The purpose of this literature studies is to gain knowledge in designing straight line equation material in middle school oriented to higher order thinking skills. The theory used in this study is constructivism in mathematics learning and the concept of higher order thinking skills. The presentation design of straight line equation material is designed through a presentation in the form of three problem situations. The three problem situations, based on theoretical studies, can be said to have fulfilled the three basic principles in constructing mathematical knowledge and three aspects of higher order thinking skills. The results of this literature studies can be concluded that the presentation design of straight line equations material in middle school in this study can be said to be oriented to higher order thinking skills.
{"title":"DESAIN PENYAJIAN MATERI PERSAMAAN GARIS LURUS DI SMP BERORIENTASI KETERAMPILAN BERPIKIR TINGKAT TINGGI","authors":"Ibrahim Ibrahim","doi":"10.33394/mpm.v8i2.3145","DOIUrl":"https://doi.org/10.33394/mpm.v8i2.3145","url":null,"abstract":"The purpose of this literature studies is to gain knowledge in designing straight line equation material in middle school oriented to higher order thinking skills. The theory used in this study is constructivism in mathematics learning and the concept of higher order thinking skills. The presentation design of straight line equation material is designed through a presentation in the form of three problem situations. The three problem situations, based on theoretical studies, can be said to have fulfilled the three basic principles in constructing mathematical knowledge and three aspects of higher order thinking skills. The results of this literature studies can be concluded that the presentation design of straight line equations material in middle school in this study can be said to be oriented to higher order thinking skills.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130342738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AbstrakSemakin berkembangnya pendidikan di Indonesia saat ini juga menuntut pendidik untuk terus mengikuti perkembangan yang ada dengan selalu melakukan modifikasi-modifikasi dalam menentukan metode, model dan instrumen pembelajaran yang sesuai dengan peserta didiknya. Gaya kognitif dan kemampuan spasial mempunyai poin yang penting dalam keberhasilan suatu proses pembelajaran. Dalam pembelajaran matematika yang banyak membutuhkan kemampuan imajinasi dan pemecahan masalah yang baik maka mengetahui setiap kemampuan spasial dan gaya kognitif peserta didik sangat diperlukan untuk meningkatkan kualitas pembelajaran. Penelitian ini bertujuan untuk mengetahui gaya kognitif dan kemampuan spasial peserta didik dalam pembelajaran matematika materi geometri agar pendidik dapat menentukan metode, model dan instrumen pembelajaran yang sesuai dengan peserta didiknya. Penelitian ini merupakan penelitian deskriptif kualitatif dimana peneliti mendeskripsikan data – data yang didapatkan dalam penelitian. Dari penelitian yang dilakukan didapatkan infromasi bahwa kelas X MIPA 2 SMA Pangudi Luhur Yogyakarta masih membuthkan latihan untuk meningkatkan kemampuan spasial karena lebih dari 50% peserta didik belum memiliki kemampuan spasial yang baik. Untuk gaya kognitif, peserta didik kelas X MIPA 2 cenderung memiliki gaya kognitif reflektif dan Field Dependent. Dari hasil penelitian ini diperlukan modifikasi dalam memilih metode,model dan instrumen pembelajaran yaitu metode yang lebih mengeksplore lebih dalam kemampuan peserta didik dengan menyajikan masalah – masalah. Kemudian untuk instrumen pembelajaran, pendidik bisa memodifikasi dengan bantuan Lembar Kerja Peserta didik yang sudah disertai dengan topangan – topangan untuk melatih peserta didik mandiri untuk memecahkan masalah.Kata kunci: Gaya Kognitif, Kemampuan Spasial,Trigonometri
{"title":"ANALISIS GAYA KOGNITIF DAN KEMAMPUAN SPASIAL PESERTA DIDIK DALAM KEMAMPUAN PEMECAHAN MASALAH PADA MATERI TRIGONOMETRI","authors":"Zeny Ernaningsih","doi":"10.33394/mpm.v8i2.3083","DOIUrl":"https://doi.org/10.33394/mpm.v8i2.3083","url":null,"abstract":"AbstrakSemakin berkembangnya pendidikan di Indonesia saat ini juga menuntut pendidik untuk terus mengikuti perkembangan yang ada dengan selalu melakukan modifikasi-modifikasi dalam menentukan metode, model dan instrumen pembelajaran yang sesuai dengan peserta didiknya. Gaya kognitif dan kemampuan spasial mempunyai poin yang penting dalam keberhasilan suatu proses pembelajaran. Dalam pembelajaran matematika yang banyak membutuhkan kemampuan imajinasi dan pemecahan masalah yang baik maka mengetahui setiap kemampuan spasial dan gaya kognitif peserta didik sangat diperlukan untuk meningkatkan kualitas pembelajaran. Penelitian ini bertujuan untuk mengetahui gaya kognitif dan kemampuan spasial peserta didik dalam pembelajaran matematika materi geometri agar pendidik dapat menentukan metode, model dan instrumen pembelajaran yang sesuai dengan peserta didiknya. Penelitian ini merupakan penelitian deskriptif kualitatif dimana peneliti mendeskripsikan data – data yang didapatkan dalam penelitian. Dari penelitian yang dilakukan didapatkan infromasi bahwa kelas X MIPA 2 SMA Pangudi Luhur Yogyakarta masih membuthkan latihan untuk meningkatkan kemampuan spasial karena lebih dari 50% peserta didik belum memiliki kemampuan spasial yang baik. Untuk gaya kognitif, peserta didik kelas X MIPA 2 cenderung memiliki gaya kognitif reflektif dan Field Dependent. Dari hasil penelitian ini diperlukan modifikasi dalam memilih metode,model dan instrumen pembelajaran yaitu metode yang lebih mengeksplore lebih dalam kemampuan peserta didik dengan menyajikan masalah – masalah. Kemudian untuk instrumen pembelajaran, pendidik bisa memodifikasi dengan bantuan Lembar Kerja Peserta didik yang sudah disertai dengan topangan – topangan untuk melatih peserta didik mandiri untuk memecahkan masalah.Kata kunci: Gaya Kognitif, Kemampuan Spasial,Trigonometri","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116445426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: The learning process of teachers tends to use conventional models during the learning process takes place, students are only focused on listening to the delivery of lessons given by the teacher, whereas between one student and other students there is no visible communication relationship, because when learning activities take place students only listen to the teacher's explanation and note material presented by the teacher. This results in the low student learning outcomes. The purpose of this study is to improve the process and student learning outcomes of mathematics through a scientific approach to the circle material in class VIII students of MTs Rabitatus Sa’adah. This type of research used in this research is classroom action research which consists of two cycles, each cycle consisting of 4 stages including, 1) planning, 2) implementation, 3) observation, 4) reflection. This research instrument uses student and teacher observation sheets and question sheets. The results showed that in cycle 1 the classical completeness of students reached 65%. Then in the second cycle the classical completeness of students reaches 85%. Based on the results of data analysis and discussion, it can be concluded that through scientific learning can improve the activities and learning outcomes of students of class VIII MTs Rabitatus Saadah 2018/2019 academic year.
摘要:教师的学习过程往往采用传统模式，在学习过程中，学生只专注于听老师讲课，而一个学生与其他学生之间没有明显的交流关系，因为在学习活动发生时，学生只听老师的讲解和笔记老师呈现的材料。这就导致了学生的学习成绩不高。摘要本研究的目的在于透过科学的方法，改善Rabitatus Sa 'adah中学八年级学生的数学学习过程，并改善学生的学习成果。本研究中使用的这种类型的研究是课堂行动研究，它由两个周期组成，每个周期由4个阶段组成，包括:1)计划，2)实施，3)观察，4)反思。本研究工具使用学生和教师观察表和问题表。结果表明，在第一个周期，学生的经典完整性达到65%。然后在第二个循环中，学生的经典完整性达到85%。根据数据分析和讨论的结果，可以得出结论，通过科学学习可以提高Rabitatus Saadah 2018/2019学年八班学生的活动和学习成果。
{"title":"MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA MENGGUNAKAN PENDEKATKAN PEMBELAJARAN SAINTIFIK DI MTS RABITATUS SA’ADAH TAHUN PELAJARAN 2019/2020","authors":"A. kartini, Masjudin Masjudin","doi":"10.33394/MPM.V8I1.1933","DOIUrl":"https://doi.org/10.33394/MPM.V8I1.1933","url":null,"abstract":"Abstract: The learning process of teachers tends to use conventional models during the learning process takes place, students are only focused on listening to the delivery of lessons given by the teacher, whereas between one student and other students there is no visible communication relationship, because when learning activities take place students only listen to the teacher's explanation and note material presented by the teacher. This results in the low student learning outcomes. The purpose of this study is to improve the process and student learning outcomes of mathematics through a scientific approach to the circle material in class VIII students of MTs Rabitatus Sa’adah. This type of research used in this research is classroom action research which consists of two cycles, each cycle consisting of 4 stages including, 1) planning, 2) implementation, 3) observation, 4) reflection. This research instrument uses student and teacher observation sheets and question sheets. The results showed that in cycle 1 the classical completeness of students reached 65%. Then in the second cycle the classical completeness of students reaches 85%. Based on the results of data analysis and discussion, it can be concluded that through scientific learning can improve the activities and learning outcomes of students of class VIII MTs Rabitatus Saadah 2018/2019 academic year.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126806271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stress is a condition that is susceptible to experienced by students who are completing a thesis. The results of preliminary observations of 30 students at IKIP Mataram, found 9 students experienced mild stress, 15 students experienced moderate stress and 6 students experienced severe stress. So that research is conducted to determine the factors that influence the level of stress of students in completing the thesis. This research is a case study research with techniques and instruments of data collection using questionnaires. The sample used by 100 students was determined using purposive sampling and the analytical method used was ordinal logistic regression analysis. The results showed that the factors that influence the stress level of students in completing the thesis are confusing factors developing the theory and difficult to find literature. The ordinal logistic regression model obtained is logit (Y≤1│X) = 0.886 + 1,233X_2 + 1,865X_3 and logit (Y≤2│X) = 3,917 + 1,233X_2 + 1,865X_3. The value of e ^ (parameter X_2) = 3.4 which means that if students experience confusion in developing theories, they tend to increase stress levels by 3.4 times compared to students who do not experience confusion in developing theories
{"title":"REGRESI LOGISTIK ORDINAL (STUDI KASUS FAKTOR YANG MEMPENGARUHI TINGKAT STRES MAHASISWA DALAM MENYELESAIKAN SKRIPSI)","authors":"Laily Fatonah, S. Sanapiah, B. R. A. Febrilia","doi":"10.33394/mpm.v5i2.1501","DOIUrl":"https://doi.org/10.33394/mpm.v5i2.1501","url":null,"abstract":"Stress is a condition that is susceptible to experienced by students who are completing a thesis. The results of preliminary observations of 30 students at IKIP Mataram, found 9 students experienced mild stress, 15 students experienced moderate stress and 6 students experienced severe stress. So that research is conducted to determine the factors that influence the level of stress of students in completing the thesis. This research is a case study research with techniques and instruments of data collection using questionnaires. The sample used by 100 students was determined using purposive sampling and the analytical method used was ordinal logistic regression analysis. The results showed that the factors that influence the stress level of students in completing the thesis are confusing factors developing the theory and difficult to find literature. The ordinal logistic regression model obtained is logit (Y≤1│X) = 0.886 + 1,233X_2 + 1,865X_3 and logit (Y≤2│X) = 3,917 + 1,233X_2 + 1,865X_3. The value of e ^ (parameter X_2) = 3.4 which means that if students experience confusion in developing theories, they tend to increase stress levels by 3.4 times compared to students who do not experience confusion in developing theories","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129894467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tujuan dari penelitian ini adala,h untuk mengetahui pemahaman konsep materi pecahan pada siswa kelas VII MTs. Qur’aniyah. Penelitianini berlokasi di MTs. Qur’aniyah Batukuta Narmada Lombok Barat. Jenis penelitian yang digunakan adalah penelitian deskriptif dengan metode survey kepada 20 siswa denga rincian 8 siswa laki-laki dan 12 siswa perempuan kelas VII Tahun Pelajaran 2017/2018. Penelitian inimerupakan studi pendahuluan untuk melihat profil pemahaman konsep siswa selanjutnya digunakan sebagai analisis didaktik. Instrumenyang digunakan dalam penelitian ini adalah tes essay sebanyak empat soal. Persentase pencapaian pemahaman konsep siswa untuk indikator pertama yaitu menyatakan ulang sebuah konsep adalah 76,875% indikator kedua yaitu Menyatakan konsep dalam berbagai bentuk representasi matematika adalah 76,25%, dan indikator ke tiga yaitu mengklasifikasi objek menurut sifat tertentu sesuai dengan konsepnya adalah 77,5%. Sehingga mendapatkan persentase pencapaian rata-rata pemahaman konsep siswa adalah 76,875% dan berkategori Tinggi.
{"title":"PROFIL PEMAHAMAN KONSEP SISWA KELAS VII MTS. QUR’ANIYAH PADA MATERI PECAHAN MELALUI PEMBELAJARAN FRAMEWORK ELPSA","authors":"Eliska Juliangkary, Z. Zulkifli","doi":"10.33394/MPM.V6I1.1795","DOIUrl":"https://doi.org/10.33394/MPM.V6I1.1795","url":null,"abstract":"Tujuan dari penelitian ini adala,h untuk mengetahui pemahaman konsep materi pecahan pada siswa kelas VII MTs. Qur’aniyah. Penelitianini berlokasi di MTs. Qur’aniyah Batukuta Narmada Lombok Barat. Jenis penelitian yang digunakan adalah penelitian deskriptif dengan metode survey kepada 20 siswa denga rincian 8 siswa laki-laki dan 12 siswa perempuan kelas VII Tahun Pelajaran 2017/2018. Penelitian inimerupakan studi pendahuluan untuk melihat profil pemahaman konsep siswa selanjutnya digunakan sebagai analisis didaktik. Instrumenyang digunakan dalam penelitian ini adalah tes essay sebanyak empat soal. Persentase pencapaian pemahaman konsep siswa untuk indikator pertama yaitu menyatakan ulang sebuah konsep adalah 76,875% indikator kedua yaitu Menyatakan konsep dalam berbagai bentuk representasi matematika adalah 76,25%, dan indikator ke tiga yaitu mengklasifikasi objek menurut sifat tertentu sesuai dengan konsepnya adalah 77,5%. Sehingga mendapatkan persentase pencapaian rata-rata pemahaman konsep siswa adalah 76,875% dan berkategori Tinggi.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132943343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Based on information obtained through preliminary observation in MTs. Al-Muslimun NW Tegal, obtained the problem that the participation of students at the time of learning is low. Students do not want to express opinions or ask questions although there is still material that has not been understood. This results in low student learning outcomes. The purpose of this study is to describe the application of Snowball Throwing learning method on algebra material to improve student learning outcomes. The research method used in this research is classroom action research (PTK). Subjects in this study were students of grade VIII MTs. Al-Muslimun NW. The instruments of this study consist of material handouts, teacher and student activity observation sheets, evaluation and documentation tests. Data collection techniques in this study include: data sources, data types, data collection methods. The data analysis technique of individual learning result using KKM determined by school that is ≥ 65 and classical completeness using KK determined that is ≥ 85%, while teacher activity and student activity is calculated using formula exist in research of class action. The results showed the percentage of classical completeness 93.94% with an average value of 75.61. By looking at the percentage of individual and classical student learning outcomes has been achieved. So it can be concluded that the application of Snowball Throwing learning method can improve student learning outcomes class VIII MTs. Al-Muslimun Tegal.
{"title":"Penerapan Metode Pembelajaran Snowball Throwing Pada Materi Aljabar Untuk Meningkatkan Hasil Belajar Siswa","authors":"Suhartini Suhartini, S. Sutarto, S. Yuliyanti","doi":"10.33394/MPM.V5I2.1788","DOIUrl":"https://doi.org/10.33394/MPM.V5I2.1788","url":null,"abstract":"Based on information obtained through preliminary observation in MTs. Al-Muslimun NW Tegal, obtained the problem that the participation of students at the time of learning is low. Students do not want to express opinions or ask questions although there is still material that has not been understood. This results in low student learning outcomes. The purpose of this study is to describe the application of Snowball Throwing learning method on algebra material to improve student learning outcomes. The research method used in this research is classroom action research (PTK). Subjects in this study were students of grade VIII MTs. Al-Muslimun NW. The instruments of this study consist of material handouts, teacher and student activity observation sheets, evaluation and documentation tests. Data collection techniques in this study include: data sources, data types, data collection methods. The data analysis technique of individual learning result using KKM determined by school that is ≥ 65 and classical completeness using KK determined that is ≥ 85%, while teacher activity and student activity is calculated using formula exist in research of class action. The results showed the percentage of classical completeness 93.94% with an average value of 75.61. By looking at the percentage of individual and classical student learning outcomes has been achieved. So it can be concluded that the application of Snowball Throwing learning method can improve student learning outcomes class VIII MTs. Al-Muslimun Tegal.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128565821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Budaya merupakan sesuatu yang tidak dapat dipisahkan dalam kehidupan sehari-hari manusia. Konsep matematika sering ditemui di luar pendidikan formal, melalui budaya terdapat ilmu matematika didalamnya. Matematika yang berhubungan dengan budaya ( etnomatematika) memberikan kontribusi terhadap pembelajaran matematika. Tujuan peneliti ini adalah mengeksplor kebudayaan Rumah Adat Joglo Tulungagung, mendeskripsikan konsep-konsep matematika yang ada serta pemanfaatan terhadap pembelajaran matematika. Dalam penelitian ini peneliti menggunakan penelitian kualitatif dengan pendekatan etnografi. Instrumen yang digunakan peneliti adalah human instrumen, peneliti terjun langsung di lapangan meliputi kegiatan observasi, wawancara, studi literatur, dan dokumentasi. Teknik analisis data yang digunakan adalah reduksi data, triangulasi, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini berupa konsep matematika yang terdapat pada arsitektur bangunan Rumah Adat Joglo Tulungagung yang meliputi : bangun datar, bangun ruang, kesebangunan, kekongruenan, phytagoras, transformasi geometri (translasi, refleksi, dilatasi). Konsep matematika tersebut dapat dimanfaatkan dalam pembelajaran matematika melalui budaya setempat.
{"title":"EKSPLORASI ETNOMATEMATIKA RUMAH ADAT JOGLO TULUNGAGUNG","authors":"Arum Purba Sulistyani, Vina Windasari, Ima Wahyu Rodiyah, Novita eka Muliawati","doi":"10.33394/mpm.v7i1.1537","DOIUrl":"https://doi.org/10.33394/mpm.v7i1.1537","url":null,"abstract":"Budaya merupakan sesuatu yang tidak dapat dipisahkan dalam kehidupan sehari-hari manusia. Konsep matematika sering ditemui di luar pendidikan formal, melalui budaya terdapat ilmu matematika didalamnya. Matematika yang berhubungan dengan budaya ( etnomatematika) memberikan kontribusi terhadap pembelajaran matematika. Tujuan peneliti ini adalah mengeksplor kebudayaan Rumah Adat Joglo Tulungagung, mendeskripsikan konsep-konsep matematika yang ada serta pemanfaatan terhadap pembelajaran matematika. Dalam penelitian ini peneliti menggunakan penelitian kualitatif dengan pendekatan etnografi. Instrumen yang digunakan peneliti adalah human instrumen, peneliti terjun langsung di lapangan meliputi kegiatan observasi, wawancara, studi literatur, dan dokumentasi. Teknik analisis data yang digunakan adalah reduksi data, triangulasi, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini berupa konsep matematika yang terdapat pada arsitektur bangunan Rumah Adat Joglo Tulungagung yang meliputi : bangun datar, bangun ruang, kesebangunan, kekongruenan, phytagoras, transformasi geometri (translasi, refleksi, dilatasi). Konsep matematika tersebut dapat dimanfaatkan dalam pembelajaran matematika melalui budaya setempat.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129728829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kemampuan menyelesaikan masalah kontekstual dapat memberikan manfaat bagi siswa yaitu siswa mengetahui apa kegunaan dari pokok bahasan yang telah dipelajari dan kemampuan dalam mengambil suatu keputusan. Kesulitan dalam menyelesaikan masalah kontekstual merupakan suatu masalah yang perlu ditangani pemecahannya. Tujuan dari penelitian ini yaitu mendeskripsikan jenis kesalahan siswa dalam menyelesaikan masalah kontekstual pada materi aritmetika sosial berdasarkan Newman’s Eror Analysis (NEA) yang terdiri dari 5 jenis kesalahan. Subjek penelitian ini adalah 30 siswa kelas VII SMP Negeri 2 Kuala Indragiri yang terdiri dari 8 siswa kemampuan tinggi, 10 siswa berkemampuan sedang, dan 12 siswa berkemampuan rendah. Metode penelitian yang diterapkan yaitu deskriptif kualitatif. Instrumen yang digunakan yaitu berupa tes soal. Dari hasil analisis diperoleh tidak terdapat siswa yang melakukan kesalahan membaca dikarenakan siswa telah mampu membaca simbol-simbol pada soal dengan benar. Siswa melakukan kesalahan pada memahami masalah sebesar 26.61%, transformasi masalah sebesar 28.51%, keterampilan proses sebesar 22.05%, dan kesalahan pada penarikan kesimpulan sebesar 22.43%. Faktor penyebab ialah siswa belum dapat memahami informasi yang terdapat dalam soal, lupa cara yang digunakan dalam menyelesaikan soal, kurang teliti dalam perhitungan dan tidak dapat menarik kesimpulan dari penyelesaian soal.
{"title":"ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN MASALAH KONTEKSTUAL BERDASARKAN NEWMAN’S ERROR ANALYSIS (NEA)","authors":"Ovemy Delfita, Yenita Roza, Maimunah Maimunah","doi":"10.33394/mpm.v7i1.1427","DOIUrl":"https://doi.org/10.33394/mpm.v7i1.1427","url":null,"abstract":"Kemampuan menyelesaikan masalah kontekstual dapat memberikan manfaat bagi siswa yaitu siswa mengetahui apa kegunaan dari pokok bahasan yang telah dipelajari dan kemampuan dalam mengambil suatu keputusan. Kesulitan dalam menyelesaikan masalah kontekstual merupakan suatu masalah yang perlu ditangani pemecahannya. Tujuan dari penelitian ini yaitu mendeskripsikan jenis kesalahan siswa dalam menyelesaikan masalah kontekstual pada materi aritmetika sosial berdasarkan Newman’s Eror Analysis (NEA) yang terdiri dari 5 jenis kesalahan. Subjek penelitian ini adalah 30 siswa kelas VII SMP Negeri 2 Kuala Indragiri yang terdiri dari 8 siswa kemampuan tinggi, 10 siswa berkemampuan sedang, dan 12 siswa berkemampuan rendah. Metode penelitian yang diterapkan yaitu deskriptif kualitatif. Instrumen yang digunakan yaitu berupa tes soal. Dari hasil analisis diperoleh tidak terdapat siswa yang melakukan kesalahan membaca dikarenakan siswa telah mampu membaca simbol-simbol pada soal dengan benar. Siswa melakukan kesalahan pada memahami masalah sebesar 26.61%, transformasi masalah sebesar 28.51%, keterampilan proses sebesar 22.05%, dan kesalahan pada penarikan kesimpulan sebesar 22.43%. Faktor penyebab ialah siswa belum dapat memahami informasi yang terdapat dalam soal, lupa cara yang digunakan dalam menyelesaikan soal, kurang teliti dalam perhitungan dan tidak dapat menarik kesimpulan dari penyelesaian soal.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127189569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students' communication skills need to be described because they are used as communication tools in solving problems given. This study aims to find out and analyze students' mathematical communication skills and their obstacles to the topic of two-variable linear equation systems. This type of research is descriptive research. The research subjects consisted of 6 students divided in high, medium and low-ability students who were selected from 20 students, class VIII students of Riau Global IT Middle School Pekanbaru in 2018/2019. The method used is tests and interviews. The results obtained by the overall achievement were 70% of the achievement of indicators expressing mathematical ideas by speaking, writing, showing, and describing them visually, 66.7% for indicators of understanding, interpreting, and evaluating mathematical ideas presented in the form written, oral, or visual and 40% for the achievement of indicators using vocabulary, notation, and mathematical structures to represent ideas, describe relationships, and model situations. Whereas the obstacles to mathematical communication skills found are the ability of prerequisites that are not fulfilled, low reading and writing skills and low mathematical understanding of students.
{"title":"ANALISIS KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP PADA SOAL SPLDV","authors":"Ainul Hikmah, Yenita Roza, Maimunah Maimunah","doi":"10.33394/mpm.v7i1.1428","DOIUrl":"https://doi.org/10.33394/mpm.v7i1.1428","url":null,"abstract":"Students' communication skills need to be described because they are used as communication tools in solving problems given. This study aims to find out and analyze students' mathematical communication skills and their obstacles to the topic of two-variable linear equation systems. This type of research is descriptive research. The research subjects consisted of 6 students divided in high, medium and low-ability students who were selected from 20 students, class VIII students of Riau Global IT Middle School Pekanbaru in 2018/2019. The method used is tests and interviews. The results obtained by the overall achievement were 70% of the achievement of indicators expressing mathematical ideas by speaking, writing, showing, and describing them visually, 66.7% for indicators of understanding, interpreting, and evaluating mathematical ideas presented in the form written, oral, or visual and 40% for the achievement of indicators using vocabulary, notation, and mathematical structures to represent ideas, describe relationships, and model situations. Whereas the obstacles to mathematical communication skills found are the ability of prerequisites that are not fulfilled, low reading and writing skills and low mathematical understanding of students.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114338816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hasbi Wahyuningsih, Ita Chairun Nissa, Yuntawati Yuntawati
This study aims to describe the ability of students to understand the concept of the Three Variable Linear Equation System (SPLTV) based on the APOS theory (Action, Process, Object and Schema) in students of MA Tarbiyatul Mustafid Batu Rimpang. This type of research is a qualitative descriptive study with 3 students subject taken from MA Tarbiyatul Mustafid Batu Rimpang students with high, medium and low ability categories. The results of the study show that highly capable subjects have an understanding of the stages of action, processes, objects and schemes. Subjects who are capable of having understanding at the stage of action, process, object and at the schematic stage students cannot design and complete the mathematical model they form. While low-ability subjects have an understanding of the stages of action, process, object but have not fully arrived at these stages because the subject made a mistake in the calculation process so that the solution given is wrong. The understanding possessed by students with moderate and low ability is the same at the scheme stage.
本研究旨在描述学生在Tarbiyatul Mustafid Batu rinmpang硕士课程中理解基于APOS理论(动作、过程、对象和图式)的三变量线性方程系统(SPLTV)概念的能力。本研究为质性描述性研究，以3名学生为研究对象，分别选自马来文理学院高、中、低能力类别的学生。研究结果表明，高能力的受试者对行动、过程、对象和计划的各个阶段都有理解。在动作、过程、对象阶段和图式阶段有理解能力的主体，学生不能设计和完成他们所形成的数学模型。而低能力被试对动作、过程、对象的阶段有一定的理解，但由于被试在计算过程中犯了错误，所以给出的解决方案是错误的，所以没有完全到达这些阶段。中低能力学生在方案阶段的理解是相同的。
{"title":"ANALISIS KEMAMPUAN SISWA DALAM MEMAHAMI KONSEP SISTEM PERSAMAAN LINIER TIGA VARIABEL (SPLTV) BERDASARKAN TEORI APOS SISWA KELAS X IPS 1 MA TARBIYATUL MUSTAFID BATU RIMPANG","authors":"Hasbi Wahyuningsih, Ita Chairun Nissa, Yuntawati Yuntawati","doi":"10.33394/MPM.V7I1.1556","DOIUrl":"https://doi.org/10.33394/MPM.V7I1.1556","url":null,"abstract":"This study aims to describe the ability of students to understand the concept of the Three Variable Linear Equation System (SPLTV) based on the APOS theory (Action, Process, Object and Schema) in students of MA Tarbiyatul Mustafid Batu Rimpang. This type of research is a qualitative descriptive study with 3 students subject taken from MA Tarbiyatul Mustafid Batu Rimpang students with high, medium and low ability categories. The results of the study show that highly capable subjects have an understanding of the stages of action, processes, objects and schemes. Subjects who are capable of having understanding at the stage of action, process, object and at the schematic stage students cannot design and complete the mathematical model they form. While low-ability subjects have an understanding of the stages of action, process, object but have not fully arrived at these stages because the subject made a mistake in the calculation process so that the solution given is wrong. The understanding possessed by students with moderate and low ability is the same at the scheme stage.","PeriodicalId":109037,"journal":{"name":"Media Pendidikan Matematika","volume":"210 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132469811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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