Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan pemahaman dan pemecahan masalah matematis siswa yang pembelajarannya menggunakan model pembelajaran Missouri Mathematics Project lebih baik dari pada siswa yang memperoleh pembelajaran konvensional yang dilihat dari keseluruhan dan Kemampuan Awal Matematika (KAM). Selain itu penelitian ini juga untuk mendeskripsikan korelasi antara kemampuan pemahaman dan kemampuan pemecahan masalah matematis siswa Penelitian ini dilaksanakan di MSK BSC Kota Bandung, dengan sampel sebanyak dua kelas, yaitu Kelas X-A dan X - B Administrasi Perkantroran. peneliti menggunakan metode campuran (mix method). Strategi mix method yang digunakan adalah strategi embedded konkuren. Strategi ini hampir sama dengan model triangulasi konkuren, karena sama-sama mengumpulkan data kualitatif dan kuantitatif dalam waktu yang bersamaan. Data kuantitatif diambil dari tes pemahaman dan pemecahan serta angket motivasi siswa. Sedangkan data kualitatif diambil dari hasil wawancara siswa Setelah pengolahan dan analisis data dapat disimpulkan bahwa peningkatan kemampuan pemahaman dan pemecahan masalah matematis siswa yang pembelajarannya menggunakan model pembelajaran Missouri Mathematics Project lebih baik dari pada siswa yang memperoleh pembelajaran konvensional dilihat dari keseluruhan dan Kemampuan Awal Matematika (KAM). Terdapat korelasi positif antara kemampuan pemahaman dan pemecahan masalah matematis siswa. Motivasi siswa positif setelah pembelajaran dengan menggunakan model pembelajaran Missouri Mathematics Project
{"title":"Peningkatan Kemampuan Pemahaman Dan Pemecahan Masalah Matematis Dengan Model Pembelajaran Missouri Mathematics Project","authors":"Upik Diana","doi":"10.23969/pjme.v8i1.3991","DOIUrl":"https://doi.org/10.23969/pjme.v8i1.3991","url":null,"abstract":"Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan pemahaman dan pemecahan masalah matematis siswa yang pembelajarannya menggunakan model pembelajaran Missouri Mathematics Project lebih baik dari pada siswa yang memperoleh pembelajaran konvensional yang dilihat dari keseluruhan dan Kemampuan Awal Matematika (KAM). Selain itu penelitian ini juga untuk mendeskripsikan korelasi antara kemampuan pemahaman dan kemampuan pemecahan masalah matematis siswa\u0000\u0000Penelitian ini dilaksanakan di MSK BSC Kota Bandung, dengan sampel sebanyak dua kelas, yaitu Kelas X-A dan X - B Administrasi Perkantroran. peneliti menggunakan metode campuran (mix method). Strategi mix method yang digunakan adalah strategi embedded konkuren. Strategi ini hampir sama dengan model triangulasi konkuren, karena sama-sama mengumpulkan data kualitatif dan kuantitatif dalam waktu yang bersamaan. Data kuantitatif diambil dari tes pemahaman dan pemecahan serta angket motivasi siswa. Sedangkan data kualitatif diambil dari hasil wawancara siswa\u0000\u0000Setelah pengolahan dan analisis data dapat disimpulkan bahwa peningkatan kemampuan pemahaman dan pemecahan masalah matematis siswa yang pembelajarannya menggunakan model pembelajaran Missouri Mathematics Project lebih baik dari pada siswa yang memperoleh pembelajaran konvensional dilihat dari keseluruhan dan Kemampuan Awal Matematika (KAM). Terdapat korelasi positif antara kemampuan pemahaman dan pemecahan masalah matematis siswa. Motivasi siswa positif setelah pembelajaran dengan menggunakan model pembelajaran Missouri Mathematics Project","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114492337","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}
Scientific approach with reward in improving mathematics understanding and students' perception of mathematics learning in class X of SMKN 10 Bandung. The aim of the research is to find out that through a scientific approach with reward, not only the students 'understanding of mathematics can improve but also the students' perception of mathematics learning is more positive, and the activity in the classroom becomes active. This research uses an embedded quasi-experimental method with three treatments in three different classes. The first experimental class was treated with a scientific approach with reward, the second experimental class was given a scientific approach without reward, and the control class was given direct learning. The results showed that there was an increasing in mathematical understanding between scientific classes with rewards, scientific classes without rewards and control classes. There was a difference in understanding between scientific classes with rewards and scientific classes without reward, as well as differences in understanding between scientific classes without rewards and control classes. The results also showed there were the differences in students' perceptions of mathematics learning between scientific classes with rewards, scientific classes without rewards and control classes. The students' perception is more positive and classroom activity is more active in the scientific class with rewards compared to scientific classes without rewards and control classes.
{"title":"Pendekatan Saintifik Dengan Reward Dalam Meningkatkan Pemahaman Dan Persepsi Siswa Terhadap Matematika","authors":"A. Mariana, Npm.","doi":"10.23969/pjme.v8i1.3994","DOIUrl":"https://doi.org/10.23969/pjme.v8i1.3994","url":null,"abstract":"Scientific approach with reward in improving mathematics understanding and students' perception of mathematics learning in class X of SMKN 10 Bandung. The aim of the research is to find out that through a scientific approach with reward, not only the students 'understanding of mathematics can improve but also the students' perception of mathematics learning is more positive, and the activity in the classroom becomes active. This research uses an embedded quasi-experimental method with three treatments in three different classes. The first experimental class was treated with a scientific approach with reward, the second experimental class was given a scientific approach without reward, and the control class was given direct learning. The results showed that there was an increasing in mathematical understanding between scientific classes with rewards, scientific classes without rewards and control classes. There was a difference in understanding between scientific classes with rewards and scientific classes without reward, as well as differences in understanding between scientific classes without rewards and control classes. The results also showed there were the differences in students' perceptions of mathematics learning between scientific classes with rewards, scientific classes without rewards and control classes. The students' perception is more positive and classroom activity is more active in the scientific class with rewards compared to scientific classes without rewards and control classes.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125117118","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 importance of mathematical communication skills and Self Regulated Learning for students has been widely realized in mathematics education. With good communication students are able to understand mathematical material and with self regulated learning students are able to be independent in learning mathematics. However, the lack of methods that can be used to improve both of them is the basic idea of this research. This study is a quasi-experimental study with an non-equivalent control group design. The research sample of class VII SMP Pasundan 2 Bandung randomly class, taken class VII F as an experimental class and VII C as a control class. The instruments used include mathematics communication skills test questions and Self Regulated Learning questionnaires. Based on the results of the study it can be concluded that: increasing mathematical communication skills and Self Regulated Learning students with high, medium and low Early Mathematical Abilities (KAM) whose learning by using Problem Based Learning (PBM) is better than increasing mathematical communication skills and Self Regulated Learning students who use the ordinary learning model. Then this study illustrates that there is a correlation between mathematical communication skills and Self Regulated Learning. The correlation coefficient between the two is 0.643 with moderate criteria.
{"title":"Penggunaan Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Komunikasi Matematis Dan Pengaruhnya Terhadap Self Regulated Learning Siswa Sekolah Menengah Pertama","authors":"Has Mulyani, Npm.","doi":"10.23969/pjme.v7i2.2707","DOIUrl":"https://doi.org/10.23969/pjme.v7i2.2707","url":null,"abstract":"The importance of mathematical communication skills and Self Regulated Learning for students has been widely realized in mathematics education. With good communication students are able to understand mathematical material and with self regulated learning students are able to be independent in learning mathematics. However, the lack of methods that can be used to improve both of them is the basic idea of this research. This study is a quasi-experimental study with an non-equivalent control group design. The research sample of class VII SMP Pasundan 2 Bandung randomly class, taken class VII F as an experimental class and VII C as a control class. The instruments used include mathematics communication skills test questions and Self Regulated Learning questionnaires. Based on the results of the study it can be concluded that: increasing mathematical communication skills and Self Regulated Learning students with high, medium and low Early Mathematical Abilities (KAM) whose learning by using Problem Based Learning (PBM) is better than increasing mathematical communication skills and Self Regulated Learning students who use the ordinary learning model. Then this study illustrates that there is a correlation between mathematical communication skills and Self Regulated Learning. The correlation coefficient between the two is 0.643 with moderate criteria.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130556949","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 objective of this research is to find out enhancement of student critical and creative mathematics thinking which learning system use problem based learningis better than increase critical and creative thinking of mathematics conventional lesson, seen from first mathematics ability (high, moderate, low). Then this research will see student attitude towards mathematics lesson using problem based learning model.This research design was pretest posttest control group design with two different treatment, and class sample which taken randomly. Population in this research are whole student of XI MIA of senior high school 3 ciamis, first sample is class XI MIA 4 with total experiments 30 student and XI MIA 1 with total 30 students. Data analysis using Anava test with two test way and product moment corelation test.The result from research shows that students critical and creatif thinking mathematics ability are increasing which learning system use problem based learningbetter than conventional mathematics critical thinking lesson, seen from first mathematics ability (high, moderate, low), there is relation between critical thinking ability with creative thinking ability. Finally students positive attitude towards mathematics learning using learning model problem based learning.
{"title":"Implementasi Model Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Dan Berpikir Kreatif Matematik Siswa Sma","authors":"Wawan Kiswanto","doi":"10.23969/pjme.v7i2.2717","DOIUrl":"https://doi.org/10.23969/pjme.v7i2.2717","url":null,"abstract":"The objective of this research is to find out enhancement of student critical and creative mathematics thinking which learning system use problem based learningis better than increase critical and creative thinking of mathematics conventional lesson, seen from first mathematics ability (high, moderate, low). Then this research will see student attitude towards mathematics lesson using problem based learning model.This research design was pretest posttest control group design with two different treatment, and class sample which taken randomly. Population in this research are whole student of XI MIA of senior high school 3 ciamis, first sample is class XI MIA 4 with total experiments 30 student and XI MIA 1 with total 30 students. Data analysis using Anava test with two test way and product moment corelation test.The result from research shows that students critical and creatif thinking mathematics ability are increasing which learning system use problem based learningbetter than conventional mathematics critical thinking lesson, seen from first mathematics ability (high, moderate, low), there is relation between critical thinking ability with creative thinking ability. Finally students positive attitude towards mathematics learning using learning model problem based learning.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128441867","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 examine about upgrading from mathematical reasoning and motivation of students who study wich two stay two stay(TSTS) and direct intruction. Study experiments with ashaped research in SMP7districts of Banjar Banjar Purwaharja with sample was grade students VIII A and VIIIB grade between 6 classes in the eighth grade were taken randomly. This study suggests that: (1). Improved mathematical reasoning abilities of students who study with two stay two stay(TSTS) better than student twho lern and direct instruction. (2). Improved mathematical reasoning abilities of students who study withtwo stay twoStay(TSTS) better than students whole and direct instruction(3). The students motivation to learn the two stay twoStay(TSTS) better than students who learn and direct instruction
{"title":"Studi Komparatif Tentang Peningkatan Kemampuan Penalaran Matematik Dan Motivasi Siswa Yang Belajar Dengan Two Stay Two Stay (TSTS) Dan Direct Instruction","authors":"Iding Tarsidi","doi":"10.23969/pjme.v7i2.2712","DOIUrl":"https://doi.org/10.23969/pjme.v7i2.2712","url":null,"abstract":"This study aims to examine about upgrading from mathematical reasoning and motivation of students who study wich two stay two stay(TSTS) and direct intruction. Study experiments with ashaped research in SMP7districts of Banjar Banjar Purwaharja with sample was grade students VIII A and VIIIB grade between 6 classes in the eighth grade were taken randomly. This study suggests that: (1). Improved mathematical reasoning abilities of students who study with two stay two stay(TSTS) better than student twho lern and direct instruction. (2). Improved mathematical reasoning abilities of students who study withtwo stay twoStay(TSTS) better than students whole and direct instruction(3). The students motivation to learn the two stay twoStay(TSTS) better than students who learn and direct instruction","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131811293","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}
Goal from research that done is to comspare ability of student mathematical problem solving between student uses learning bases problem solving with direct learning. Besides it, done research about attitude and skill of student mathematical problem solvingfor learning bases problem is continuous. The research methode that done mixed method model concurent embeded strategy. The research population is all vocational secondary school students in majalengka regency. Sample is taken with sampling purposive strategy then at random taken as many as two class. They are X TKJ 1 as experiment class and X TKJ 2 as control class in state owned vocasional secondary school1 Talaga. Data collection form for knowledge competence, and observation sheet for attitude competence and skill.Data analysis method that done is dofference tes two average. Research result shows ability of student mathematical problem solving with learning bases problem is better than direct learning. Gain quality is nomalization of second from group included medium kategory. Student has a certain attitude in good category for learning bases problem with polite attitude, discipline, self belief, work together, and tolerance. Student can practice ways of problem solving according to Polya in solving of mathematical problem but student gets difficulty in planning of solving and analyze back of result.
{"title":"Analisis Kemampuan Dan Keterampilan Pemecahan Masalah Matematis Serta Sikap Siswa Dalam Pembelajaran Berbasis Masalah Melalui Penilaian Autentik Di SMK","authors":"Dede Mahmudin","doi":"10.23969/pjme.v7i2.2719","DOIUrl":"https://doi.org/10.23969/pjme.v7i2.2719","url":null,"abstract":"Goal from research that done is to comspare ability of student mathematical problem solving between student uses learning bases problem solving with direct learning. Besides it, done research about attitude and skill of student mathematical problem solvingfor learning bases problem is continuous. The research methode that done mixed method model concurent embeded strategy. The research population is all vocational secondary school students in majalengka regency. Sample is taken with sampling purposive strategy then at random taken as many as two class. They are X TKJ 1 as experiment class and X TKJ 2 as control class in state owned vocasional secondary school1 Talaga. Data collection form for knowledge competence, and observation sheet for attitude competence and skill.Data analysis method that done is dofference tes two average. Research result shows ability of student mathematical problem solving with learning bases problem is better than direct learning. Gain quality is nomalization of second from group included medium kategory. Student has a certain attitude in good category for learning bases problem with polite attitude, discipline, self belief, work together, and tolerance. Student can practice ways of problem solving according to Polya in solving of mathematical problem but student gets difficulty in planning of solving and analyze back of result.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130372185","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 view towards the difficult math learning comes after students get results that always lower than other subjects due to the lack of students ability in mathematics, interest, motivation, basic capabilities, and cognitive ability, educators and instructional model in teaching. Math learning objectives for students is so that students have the ability or skills in problem solving to hone a careful, logical reasoning, analytical, critical, ang creative. Implementation ofproblem based learning can enhance problem-solving capabilities and self-reliance of students in learningmathematics are expected to reduce the problem above. Learning,problem based learning,through the stages of scientific methods can improve the ability of mathematical learning students independence, indicated with a mean score of normal students gain higher than students who use direct learning instruction (conventional). Test result of statistical test showed the value of the sig (2-tailed) 0,006 < 0,05, which mean that the ability of mathematical problem solving learning and Problem Based learning is bettter than Direct Instruction Learning. Zhitung= 6,601 and the value of Asymp. Sig (2-tailed) = 0,00 < α = 0,05, which means that there is a difference that isof significance fo the classroom experiments after receiving treatment learning Problem Based Learning in the independenceof his studies for the better.
{"title":"Model Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Kemandirian Belajar Siswa","authors":"Sri Maryatuti","doi":"10.23969/pjme.v7i2.2714","DOIUrl":"https://doi.org/10.23969/pjme.v7i2.2714","url":null,"abstract":"The view towards the difficult math learning comes after students get results that always lower than other subjects due to the lack of students ability in mathematics, interest, motivation, basic capabilities, and cognitive ability, educators and instructional model in teaching. Math learning objectives for students is so that students have the ability or skills in problem solving to hone a careful, logical reasoning, analytical, critical, ang creative. Implementation ofproblem based learning can enhance problem-solving capabilities and self-reliance of students in learningmathematics are expected to reduce the problem above. Learning,problem based learning,through the stages of scientific methods can improve the ability of mathematical learning students independence, indicated with a mean score of normal students gain higher than students who use direct learning instruction (conventional). Test result of statistical test showed the value of the sig (2-tailed) 0,006 < 0,05, which mean that the ability of mathematical problem solving learning and Problem Based learning is bettter than Direct Instruction Learning. Zhitung= 6,601 and the value of Asymp. Sig (2-tailed) = 0,00 < α = 0,05, which means that there is a difference that isof significance fo the classroom experiments after receiving treatment learning Problem Based Learning in the independenceof his studies for the better.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127485387","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}
Pub Date : 2017-06-15DOI: 10.23969/pjme.v12i1.5408
Acep Anton Fajar, Npm.
Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran Problem-Based Learning pada kemampuan komunikasi matematis dan kemandirian belajar siswa. Metode penelitian yang digunakan adalah penelitian kuantitatif tipe kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas VIII di sebuah SMP Negeri di Kota Tasikmalaya tahun ajaran 2020/2011. Sampel dalam penelitian ini dipilih sebanyak 2 kelas dari kelas VIII. Kelas eksperimen menggunakan model Problem Based Learning dan kelas kontrol menggunakan model konvensional. Dalam penelitian ini menggunakan dua macam instrumen penelitian yaitu instrumen tes dan non tes. Instrumen tes terdiri dari soal tes kemampuan komunikasi matematis sedangkan instrumen non tes terdiri dari angket kemandirian belajar, lembar observasi dan wawancara. Hasil penelitian menunjukan bahwa (1) kemampuan komunikasi matematis siswa yang menggunakan model pembelajaran problem based learning lebih baik daripada siswa yang menggunakan model pembelajaran konvensional (2) kemandirian siswa yang menggunakan model pembelajaran problem based learning tidak lebih baik daripada siswa yang menggunakan model pembelajaran konvensional. (3) terdapat hubungan yang positif antara kemampuan komunikasi matematis dengan kemandirian belajar
{"title":"Pembelajaran Model Problem Based Learning Untuk Mengembangkan Kemandirian Belajar Dan Hubungannya Terhadap Kemampuan Komunikasi Matematis Dan Berpikir Kritis Matematis Siswa SMP","authors":"Acep Anton Fajar, Npm.","doi":"10.23969/pjme.v12i1.5408","DOIUrl":"https://doi.org/10.23969/pjme.v12i1.5408","url":null,"abstract":"Penelitian ini bertujuan untuk melihat pengaruh model pembelajaran Problem-Based Learning pada kemampuan komunikasi matematis dan kemandirian belajar siswa. Metode penelitian yang digunakan adalah penelitian kuantitatif tipe kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas VIII di sebuah SMP Negeri di Kota Tasikmalaya tahun ajaran 2020/2011. Sampel dalam penelitian ini dipilih sebanyak 2 kelas dari kelas VIII. Kelas eksperimen menggunakan model Problem Based Learning dan kelas kontrol menggunakan model konvensional. Dalam penelitian ini menggunakan dua macam instrumen penelitian yaitu instrumen tes dan non tes. Instrumen tes terdiri dari soal tes kemampuan komunikasi matematis sedangkan instrumen non tes terdiri dari angket kemandirian belajar, lembar observasi dan wawancara. Hasil penelitian menunjukan bahwa (1) kemampuan komunikasi matematis siswa yang menggunakan model pembelajaran problem based learning lebih baik daripada siswa yang menggunakan model pembelajaran konvensional (2) kemandirian siswa yang menggunakan model pembelajaran problem based learning tidak lebih baik daripada siswa yang menggunakan model pembelajaran konvensional. (3) terdapat hubungan yang positif antara kemampuan komunikasi matematis dengan kemandirian belajar","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128051756","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 background problem in this research is the ability to think critically mathematically in Indonesia which is still classified as very low or below average. It is predicted that learning with the BBL approach can help students influence mathematical critical thinking skills. The objectives of this study are: 1) Analyzing differences in the improvement of students' mathematical critical thinking skills using learning with the BBL approach and conventional learning in terms of overall and gender differences; 2) Seeing students' activities towards the learning response of mathematics with the BBL approach. The research method that will be used in this study is a Mixed Method of the Embedded Design type and the Embedded Experimental Model type. sampling using a purposive sampling technique, the selected sample is class VIII-E as the experimental class and class VIII-B as the control class. The instrument used in this study was a test instrument that is a test of mathematical critical thinking skills and a non-test instrument namely an observation sheet. The subject that is presented as material is SPLDV. The results of this study are: (1) Mathematical critical thinking ability of students who use learning with the BBL approach is better than students who use conventional learning in terms of overall and gender differences, (2) 2) In learning with a Brain based learning approach students look active in learning mathematics
{"title":"Penggunaan Pembelajaran Dengan Pendekatan Brain Based Learning Terhadap Peningkatan Kemampuan Berpikir Kritis Matematis","authors":"Afifah Latip Rasyid Jauhari, Npm.","doi":"10.23969/pjme.v7i1.2703","DOIUrl":"https://doi.org/10.23969/pjme.v7i1.2703","url":null,"abstract":"The background problem in this research is the ability to think critically\u0000mathematically in Indonesia which is still classified as very low or below\u0000average. It is predicted that learning with the BBL approach can help students\u0000influence mathematical critical thinking skills. The objectives of this study are: 1)\u0000Analyzing differences in the improvement of students' mathematical critical\u0000thinking skills using learning with the BBL approach and conventional learning\u0000in terms of overall and gender differences; 2) Seeing students' activities towards\u0000the learning response of mathematics with the BBL approach. The research\u0000\u0000method that will be used in this study is a Mixed Method of the Embedded\u0000Design type and the Embedded Experimental Model type. sampling using a\u0000purposive sampling technique, the selected sample is class VIII-E as the\u0000experimental class and class VIII-B as the control class. The instrument used in\u0000this study was a test instrument that is a test of mathematical critical thinking\u0000skills and a non-test instrument namely an observation sheet. The subject that is\u0000presented as material is SPLDV. The results of this study are: (1) Mathematical\u0000critical thinking ability of students who use learning with the BBL approach is\u0000better than students who use conventional learning in terms of overall and\u0000gender differences, (2) 2) In learning with a Brain based learning approach\u0000students look active in learning mathematics","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134114479","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 investigated the improving of students’ mathematical communication skill between the ones who has been taught using Every One is a Teacher Here (ETH) as learning strategy with Metacognitive Approach (PM), with the students who learned mathematics in their usual learning style, in terms of students’ initial math ability (superior and inferior) as well overall aspects. The method used in this study was embedded design type of mixed methods. The findings of this study indicates that 1) The mathematical communication skill of students who applied Every One is aTeacher Here (ETH) with Metacognitive Approach (PM) has been improved better than students who applied regular learning (PB) in terms of Students’ Initial Mathematical Ability Category (superior and inferior), 2) The mathematical communication skill of students who applied Every One is a Teacher Here (ETH) with Metacognitive Approach (PM) has been improved better than students who applied regular learning (PB) in terms of overall aspects.
{"title":"Meningkatkan Kemampuan Komunikasi Matematis Melalui Strategi\u0000Every One Is A Teacher Here Dengan Pendekatan Metakognitif\u0000Siswa SMA","authors":"Reky Piadi","doi":"10.23969/pjme.v7i1.2701","DOIUrl":"https://doi.org/10.23969/pjme.v7i1.2701","url":null,"abstract":"This study investigated the improving of students’ mathematical communication\u0000skill between the ones who has been taught using Every One is a Teacher Here\u0000(ETH) as learning strategy with Metacognitive Approach (PM), with the students\u0000who learned mathematics in their usual learning style, in terms of students’\u0000initial math ability (superior and inferior) as well overall aspects. The method\u0000used in this study was embedded design type of mixed methods. The findings of\u0000this study indicates that 1) The mathematical communication skill of students\u0000who applied Every One is aTeacher Here (ETH) with Metacognitive Approach\u0000(PM) has been improved better than students who applied regular learning (PB)\u0000in terms of Students’ Initial Mathematical Ability Category (superior and\u0000inferior), 2) The mathematical communication skill of students who applied\u0000Every One is a Teacher Here (ETH) with Metacognitive Approach (PM) has been\u0000improved better than students who applied regular learning (PB) in terms of\u0000overall aspects.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134646025","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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