interactions remains suboptimal, even though it plays a crucial role in fostering children’s logical reasoning. This study aims to examine the relationship between parents’ mathematical discourse through critical questioning and elementary school children’s logical reasoning ability. A quantitative approach with a correlational design was employed. The sample consisted of 40 participants, including students in grades IV–VI and their parents, selected using purposive sampling. Data were collected through a questionnaire measuring parents’ mathematical discourse and a test assessing children’s logical reasoning ability. Data analysis was conducted using descriptive statistics and Spearman correlation. The results indicate that parents’ mathematical discourse is at a moderate level, with critical questioning identified as the weakest dimension. Similarly, children’s logical reasoning ability is also at a moderate level, with stronger performance in procedural aspects than in higher-order reasoning. The correlation analysis reveals a significant positive relationship between the two variables (r = 0.500; p = 0.001). Substantively, these findings highlight that the quality of interaction particularly through reflective and exploratory critical questioning is an important factor associated with the development of children’s logical reasoning.
ABSTRAK
Perkembangan kemampuan matematika anak tidak hanya dipengaruhi oleh pembelajaran formal di sekolah, tetapi juga oleh kualitas interaksi kognitif dalam lingkungan keluarga, khususnya melalui mathematical discourse orang tua. Namun, praktik penggunaan pertanyaan kritis dalam interaksi tersebut masih belum optimal, padahal aspek ini berperan penting dalam mengembangkan kemampuan penalaran logis anak. Penelitian ini bertujuan untuk menganalisis hubungan antara mathematical discourse orang tua melalui pertanyaan kritis dengan kemampuan penalaran logis anak sekolah dasar. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel penelitian berjumlah 40 responden yang terdiri dari siswa kelas IV–VI dan orang tua mereka, yang dipilih melalui teknik purposive sampling. Data dikumpulkan menggunakan kuesioner untuk mengukur mathematical discourse orang tua dan tes untuk mengukur kemampuan penalaran logis anak. Analisis data dilakukan melalui analisis deskriptif dan uji korelasi Spearman. Hasil penelitian menunjukkan bahwa mathematical discourse orang tua berada pada kategori sedang, dengan kelemahan utama pada dimensi pertanyaan kritis, sementara kemampuan penalaran logis anak juga berada pada kategori sedang dengan kecenderungan lebih kuat pada aspek prosedural. Hasil uji korelasi menunjukkan adanya hubungan positif yang signifikan antara kedua variabel (r = 0,500; p = 0,001). Secara substantif, temuan ini menunjukkan bahwa kualitas interaksi, khususnya melalui pertanyaan kritis yang bersifat reflektif dan eksploratif, merupakan aspek penting yang berkaitan dengan perkembangan penalaran logis anak.
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