This research aims to reveal whether Project-Based Learning (PPA) can improve students' mathematical understanding,to determine the activities of teachers and students in Project-Based Learning (PPA) and to determine the students' responses toward learning Project-Based Learning (PPA) .. The method of this research is mixed method (combination of quantitative & qualitative) that used the Embedded design. The study population was all students SMA N 2 Gunungputri Bogor with sample class XI students were chosen at random and devided into two groups. The experimental group gained Project-Based Learning and the control group gained Expository Learning. To get the research data used instrument in the formmathematical comprehension ability test, guidelines for observation, interview, questionnaire scale. The data were analyzed quantitatively and qualitatively. Quantitative analysis was conducted on the pre test, post test, and N gain. To determine the average value of the difference between the experimental group and control group performed by t-test . Qualitative analysis was performed to examine students' responses toward Project-Based Learning. The results showed that increased understanding of the mathematical ability of students who receive Project-Based Learning is better than students who get the Expository Learning, and students’ response to the implementation of Project-Based Learning is positive.
{"title":"Penerapan Pembelajaran Project-Based Learning (Pjbl) Untuk Meningkatkan Kemampuan Pemahaman Matematis Siswa SMA","authors":"Npm. Linda","doi":"10.23969/pjme.v5i2.2527","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2527","url":null,"abstract":"This research aims to reveal whether Project-Based Learning (PPA) can improve students' mathematical understanding,to determine the activities of teachers and students in Project-Based Learning (PPA) and to determine the students' responses toward learning Project-Based Learning (PPA) .. The method of this research is mixed method (combination of quantitative & qualitative) that used the Embedded design. The study population was all students SMA N 2 Gunungputri Bogor with sample class XI students were chosen at random and devided into two groups. The experimental group gained Project-Based Learning and the control group gained Expository Learning. To get the research data used instrument in the formmathematical comprehension ability test, guidelines for observation, interview, questionnaire scale. The data were analyzed quantitatively and qualitatively. Quantitative analysis was conducted on the pre test, post test, and N gain. To determine the average value of the difference between the experimental group and control group performed by t-test . Qualitative analysis was performed to examine students' responses toward Project-Based Learning. The results showed that increased understanding of the mathematical ability of students who receive Project-Based Learning is better than students who get the Expository Learning, and students’ response to the implementation of Project-Based Learning is positive.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132033965","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}
Problem in this research is the weakness of class VII SMP Patroman in mathematical communication and motivation to learn. As an alternative in solving the problem, authors conducted a study class action consisting of a cycle that aims to determine the increase in mathematical communication skills, student motivation, and communication skills mathematical influence on motivation to learn that lesson using TALULARaproach. The research subjects are students of class VII SMP Patroman. Instruments used consists of: test mathematical communication skills, learning motivation scale is based onthe Likert scale, as well as the observation sheet activities of teachers and students. The data analysis done by the average score and the percentage. The findings of this study are as follows: (1) TALULARlearning approach can improve the communication skills of students mathematic. (2) TALULARapproach can improve students’ motivation. (3) There are mathematical communication abilitty influence on motivation to learn through approach TALULAR. Based on these findings, we propose the following recommendations, learning TALULARshould continue to be developed and used as an alternative option in the mathematics teacher everyday.
{"title":"Meningkatkan Kemampuan Komunikasi Matematik Dan Motivasi Belajar Peserta Didik Dengan Pendekatan Talular","authors":"Dede Rohayati","doi":"10.23969/pjme.v5i2.2528","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2528","url":null,"abstract":"Problem in this research is the weakness of class VII SMP Patroman in mathematical communication and motivation to learn. As an alternative in solving the problem, authors conducted a study class action consisting of a cycle that aims to determine the increase in mathematical communication skills, student motivation, and communication skills mathematical influence on motivation to learn that lesson using TALULARaproach. The research subjects are students of class VII SMP Patroman. Instruments used consists of: test mathematical communication skills, learning motivation scale is based onthe Likert scale, as well as the observation sheet activities of teachers and students. The data analysis done by the average score and the percentage. The findings of this study are as follows: (1) TALULARlearning approach can improve the communication skills of students mathematic. (2) TALULARapproach can improve students’ motivation. (3) There are mathematical communication abilitty influence on motivation to learn through approach TALULAR. Based on these findings, we propose the following recommendations, learning TALULARshould continue to be developed and used as an alternative option in the mathematics teacher everyday.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128442108","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 research is to know the improvement of student’s mathematics reasoning ability who study by methaporical thinking approach and conventional approach. And also examine teacher and student activity toward learning by methaporical thinkingapproach. Populate on this research is student grade VII of Rancaekek 2 of public junior high school and 2 class sample taking by random, on class is given by methaporical thinking approach and one class is given by conventional approach. Instrumen of this research is reasoning ability test and observation sheet of teacher and student activity. Data analysis by used of mixed method embedded. Base on data analysis we can get conclusion that (1) Improvement of student’s mathematics reasoning ability who get methaporical thinking approach is better than student who get conventional approach according to all; (2) Improvement of student’s mathematics reasoning ability who get methaporical thinking approach is better than student who get conventional approach according to KAM
{"title":"Metode Pembelajaran Brainstorming Untuk Meningkatkan Kemampuan Koneksi Matematika Siswa MTS","authors":"Rosid Bahar, Npm.","doi":"10.23969/pjme.v5i2.2531","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2531","url":null,"abstract":"The purpose of this research is to know the improvement of student’s mathematics reasoning ability who study by methaporical thinking approach and conventional approach. And also examine teacher and student activity toward learning by methaporical thinkingapproach. Populate on this research is student grade VII of Rancaekek 2 of public junior high school and 2 class sample taking by random, on class is given by methaporical thinking approach and one class is given by conventional approach. Instrumen of this research is reasoning ability test and observation sheet of teacher and student activity. Data analysis by used of mixed method embedded. Base on data analysis we can get conclusion that (1) Improvement of student’s mathematics reasoning ability who get methaporical thinking approach is better than student who get conventional approach according to all; (2) Improvement of student’s mathematics reasoning ability who get methaporical thinking approach is better than student who get conventional approach according to KAM","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132588894","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}
Ability and skill to solved problems are students difficulties in working on exercise. To figure out a problems, its used models to make it simple. Based on observation, learned mathematics that used technology informations students enthusiastic is better. It showed that student need interactive medias as aids in learning. The purposes of this research: 1) To analyze problem solving ability and self regulated learning student in learning mathematics between class that use Macromedia Flash and Powerpoint; 2) To describe problem solving ability and self regulated learning student in learning mathematics between class that use Macromedia Flash, Powerpoint, and expository.This research use mix method research with pretest and post-test design.The population is student in 10th grade at SMK Negeri 1 Karawang and the samples in this research are X –TGB 2 as experiment class-1, X-TPL 1 as experiment class-2, and X-TIPTL 1 as control class.The resarch instrument used in form test and non test. The result of analyzed and hypothesis test : 1) problem solving ability student used macromedia flash was better than problem solving ability student used powerpoint; 2) problem solving ability student used expository was better than problem solving ability student used macromedia flash; 3) problem solving ability student used expository was better than problem solving ability student used powerpoint; 4) there was no correlation between problem solving ability student with self regulated learning; 5) the teachers gave positive response to application of macromedia flash as aids in learning mathematics. But, they found its can be media companion in learning mathematics at home, because of several teachers have knowledge to use macromedia flash.
{"title":"Implementasi Macromedia Flash Dan Power Point Terhadap Kemampuan Pemecahan Masalah Dan Self-Regulated Learning Siswa Dalam Pembelajaran Matematika","authors":"Febrela Nusvia, Npm.","doi":"10.23969/pjme.v5i2.2535","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2535","url":null,"abstract":"Ability and skill to solved problems are students difficulties in working on exercise. To figure out a problems, its used models to make it simple. Based on observation, learned mathematics that used technology informations students enthusiastic is better. It showed that student need interactive medias as aids in learning. The purposes of this research: 1) To analyze problem solving ability and self regulated learning student in learning mathematics between class that use Macromedia Flash and Powerpoint; 2) To describe problem solving ability and self regulated learning student in learning mathematics between class that use Macromedia Flash, Powerpoint, and expository.This research use mix method research with pretest and post-test design.The population is student in 10th grade at SMK Negeri 1 Karawang and the samples in this research are X –TGB 2 as experiment class-1, X-TPL 1 as experiment class-2, and X-TIPTL 1 as control class.The resarch instrument used in form test and non test. The result of analyzed and hypothesis test : 1) problem solving ability student used macromedia flash was better than problem solving ability student used powerpoint; 2) problem solving ability student used expository was better than problem solving ability student used macromedia flash; 3) problem solving ability student used expository was better than problem solving ability student used powerpoint; 4) there was no correlation between problem solving ability student with self regulated learning; 5) the teachers gave positive response to application of macromedia flash as aids in learning mathematics. But, they found its can be media companion in learning mathematics at home, because of several teachers have knowledge to use macromedia flash.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127345891","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 reports the findings of a entitled Analysis of CreativeThinking Ability and Mathematical Understanding Student Learning Using Discovery Learning. This study aimed to examine/ analyze the ability of understanding and creative thinking mathematically of vocational students byquantitativemethod design. The subjects of this study are54 students from two classes, ofeleventh grade of SMK,video audio engineering expertise program in Bandung. The research instrument consists of a written test of understanding ability andmathematical creative thinking. Based on the analysis of the study found: the description of understanding abiility and mathematical creative thinking of students wholearn using discovery learning aren’t differences the inprovement andin direct learningare differences the inprovemen. In the inprovement of understanding ability and mathematical creative thinking of students who learn using discovery learning is greater than the students who learn by direct learning.
{"title":"Analisis Terhadap Kemampuan Pemahaman Dan Berpikir Kreatif Matematis Siswa Yang Belajar Dengan discovery Learning","authors":"M. Z. Lubis","doi":"10.23969/pjme.v5i2.2530","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2530","url":null,"abstract":"This study reports the findings of a entitled Analysis of CreativeThinking Ability and Mathematical Understanding Student Learning Using Discovery Learning. This study aimed to examine/ analyze the ability of understanding and creative thinking mathematically of vocational students byquantitativemethod design. The subjects of this study are54 students from two classes, ofeleventh grade of SMK,video audio engineering expertise program in Bandung. The research instrument consists of a written test of understanding ability andmathematical creative thinking. Based on the analysis of the study found: the description of understanding abiility and mathematical creative thinking of students wholearn using discovery learning aren’t differences the inprovement andin direct learningare differences the inprovemen. In the inprovement of understanding ability and mathematical creative thinking of students who learn using discovery learning is greater than the students who learn by direct learning.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122101401","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 studyaims to: 1) assess whether there is an increase in communication skills and mathematical representation of students through learning by using Inquiry Training strategy, 2)examine whether students using Inquiry Traininglearning strategy has better mathematical communication skills than those using conventional learning, 3) examine whether students using Inquiry Traininglearning strategy have better mathematical representation than those using conventional learning strategy, and 4) know students ’attitudes towards learning mathematics using Inquiry Trainingstrategy. Two classes are randomly selected by way of raffle for the research sample. Quantitative analysis is performed on the average normalized gain and on attitudes of students between the two sample groups using Two-Line ANOVA TEST.After data analysis, the results obtained are: 1) The ability of mathematical representation at student who learn using Training Inquirylearning is better than at students who receive conventional learning, 2) communication skills at students who learn mathematics using Training Inquirylearning is better than at students who obtain conventional learning, 3) There are significant differences in improvement of students ’mathematical representation ability among students with high, medium, and low ability.
{"title":"Pengaruh Pembelajaran Inquiry Training Terhadap Kemampuan Komunikasi Matematis Dan Representasi Matematis Siswa","authors":"Rizki Hermawati, Npm.","doi":"10.23969/pjme.v5i2.2534","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2534","url":null,"abstract":"This studyaims to: 1) assess whether there is an increase in communication skills and mathematical representation of students through learning by using Inquiry Training strategy, 2)examine whether students using Inquiry Traininglearning strategy has better mathematical communication skills than those using conventional learning, 3) examine whether students using Inquiry Traininglearning strategy have better mathematical representation than those using conventional learning strategy, and 4) know students ’attitudes towards learning mathematics using Inquiry Trainingstrategy. Two classes are randomly selected by way of raffle for the research sample. Quantitative analysis is performed on the average normalized gain and on attitudes of students between the two sample groups using Two-Line ANOVA TEST.After data analysis, the results obtained are: 1) The ability of mathematical representation at student who learn using Training Inquirylearning is better than at students who receive conventional learning, 2) communication skills at students who learn mathematics using Training Inquirylearning is better than at students who obtain conventional learning, 3) There are significant differences in improvement of students ’mathematical representation ability among students with high, medium, and low ability.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116959449","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 researchis a mixed method type embedded designwith typeembeddedexperimental model with the type of researchdesign shaped pretest-posttest control group design.The population in this researchwere students S1 Mathematics Education Bandung Pasundan University. Sample selection is done on the purposive sampling 2 class contracting courses of school math III. ClassAnumbered 50 members, 24is superior group and 26islowgroup, given the treatment with PBL models assisted e-learning and class B numbered 50, 27 is superior groupand 23islowgroup, with expository. Instruments used in this research is to test theability of mathematical problem solving, self-regulated learningquestionnaire with Likert scale, observation sheets, and interviews. Based on data analysis we concluded that (1) Increased mathematical problem solving ability of students who obtain a superior and lowaided PBL models assistede-learning is better than the mathematical problem solving ability of students who obtain a superior and lowexpository, (2) Self-regulated learningof superior and lowstudent who obtain aided PBL models assistede-learning is better than self-regulated learningof superior and lowsuperior students who obtain expository, (3) There is a positive influence on the mathematical problem solving ability of students self-regulated learning(4) Activitiesof lecturerinusing thePBLmodel ofe-learning aidedgetting usedfromthe third meeting. Activitiesofstudentsin followingthe process ofmodelPBLassisted e-learning averagerosefromlessgoodcriteriatobe good. Results ofstudentresponsesindicatethatthe modelPBLassistede-learning more interestingand betterwhen comparedwithexpository.
{"title":"Penggunaan Model Problem Based Learning Berbantuan E-Learning Dalam Upaya Meningkatkan Kemampuan Pemecahan Masalah Matematis Dan Dampaknya Terhadap Kemandirian Belajar Mahasiswa","authors":"Jusep Saputra, Npm.","doi":"10.23969/pjme.v5i2.2536","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2536","url":null,"abstract":"This researchis a mixed method type embedded designwith typeembeddedexperimental model with the type of researchdesign shaped pretest-posttest control group design.The population in this researchwere students S1 Mathematics Education Bandung Pasundan University. Sample selection is done on the purposive sampling 2 class contracting courses of school math III. ClassAnumbered 50 members, 24is superior group and 26islowgroup, given the treatment with PBL models assisted e-learning and class B numbered 50, 27 is superior groupand 23islowgroup, with expository. Instruments used in this research is to test theability of mathematical problem solving, self-regulated learningquestionnaire with Likert scale, observation sheets, and interviews. Based on data analysis we concluded that (1) Increased mathematical problem solving ability of students who obtain a superior and lowaided PBL models assistede-learning is better than the mathematical problem solving ability of students who obtain a superior and lowexpository, (2) Self-regulated learningof superior and lowstudent who obtain aided PBL models assistede-learning is better than self-regulated learningof superior and lowsuperior students who obtain expository, (3) There is a positive influence on the mathematical problem solving ability of students self-regulated learning(4) Activitiesof lecturerinusing thePBLmodel ofe-learning aidedgetting usedfromthe third meeting. Activitiesofstudentsin followingthe process ofmodelPBLassisted e-learning averagerosefromlessgoodcriteriatobe good. Results ofstudentresponsesindicatethatthe modelPBLassistede-learning more interestingand betterwhen comparedwithexpository.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"137 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124633055","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 problem under study is improvement of students' ability to think creatively, a difference of self-confidence of students in problem-based learning class and conventional class, the relationship between creative thinking skills and self-confidence, as well as student activity on the response of problem-based learning. Quantitative analysis using independent sample t-test, Mann-Whitney test, and Pearson correlation test correlation, while the qualitative analysis was done descriptively.Results of the analysis of the data from this study are: 1) Improving the ability of creative thinking of students who get a better problem-based learning than students who received either conventional learning based on the overall analysis as well as by men and women. 2) Self-confidence of students in terms of the analysis of the overall gain problem-based learning is no better than students who received conventional learning, while the review is based male and female, female students who received problem-based learning is better thanmale students who received problem-based learning, as well as in the classroom women studied with conventional learning is better than the class of men who studied with conventional learning, comparing the self-confidence of women in the class of problem-based learning and in-class conventional study found that the self-confidence of women in the class higher problem-based learning. 3) There is a relationship between students' creative thinking skills and self-confidence of students. 4) Activity student responses mathematics learning with problem-based learning to be good means to increase.
{"title":"Penerapan Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kreatif Dan Self-Confidence Siswa SMP","authors":"N. Yulia","doi":"10.23969/pjme.v5i2.2532","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2532","url":null,"abstract":"The problem under study is improvement of students' ability to think creatively, a difference of self-confidence of students in problem-based learning class and conventional class, the relationship between creative thinking skills and self-confidence, as well as student activity on the response of problem-based learning. Quantitative analysis using independent sample t-test, Mann-Whitney test, and Pearson correlation test correlation, while the qualitative analysis was done descriptively.Results of the analysis of the data from this study are: 1) Improving the ability of creative thinking of students who get a better problem-based learning than students who received either conventional learning based on the overall analysis as well as by men and women. 2) Self-confidence of students in terms of the analysis of the overall gain problem-based learning is no better than students who received conventional learning, while the review is based male and female, female students who received problem-based learning is better thanmale students who received problem-based learning, as well as in the classroom women studied with conventional learning is better than the class of men who studied with conventional learning, comparing the self-confidence of women in the class of problem-based learning and in-class conventional study found that the self-confidence of women in the class higher problem-based learning. 3) There is a relationship between students' creative thinking skills and self-confidence of students. 4) Activity student responses mathematics learning with problem-based learning to be good means to increase.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121615939","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 research is to know the improvement of student’s mathematics reasoning ability who study by methaporical thinking approach and conventional approach. And also examine teacher and student activity toward learning by methaporical thinking approach. Populate on this research is student grade VII of Rancaekek 2 of public junior high school and 2 class sample taking by random, on class is given by methaporical thinking approach and one class is given by conventional approach. Instrumen of this research is reasoning ability test and observation sheet of teacher and student activity. Data analysis by used of mixed method embedded. Base on data analysis we can get conclusion that (1) Improvement of student’s mathematics reasoning ability who get methaporical thinking approach is better than student who get conventional approach according to all; (2) Improvement of student’s mathematics reasoning ability who get methaporical thinking approach is better than student who get conventional approach according to KAM
{"title":"Pendekatan Methaporical Thinking Untuk Meningkatkan Kemampuan Penalaran Matematis Siswa SMP","authors":"Rena Fadilah Malik, Npm.","doi":"10.23969/pjme.v5i2.2533","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2533","url":null,"abstract":"The purpose of this research is to know the improvement of student’s mathematics reasoning ability who study by methaporical thinking approach and conventional approach. And also examine teacher and student activity toward learning by methaporical thinking approach. Populate on this research is student grade VII of Rancaekek 2 of public junior high school and 2 class sample taking by random, on class is given by methaporical thinking approach and one class is given by conventional approach. Instrumen of this research is reasoning ability test and observation sheet of teacher and student activity. Data analysis by used of mixed method embedded. Base on data analysis we can get conclusion that (1) Improvement of student’s mathematics reasoning ability who get methaporical thinking approach is better than student who get conventional approach according to all; (2) Improvement of student’s mathematics reasoning ability who get methaporical thinking approach is better than student who get conventional approach according to KAM","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134294189","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 improvingof 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 designtype of mixed methods. The findings of this study indicates that 1) The mathematical communication skill of students who applied Every One is aTeacherHere(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 TeacherHere(ETH) with Metacognitive Approach (PM) has been improved better than students who applied regular learning (PB) in terms of overallaspects.
{"title":"Meningkatkan Kemampuan Komunikasi Matematis Melalui Strategi Every One Is A Teacher Here Dengan Pendekatan Metakognitif Siswa SMA","authors":"Reky Piadi","doi":"10.23969/pjme.v5i2.2529","DOIUrl":"https://doi.org/10.23969/pjme.v5i2.2529","url":null,"abstract":"This study investigated the improvingof 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 designtype of mixed methods. The findings of this study indicates that 1) The mathematical communication skill of students who applied Every One is aTeacherHere(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 TeacherHere(ETH) with Metacognitive Approach (PM) has been improved better than students who applied regular learning (PB) in terms of overallaspects.","PeriodicalId":237144,"journal":{"name":"Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika","volume":"98 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":"116397706","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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