he main purpose of this research is to compare the student mathematics problem solving ability of senior secondary school (SMA) students who received problem based learning, with those who received exporitory learning. This research was based on fact that the student mathematics problem solving ability of the secondary school student in SMAN 1 Pagaden were not good enough. The method used is mix method with Concurrent Embedded Eksperimental Model with Classroom action research.The Subject in this research was SMA students from grade XI MIPA classes majoring in science, from SMAN 1 Pagaden Subang. The instrumens were: Mathematics problem solving ability test, learning motivation questionnaire, student attitude scale and observation sheet. Summaries based on the analysis were: (1) Problem Based Learning model can improve student mathematics problem solving; (2) learning motivation of students have Problem Based Learning is better; (3) Students who received Problem Based Learning model have higher mathematics problem solving ability than those who received expository learning; (4) Students who received Problem Based Learning model have higher learning motivation than those who received expository learning; (5) There is a correlation between learning motivation and student mathematics problem solving ability; (6) the activity of the students who recieved Problem Based Learning is better. In general, Problem Based Learning could be considered as one of mathematics learning alternative in order to increase student mathematics problem solving ability.
{"title":"Penerapan Problem Based Learning dalam Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa SMA","authors":"Mimih Sukmayanti","doi":"10.23969/pjme.v5i1.2522","DOIUrl":"https://doi.org/10.23969/pjme.v5i1.2522","url":null,"abstract":"he main purpose of this research is to compare the student mathematics problem solving ability of\u0000senior secondary school (SMA) students who received problem based learning, with those who\u0000received exporitory learning. This research was based on fact that the student mathematics problem\u0000solving ability of the secondary school student in SMAN 1 Pagaden were not good enough. The\u0000method used is mix method with Concurrent Embedded Eksperimental Model with Classroom action\u0000research.The Subject in this research was SMA students from grade XI MIPA classes majoring in\u0000science, from SMAN 1 Pagaden Subang. The instrumens were: Mathematics problem solving ability\u0000test, learning motivation questionnaire, student attitude scale and observation sheet. Summaries based\u0000on the analysis were: (1) Problem Based Learning model can improve student mathematics problem\u0000solving; (2) learning motivation of students have Problem Based Learning is better; (3) Students who\u0000received Problem Based Learning model have higher mathematics problem solving ability than those\u0000who received expository learning; (4) Students who received Problem Based Learning model have\u0000higher learning motivation than those who received expository learning; (5) There is a correlation\u0000between learning motivation and student mathematics problem solving ability; (6) the activity of the\u0000students who recieved Problem Based Learning is better. In general, Problem Based Learning could be\u0000considered as one of mathematics learning alternative in order to increase student mathematics\u0000problem solving ability.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115872030","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}
This study aims to conduct studies focused on the use of mathematical learning model Knisley expected to increase the ability of mathematical connections and see the impact on students' self-confidence, in terms of the whole student and the category of Early Mathematics Ability (KAM) students (superior and asor). The method used is the method mix (Mixed Method) Embedded Design with the type of study design in the form of pretest- posttest control group design. The population in this study were students of class VII MTs Ar-Rohmah Bandung. Instruments used: KAM test, test mathematical connection ability, self-confidence scale observation and interviews. Processing of the data in this study using t-test and ANOVA two lanes. Based on the analysis we concluded that : 1) Judging from the whole, the increase in the ability of students to obtain a mathematical connection mathematical learning models Knisley better than the ability of students to obtain a mathematical connection expository; 2) When viewed from the KAM category, increasing the ability of mathematical connections and asor superior students who obtain Knisley mathematics learning model is better than the mathematical connection ability students excel and asor who acquire expository; 3) Judging from the whole, the increase in self-confidence of students who received Knisley mathematics learning model is better than the self- confidence of students who received expository; 4) When viewed from the KAM category, increased self- confidence and asor superior students who obtain Knisley mathematics learning model is better than the self- confidence of students who obtain a superior and asor expository; 5) A description of self-confidence that students' self-confidence to support the success of students learning mathematics, in this case the mathematical connection ability. Students who have good self-confidence, the student will show the attitude of enthusiasm in learning, unyielding, is able to sustain his argument, and boldly presented the results of his work; and 6) There is a positive impact on the connection between the ability of self-confidence.
{"title":"PENGGUNAAN MODEL PEMBELAJARAN MATEMATIKA\u0000KNISLEY (MPMK) UNTUK MENINGKATKAN KEMAMPUAN\u0000KONEKSI MATEMATIS DAN SELF CONFIDENCE SISWA MTs","authors":"Tetin Trisnawati","doi":"10.23969/pjme.v5i1.2518","DOIUrl":"https://doi.org/10.23969/pjme.v5i1.2518","url":null,"abstract":"This study aims to conduct studies focused on the use of mathematical learning model Knisley expected to\u0000increase the ability of mathematical connections and see the impact on students' self-confidence, in terms of the\u0000whole student and the category of Early Mathematics Ability (KAM) students (superior and asor). The method\u0000used is the method mix (Mixed Method) Embedded Design with the type of study design in the form of pretest-\u0000posttest control group design. The population in this study were students of class VII MTs Ar-Rohmah Bandung.\u0000Instruments used: KAM test, test mathematical connection ability, self-confidence scale observation and\u0000interviews. Processing of the data in this study using t-test and ANOVA two lanes. Based on the analysis we\u0000concluded that : 1) Judging from the whole, the increase in the ability of students to obtain a mathematical\u0000connection mathematical learning models Knisley better than the ability of students to obtain a mathematical\u0000connection expository; 2) When viewed from the KAM category, increasing the ability of mathematical\u0000connections and asor superior students who obtain Knisley mathematics learning model is better than the\u0000mathematical connection ability students excel and asor who acquire expository; 3) Judging from the whole, the\u0000increase in self-confidence of students who received Knisley mathematics learning model is better than the self-\u0000confidence of students who received expository; 4) When viewed from the KAM category, increased self-\u0000confidence and asor superior students who obtain Knisley mathematics learning model is better than the self-\u0000confidence of students who obtain a superior and asor expository; 5) A description of self-confidence that\u0000students' self-confidence to support the success of students learning mathematics, in this case the mathematical\u0000connection ability. Students who have good self-confidence, the student will show the attitude of enthusiasm in\u0000learning, unyielding, is able to sustain his argument, and boldly presented the results of his work; and 6) There is\u0000a positive impact on the connection between the ability of self-confidence.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132523212","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}
The aim of the research is to know the comparison of students Mathematic understanding between the students who have been treated by using Problem Based Learning Method and Direct Instruction Method, students attitude on learning process as well. The resea rch design was static Group Pre test - Post Test Design. The population was the IX grade students of Margahayu Yunior High School – Bandung Regency. The sample were the students of IX B and IX C. Each class consisted of 30 students. In this research, experim ental group has been treated by using Problem Based Learning Method and control group has been treated by using Direct Instruction. The test instrument used was the ability of mathematic understanding test and attitude scale. Based on the data analysis, th e result is no significant diversification of students mathematic understanding between the students who have been treated by using Problem Based Learning Method and Direct Instruction. Whereas the students attitude, there was positive attitude when they were treated by using Problem Based Learning Method
{"title":"Peningkatan Kemampuan Pemahaman Matematis Siswa Sekolah Menengah Pertama Melalui Problem Based Learning (PBL) dan Direct Instruction (DI)","authors":"M. Maryati","doi":"10.23969/pjme.v5i1.2516","DOIUrl":"https://doi.org/10.23969/pjme.v5i1.2516","url":null,"abstract":"The aim of the research is to know the comparison of students Mathematic understanding \u0000between the students who have been treated by using Problem Based Learning Method and \u0000Direct Instruction Method, students attitude on learning process as well. The resea\u0000rch design \u0000was static Group Pre test\u0000-\u0000Post Test Design. The population was the IX grade students of \u0000Margahayu Yunior High School \u0000–\u0000Bandung Regency. The sample were the students of IX B \u0000and IX C. Each class consisted of 30 students. In this research, experim\u0000ental group has been \u0000treated by using Problem Based Learning Method and control group has been treated by using \u0000Direct Instruction. The test instrument used was the ability of mathematic understanding test \u0000and attitude scale. Based on the data analysis, th\u0000e result is no significant diversification of \u0000students mathematic understanding between the students who have been treated by using \u0000Problem Based Learning Method and Direct Instruction. Whereas the students attitude, there \u0000was positive attitude when they \u0000were treated by using Problem Based Learning Method","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132916216","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}
The research was distributed by the importance of mathematical communication skills and self-efficacy of students. This research aims to assess the application of the cooperative learning model of the CRH type (Course, Review, Horay) against mathematical communication skills and self-efficacy of MTs students. Design research used are Nonequivalent Control Group Design. The population are grade VIII students of MTs Assalaam. And the sample, consist of 20 students of CRH class (experimental group) and 20 students of conventional class (control group) were selected by purposive sampling technique. Issues that are examined, namely the improvement of mathematical communication ability of students ' self-efficacy, diversity, the relationship between mathematical communication skills and self-efficacy, the influence of self-efficacy after learning, as well as the activity of students against mathematics learning with a model response cooperative type CRH. Quantitative analysis using independent sample t-test, Mann-Whitney test, and Pearson correlation test Correlation, while the qualitative analysis done for descriptive. The results showed an increase in mathematical communication skills students acquire learning cooperative learning model with CRH type better than students who get conventional learning, self-efficacy of students who get the learning model cooperative type CRH is no better than students who get conventional learning, there is a relationship between the mathematical communication and self-efficacy of the students, self-efficacy after learning were in the category of medium, as well as the activity of students against mathematics learning with a model response cooperative type CRH increases.
{"title":"Penerapan Model Pembelajaran Kooperatif Tipe Course, Review, Horay (Crh) Terhadap Kemampuan Komunikasi Matematis Dan Self-Efficacy Siswa","authors":"Risni Sri Oktiavini","doi":"10.23969/pjme.v5i2.2537","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2537","url":null,"abstract":"The research was distributed by the importance of mathematical communication skills and self-efficacy of students. This research aims to assess the application of the cooperative learning model of the CRH type (Course, Review, Horay) against mathematical communication skills and self-efficacy of MTs students. Design research used are Nonequivalent Control Group Design. The population are grade VIII students of MTs Assalaam. And the sample, consist of 20 students of CRH class (experimental group) and 20 students of conventional class (control group) were selected by purposive sampling technique. Issues that are examined, namely the improvement of mathematical communication ability of students ' self-efficacy, diversity, the relationship between mathematical communication skills and self-efficacy, the influence of self-efficacy after learning, as well as the activity of students against mathematics learning with a model response cooperative type CRH. Quantitative analysis using independent sample t-test, Mann-Whitney test, and Pearson correlation test Correlation, while the qualitative analysis done for descriptive. The results showed an increase in mathematical communication skills students acquire learning cooperative learning model with CRH type better than students who get conventional learning, self-efficacy of students who get the learning model cooperative type CRH is no better than students who get conventional learning, there is a relationship between the mathematical communication and self-efficacy of the students, self-efficacy after learning were in the category of medium, as well as the activity of students against mathematics learning with a model response cooperative type CRH increases.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127447364","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}
The research aims to study of improvement mathematical understanding and mathemacal reasoning. The design research is control group non-equivalen pretest and posttest. The population of all private secondary school in west bandung. The selection of a cluster sampling (area sampling) i.e. eighth class private secondary boarding school Darun Nasya. The instrument used are mathematical understanding, mathemacal reasoning and observation sheets. The analysis of quantitative datum using two way anova test. Research results : (1) there was no difference in improvement of the ability of mathematical understanding; (2) there is a deffernce in mathematical reasoning ability improvement; (3) there is a defference in mathematical reasoning ability improvement KAM among group with KAM hight group, the other group there is no defference; (4) there is no intreraction between the learning model and KAM to improvement ability mathematical understanding, mathemacal reasoning.
{"title":"Peningkatan Kemampuan Pemahaman Matematis dan Penalaran\u0000Matematis Melalui Problem Based Learning (PBL) SIiswa Sekolah\u0000Menengah Pertama","authors":"Npm. Topik","doi":"10.23969/pjme.v5i1.2524","DOIUrl":"https://doi.org/10.23969/pjme.v5i1.2524","url":null,"abstract":"The research aims to study\u0000of improvement mathematical understanding and mathemacal reasoning. The design research\u0000is control group non-equivalen pretest and posttest. The population of all private secondary\u0000school in west bandung. The selection of a cluster sampling (area sampling) i.e. eighth class\u0000private secondary boarding school Darun Nasya. The instrument used are mathematical\u0000understanding, mathemacal reasoning and observation sheets. The analysis of quantitative\u0000datum using two way anova test. Research results : (1) there was no difference in\u0000improvement of the ability of mathematical understanding; (2) there is a deffernce in\u0000mathematical reasoning ability improvement; (3) there is a defference in mathematical\u0000reasoning ability improvement KAM among group with KAM hight group, the other group\u0000there is no defference; (4) there is no intreraction between the learning model and KAM to\u0000improvement ability mathematical understanding, mathemacal reasoning.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127485287","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}
Penelitian ini menggunakan metode penelitian eksperimen.Tujuan dari penelitian ini adalahuntuk mengetahui kemampuan pemahaman matematis siswa yang memperoleh pembelajaran dengan penerapan model pembelajaran kooperatif tipe think pair share lebih baik daripada kemampuan pemahaman matematis siswa yang memperoleh pembelajaran matematika secara konvensional berdasarkan kemampuan awal matematika (tinggi, sedang, rendah). Tujuan lain adalah untuk mengetahui dampak self confidence siswa yang memperoleh pembelajaran dengan penerapan model pembelajaran kooperatif tipe think pair share adalah sangat tinggi, serta untuk mengetahui hubungan yang positif antara kemampuan pemahaman matematis dan self confidence siswa.Sampel penelitian ini adalah siswa kelas kelas VIII-D sebagai kelas eksperimen kelas VIII-C kelas kontrol.Instrumen yang digunakan untuk pengumpulan data adalah tes kemampuan awal matematika (KAM), kemampuan pemahaman matematis dan angket self confidencesiswa. Berdasarkan hasil penelitian dan analisis data diperoleh kesimpulan terdapat perbedaan peningkatan kemampuan pemahaman matematis antara siswa yang pembelajarannya menggunakan model think pair sharedengan konvensional. Karena rerata gain ternormalisasi pada siswa yang pembelajarannya menggunakan modelthink pair share lebih kecil dari kelas kontrol. Hal tersebut menunjukkan kemampuan pemahaman matematis siswa yang memperoleh pembelajaran dengan penerapan model pembelajaran kooperatif tipe think pair share tidak lebih baik daripada kemampuan pemahaman matematis siswa yang memperoleh pembelajaran matematika secara konvensional berdasarkan kemampuan awal matematika (tinggi, sedang, rendah). Sedangkan data hasilself confidence siswa dapat disimpulkan bahwa dampak self confidence siswa yang memperoleh pembelajaran dengan penerapan model pembelajaran kooperatif tipe think pair share adalah sangat tinggi.Hal ini diperlihatkan dari data hasil angket self confidence. Berdasarkan hasil analisis hubungan (korelasi), ternyata tidak terdapat hubungan yang positif antara kemampuan pemahaman matematis dengan self confidence siswa.
{"title":"Penerapan Model Pembelajaran Kooperatif Tipe Think Pair Share Untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa SMP","authors":"Yuni Chaerani","doi":"10.23969/pjme.v4i2.2513","DOIUrl":"https://doi.org/10.23969/pjme.v4i2.2513","url":null,"abstract":"Penelitian ini menggunakan metode penelitian eksperimen.Tujuan dari penelitian ini adalahuntuk mengetahui kemampuan pemahaman matematis siswa yang memperoleh pembelajaran dengan penerapan model pembelajaran kooperatif tipe think pair share lebih baik daripada kemampuan pemahaman matematis siswa yang memperoleh pembelajaran matematika secara konvensional berdasarkan kemampuan awal matematika (tinggi, sedang, rendah). Tujuan lain adalah untuk mengetahui dampak self confidence siswa yang memperoleh pembelajaran dengan penerapan model pembelajaran kooperatif tipe think pair share adalah sangat tinggi, serta untuk mengetahui hubungan yang positif antara kemampuan pemahaman matematis dan self confidence siswa.Sampel penelitian ini adalah siswa kelas kelas VIII-D sebagai kelas eksperimen kelas VIII-C kelas kontrol.Instrumen yang digunakan untuk pengumpulan data adalah tes kemampuan awal matematika (KAM), kemampuan pemahaman matematis dan angket self confidencesiswa. Berdasarkan hasil penelitian dan analisis data diperoleh kesimpulan terdapat perbedaan peningkatan kemampuan pemahaman matematis antara siswa yang pembelajarannya menggunakan model think pair sharedengan konvensional. Karena rerata gain ternormalisasi pada siswa yang pembelajarannya menggunakan modelthink pair share lebih kecil dari kelas kontrol. Hal tersebut menunjukkan kemampuan pemahaman matematis siswa yang memperoleh pembelajaran dengan penerapan model pembelajaran kooperatif tipe think pair share tidak lebih baik daripada kemampuan pemahaman matematis siswa yang memperoleh pembelajaran matematika secara konvensional berdasarkan kemampuan awal matematika (tinggi, sedang, rendah). Sedangkan data hasilself confidence siswa dapat disimpulkan bahwa dampak self confidence siswa yang memperoleh pembelajaran dengan penerapan model pembelajaran kooperatif tipe think pair share adalah sangat tinggi.Hal ini diperlihatkan dari data hasil angket self confidence. Berdasarkan hasil analisis hubungan (korelasi), ternyata tidak terdapat hubungan yang positif antara kemampuan pemahaman matematis dengan self confidence siswa.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130210182","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}
Pembelajaran matematika dengan modul dalam penelitian dan pengembangan ini adalah untuk menuangkan seberapa efektifkah instruksi dan desain permasalahan matematika yang tertuang dalam soal matematika terhadap tingkat pemahaman konsep dan penalaran peserta didik. Guru perlu mengkaji preferensi belajar setiap peserta didik dengan memberikan pengajaran yang berbeda (differentiated instruction) pada setiap pembelajaran matematika yang diberikan di kelas. Penentuan desain instruksi dan penyajian soal dalam matematika merupakan kunci awal sebagai usaha guru meningkatkan kualitas dan penalaran peserta didik. Tesis ini membahas rancangan penyajian instruksi dan soal yang bervariasi pada kompetensi Sistem Persamaan Linear di level SMK. Penulisan berfokus pada bagaimana membuat instruksi dan desain soal dengan modul untuk meningkatkan pemahaman konsep variabel, prinsip mengubah bentuk, menafsirkan permasalahan dan model ke dalam sistem persamaan linear serta meningkatkan penalaran dan kelancaran berprosedur. Setiap peserta didik dapat memilih instruksi sesuai dengan minat, potensi yang dimiliki, keberagaman kecerdasan (multiple intelligences) dan aspek lain dari keunikan peserta didik.
{"title":"Desain Instruksi Dan Soal Dengan Matematika Sesuai Variasi Individu Siswa Pada Materi Sistem Persamaan Linear","authors":"Lilis Rokhayah","doi":"10.23969/pjme.v4i2.2509","DOIUrl":"https://doi.org/10.23969/pjme.v4i2.2509","url":null,"abstract":"Pembelajaran matematika dengan modul dalam penelitian dan pengembangan ini adalah untuk menuangkan seberapa efektifkah instruksi dan desain permasalahan matematika yang tertuang dalam soal matematika terhadap tingkat pemahaman konsep dan penalaran peserta didik. Guru perlu mengkaji preferensi belajar setiap peserta didik dengan memberikan pengajaran yang berbeda (differentiated instruction) pada setiap pembelajaran matematika yang diberikan di kelas. Penentuan desain instruksi dan penyajian soal dalam matematika merupakan kunci awal sebagai usaha guru meningkatkan kualitas dan penalaran peserta didik. Tesis ini membahas rancangan penyajian instruksi dan soal yang bervariasi pada kompetensi Sistem Persamaan Linear di level SMK. Penulisan berfokus pada bagaimana membuat instruksi dan desain soal dengan modul untuk meningkatkan pemahaman konsep variabel, prinsip mengubah bentuk, menafsirkan permasalahan dan model ke dalam sistem persamaan linear serta meningkatkan penalaran dan kelancaran berprosedur. Setiap peserta didik dapat memilih instruksi sesuai dengan minat, potensi yang dimiliki, keberagaman kecerdasan (multiple intelligences) dan aspek lain dari keunikan peserta didik.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114754077","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}
The purpose of this study is to see improvement of critical and creative thinking mathematic skills among students are learning to use asasmen performance in problem-based learning, with students who are learning using problem-based learning and student learning using conventional learning. This includes quasi-experimental study with mixed methods through Concurrent Embedded strategies. The study was conducted in SMP 6 Tasikmalaya, the subject are three samples of class VII. Instruments used include test questions critical and creative thinking skills of mathematics. Quantitative data analysis using ANOVA test one and two lines, followed by Scheffe test. In the qualitative analysis carried out on the attitude scale, and assessment of performance, and the results of the interview. The results showed that 1 ) there are differences in improvement of critical thinking skills of students receiving mathematical application of performance assessment in problem-based learning, 2 ) there differences in improvement of creative thinking ability of students receiving mathematical application of performance assessment in problem-based learning, 3) there is a relationship between critical thinking skills with the ability creative thinking, 4) positive student attitudes after implementation of performance assessment in problem-based learning
{"title":"Penerapan Asesmen Kinerja Melalui Pbm Untuk Meningkatkan Kemampuan Berpikir Kritis Dan Kreatif Matematik","authors":"Erik Santoso","doi":"10.23969/pjme.v4i2.2505","DOIUrl":"https://doi.org/10.23969/pjme.v4i2.2505","url":null,"abstract":"The purpose of this study is to see improvement of critical and creative thinking mathematic skills among students are learning to use asasmen performance in problem-based learning, with students who are learning using problem-based learning and student learning using conventional learning. This includes quasi-experimental study with mixed methods through Concurrent Embedded strategies. The study was conducted in SMP 6 Tasikmalaya, the subject are three samples of class VII. Instruments used include test questions critical and creative thinking skills of mathematics. Quantitative data analysis using ANOVA test one and two lines, followed by Scheffe test. In the qualitative analysis carried out on the attitude scale, and assessment of performance, and the results of the interview. The results showed that 1 ) there are differences in improvement of critical thinking skills of students receiving mathematical application of performance assessment in problem-based learning, 2 ) there differences in improvement of creative thinking ability of students receiving mathematical application of performance assessment in problem-based learning, 3) there is a relationship between critical thinking skills with the ability creative thinking, 4) positive student attitudes after implementation of performance assessment in problem-based learning","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122298986","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}
The aim of this study was to examine the improvement and achievement of mathematical understanding and mathematical communication skills of better among students who earn the PBL and the conventional learning, in terms of overall and category of early mathematics ability students (high, medium, low), student attitudes toward the PBL. The method used is an experimental method to the study design pretest-posttest control group. Research subjects involving 73 students Semester VI Mathematics Education courses UIN Bandung. The results of this study are: 1) there is a significant difference in improvement between the mathematical understanding students studying with PBL and conventional learning; 2) there is no significant difference between the increase in mathematical understanding students studying with PBL and conventional learning in terms of mathematical communication students; 3) there is no significant difference in improvement between the mathematical communication students studying with PBL and conventional learning; 4) there is no significant difference between the increase in mathematical communication students studying with PBL and conventional learning in terms category of early mathematics ability students; 5) the students have a positive attitude towards learning mathematics with PBL.
{"title":"Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Pemahaman Dan Komunikasi Matematik Mahasiswa","authors":"Eliva Sukma Cipta","doi":"10.23969/pjme.v4i2.2504","DOIUrl":"https://doi.org/10.23969/pjme.v4i2.2504","url":null,"abstract":"The aim of this study was to examine the improvement and achievement of mathematical understanding and mathematical communication skills of better among students who earn the PBL and the conventional learning, in terms of overall and category of early mathematics ability students (high, medium, low), student attitudes toward the PBL. The method used is an experimental method to the study design pretest-posttest control group. Research subjects involving 73 students Semester VI Mathematics Education courses UIN Bandung. The results of this study are: 1) there is a significant difference in improvement between the mathematical understanding students studying with PBL and conventional learning; 2) there is no significant difference between the increase in mathematical understanding students studying with PBL and conventional learning in terms of mathematical communication students; 3) there is no significant difference in improvement between the mathematical communication students studying with PBL and conventional learning; 4) there is no significant difference between the increase in mathematical communication students studying with PBL and conventional learning in terms category of early mathematics ability students; 5) the students have a positive attitude towards learning mathematics with PBL.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125470125","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}
This research is intended to study the improvement of mathematical communication ability problems and students’ learning activity independency thorough learning activity with performance assessment and also to gain students activity learning description in learning mathematics. The methodology of this research is the alloyment of qualitative data embedded into quantitative. The population of this research are 14 classes of XI yearstudents of SMK Negeri 1 Cianjur. And the sample are the XI year students of RPL 1 as experimental class and XI year students of TKJ 1 as control one. Its instrument is questions about mathematical communication ability and questionnaire of students’ learning independency scale, activity observation sheet, and students interview sheet. The result of this research is 1)The improvement of students mathematical communication ability which use the performance assessment better than those who learn the material with conventional one; 2) There is some improvement of mathematical communication ability with performance assessment; 3)The students are actively involved in learning process with performance assessment
{"title":"Penerapan Asesmen Kinerja Untuk Mengukur Kemampuan Komunikasi Matematis Dan Kemandirian Belajar Siswa SMK","authors":"Hinda Gumiarti","doi":"10.23969/pjme.v4i2.2506","DOIUrl":"https://doi.org/10.23969/pjme.v4i2.2506","url":null,"abstract":"This research is intended to study the improvement of mathematical communication ability problems and students’ learning activity independency thorough learning activity with performance assessment and also to gain students activity learning description in learning mathematics. The methodology of this research is the alloyment of qualitative data embedded into quantitative. The population of this research are 14 classes of XI yearstudents of SMK Negeri 1 Cianjur. And the sample are the XI year students of RPL 1 as experimental class and XI year students of TKJ 1 as control one. Its instrument is questions about mathematical communication ability and questionnaire of students’ learning independency scale, activity observation sheet, and students interview sheet. The result of this research is 1)The improvement of students mathematical communication ability which use the performance assessment better than those who learn the material with conventional one; 2) There is some improvement of mathematical communication ability with performance assessment; 3)The students are actively involved in learning process with performance assessment","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"333 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133695745","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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