Pub Date : 2017-08-01DOI: 10.15294/UJME.V6I2.15484
S. Asiyah, A. Suyitno, Muhammad Fajar Safa'atullah
The purposes of this research were (1) the learning outcomes on the aspects of mathematical connection ability of students on learning REACT model reached learning criterion, (2) the learning outcomes on aspects of mathematical connection ability among students on learning REACT model better than the students on learning Expository model, (3) there were differences in learning outcomes in aspects of mathematical connection ability between students who have learning styles of VAK and (4) there was interaction between learning model and student learning style to learning outcomes on aspects of students. This research type was quantitative with population of student of class X and selected two classes as sample. Data collection techniques were observation, interview, tests, questionnaires, and documentation. The results were (1) the ability of students mathematical connections on learning REACT model can fulfill the learning mastery individually and classically; (2) the average of students on mathematical connection aspect in learning of REACT model was better than the average of students on mathematical connection aspect in learning of Expository model; (3) there was a differences in the students ability on the mathematical connection aspects based on the learning style of VAK; (4) there was an interaction between the REACT learning model and the learning style of the students on the mathematical aspects of connection.
{"title":"Mathematical Connection in Terms of Student Learning Styles of the Tenth Grade on the REACT Model Learning","authors":"S. Asiyah, A. Suyitno, Muhammad Fajar Safa'atullah","doi":"10.15294/UJME.V6I2.15484","DOIUrl":"https://doi.org/10.15294/UJME.V6I2.15484","url":null,"abstract":"The purposes of this research were (1) the learning outcomes on the aspects of mathematical connection ability of students on learning REACT model reached learning criterion, (2) the learning outcomes on aspects of mathematical connection ability among students on learning REACT model better than the students on learning Expository model, (3) there were differences in learning outcomes in aspects of mathematical connection ability between students who have learning styles of VAK and (4) there was interaction between learning model and student learning style to learning outcomes on aspects of students. This research type was quantitative with population of student of class X and selected two classes as sample. Data collection techniques were observation, interview, tests, questionnaires, and documentation. The results were (1) the ability of students mathematical connections on learning REACT model can fulfill the learning mastery individually and classically; (2) the average of students on mathematical connection aspect in learning of REACT model was better than the average of students on mathematical connection aspect in learning of Expository model; (3) there was a differences in the students ability on the mathematical connection aspects based on the learning style of VAK; (4) there was an interaction between the REACT learning model and the learning style of the students on the mathematical aspects of connection.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"6 1","pages":"205-214"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47541803","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 : 2017-08-01DOI: 10.15294/UJME.V6I2.13135
Fajar Tri Setiawan, H. Suyitno, B. Susilo
The purpose of this research was to described mathematical connection ability, mathematical disposition students of eleventh grade Vocational High School. This research also was to described mathematical connection ability reviewed by mathematical disposition and mathematical disposition reviewed by mathematical connection ability. The social situation was students of eleventh grade Eight Vocational High School. The subject in this research was students in the level of capacity to mathematical connection ability and mathematical disposition was three students in XI RPL 2 Eight State Vocational High School of Semarang. The result showed a description (1) mathematical connection ability level of students were medium; (2) mathematical disposition level of students were medium; (3) students had high mathematical connection ability level tendency to construct mathematical disposition level better than students had medium and low mathematical connection ability level; (4) students had high mathematical disposition level tendency to construct mathematical connection ability level better than students had medium and low mathematical disposition level.
{"title":"Analysis of Mathematical Connection Ability and Mathematical Disposition Students of 11th Grade Vocational High School","authors":"Fajar Tri Setiawan, H. Suyitno, B. Susilo","doi":"10.15294/UJME.V6I2.13135","DOIUrl":"https://doi.org/10.15294/UJME.V6I2.13135","url":null,"abstract":"The purpose of this research was to described mathematical connection ability, mathematical disposition students of eleventh grade Vocational High School. This research also was to described mathematical connection ability reviewed by mathematical disposition and mathematical disposition reviewed by mathematical connection ability. The social situation was students of eleventh grade Eight Vocational High School. The subject in this research was students in the level of capacity to mathematical connection ability and mathematical disposition was three students in XI RPL 2 Eight State Vocational High School of Semarang. The result showed a description (1) mathematical connection ability level of students were medium; (2) mathematical disposition level of students were medium; (3) students had high mathematical connection ability level tendency to construct mathematical disposition level better than students had medium and low mathematical connection ability level; (4) students had high mathematical disposition level tendency to construct mathematical connection ability level better than students had medium and low mathematical disposition level.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"6 1","pages":"152-162"},"PeriodicalIF":0.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44366404","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 : 2017-03-31DOI: 10.15294/UJME.V6I1.12500
Batul Fatin Hendriani, Masrukan Masrukan, I. Junaedi
Penelitian ini bertujuan untuk mengetahui (1) kualitas pembelajaran matematika dengan model 4K terhadap kemampuan pemecahan masalah dan karakter mandiri siswa, (2) kemampuan pemecahan masalah siswa ditinjau dari gaya kognitif FD dan FI, dan (3) karakter mandiri siswa ditinjau dari gaya kognitif FD dan FI. Subjek penelitian adalah siswa kelas VII-E SMP Negeri 13 Semarang. Teknik pengumpulan data dalam penelitian ini adalah tes, wawancara, dan observasi. Analisis data dilakukan dengan langkah-langkah yaitu tahap reduksi data, tahap penyajian, dan tahap kesimpulan. Hasil penelitian menunjukkan bahwa (1) kualitas pembelajaran model 4K dalam kategori baik, (2) subjek dengan gaya kognitif FD memenuhi satu indikator kemampuan pemecahan masalah yaitu, membangun pengetahuan matematika baru melalui pemecahan masalah, (3) subjek dengan gaya kognitif FI memenuhi seluruh indikator kemampuan pemecahan masalah, (4) subjek dengan gaya kognitif FD memiliki karakter mandiri yang kurang baik, (5) subjek dengan gaya kognitif FI memiliki karakter mandiri yang baik. This research aims were determine, (1) the quality of mathematics learning with the 4K model towards problemsolving ability and self regulated learning, (2) problemsolving ability of students in terms of cognitive style FD and FI, and (3) the character of independent students in terms of cognitive style FD and FI. The research subjects are students of VIIE SMP Negeri 13 Semarang. Data collection techniques are test, interview, and observation. Data analysis was performed with steps are data reduction stage, presentation stage, and conclusion stage. The results showed that (1) the learning quality of 4K model in good category, (2) subjects with cognitive style FD only meet one indicator of problemsolving abilities, it is to build knowledge of the new mathematics through problemsolving, (3) subjects with cognitive styles FI meet all indicators of problemsolving abilities,(4) subjects with cognitive style FD have not quite good independent character, (5) subjects with cognitive styles FI have a good independent character.
{"title":"Problem Solving Ability and Student Independence Viewed from Cognitive Style on 4K Learning Model","authors":"Batul Fatin Hendriani, Masrukan Masrukan, I. Junaedi","doi":"10.15294/UJME.V6I1.12500","DOIUrl":"https://doi.org/10.15294/UJME.V6I1.12500","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui (1) kualitas pembelajaran matematika dengan model 4K terhadap kemampuan pemecahan masalah dan karakter mandiri siswa, (2) kemampuan pemecahan masalah siswa ditinjau dari gaya kognitif FD dan FI, dan (3) karakter mandiri siswa ditinjau dari gaya kognitif FD dan FI. Subjek penelitian adalah siswa kelas VII-E SMP Negeri 13 Semarang. Teknik pengumpulan data dalam penelitian ini adalah tes, wawancara, dan observasi. Analisis data dilakukan dengan langkah-langkah yaitu tahap reduksi data, tahap penyajian, dan tahap kesimpulan. Hasil penelitian menunjukkan bahwa (1) kualitas pembelajaran model 4K dalam kategori baik, (2) subjek dengan gaya kognitif FD memenuhi satu indikator kemampuan pemecahan masalah yaitu, membangun pengetahuan matematika baru melalui pemecahan masalah, (3) subjek dengan gaya kognitif FI memenuhi seluruh indikator kemampuan pemecahan masalah, (4) subjek dengan gaya kognitif FD memiliki karakter mandiri yang kurang baik, (5) subjek dengan gaya kognitif FI memiliki karakter mandiri yang baik. \u0000 \u0000This research aims were determine, (1) the quality of mathematics learning with the 4K model towards problemsolving ability and self regulated learning, (2) problemsolving ability of students in terms of cognitive style FD and FI, and (3) the character of independent students in terms of cognitive style FD and FI. The research subjects are students of VIIE SMP Negeri 13 Semarang. Data collection techniques are test, interview, and observation. Data analysis was performed with steps are data reduction stage, presentation stage, and conclusion stage. The results showed that (1) the learning quality of 4K model in good category, (2) subjects with cognitive style FD only meet one indicator of problemsolving abilities, it is to build knowledge of the new mathematics through problemsolving, (3) subjects with cognitive styles FI meet all indicators of problemsolving abilities,(4) subjects with cognitive style FD have not quite good independent character, (5) subjects with cognitive styles FI have a good independent character.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"6 1","pages":"71-79"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43020374","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 : 2017-03-31DOI: 10.15294/ujme.v6i1.12593
Nur Aisyah Isti, A. Agoestanto, A. Kurniasih
The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1) critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2) a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3) transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.
{"title":"Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems","authors":"Nur Aisyah Isti, A. Agoestanto, A. Kurniasih","doi":"10.15294/ujme.v6i1.12593","DOIUrl":"https://doi.org/10.15294/ujme.v6i1.12593","url":null,"abstract":"The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1) critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2) a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3) transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"6 1","pages":"52-62"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67045984","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 : 2017-03-31DOI: 10.15294/UJME.V6I1.13630
Yolanda Astrid Anintya, E. Pujiastuti, M. Mashuri
Tujuan penelitian ini adalah untuk mengetahui kemampuan komunikasi matematis siswa pada model resource based learning berdasarkan ketuntasan dan gaya belajar. Gaya belajar yang dimaksud adalah gaya belajar visual, auditorial dan kinestetik. Metode penelitian yang digunakan adalah mixed methode, dengan squential explanatory desain. Populasi dalam penelitian ini adalah siswa kelas VIII SMP 1 Jekulo dan pengambilan sampel dilakukan dengan random sampling. Sampelnya adalah kelas VIII-E dan subjek penelitian dipilih dengan teknik purposive, diperoleh 6 subjek yang terbagi untuk tiap gaya belajar. Hasil penelitian menunjukkan bahwa (1) kemampuan komunikasi matematis siswa dengan model pembelajaran resource based learning mencapai ketuntasan klasikal, (2) kemampuan komunikasi matematis siswa dengan gaya belajar visual dapat dikategorikan dalam tingkat pencapaian 4, (3) kemampuan komunikasi matematis siswa dengan gaya belajar auditorial dapat dikategorikan dalam tingkat pencapaian 4,(4) kemampuan komunikasi matematis siswa dengan gaya belajar kinestetik dapat dikategorikan dalam tingkat pencapaian 3. The purpose of this research was to know the students ability of mathematical communication on a learning with resource based learning model that is based on the criteria of completeness and the learning styles. These learning style are visual, auditory and kinesthetic. This research used a mixed methods, and squential explanatory design. The population of this reseacrh are students of VIII grade SMP 1 Jekulo and the sample was taken by random sampling. The sample was VIIIE class and subjects were selected by purposive, it was obtained 6 subjects that divided in each learning styles. The results showed that (1) the ability of mathematical communication students with resource based learning model achieved classical completeness, (2) the students ability of mathematical communication with a visual learning style can be categorized in the fourth level of achievement,(3) the students ability of mathematical communication with learning styles auditory can be categorized in the fourth level of achievement, (4) the students ability of mathematical communication with kinesthetic learning style can be categorized in the third level of achievement.
{"title":"Analysis of Mathematical Communication Skills Viewed from Student Learning Styles in Eighth Grader Students in Learning Resource Based Learning Model","authors":"Yolanda Astrid Anintya, E. Pujiastuti, M. Mashuri","doi":"10.15294/UJME.V6I1.13630","DOIUrl":"https://doi.org/10.15294/UJME.V6I1.13630","url":null,"abstract":"Tujuan penelitian ini adalah untuk mengetahui kemampuan komunikasi matematis siswa pada model resource based learning berdasarkan ketuntasan dan gaya belajar. Gaya belajar yang dimaksud adalah gaya belajar visual, auditorial dan kinestetik. Metode penelitian yang digunakan adalah mixed methode, dengan squential explanatory desain. Populasi dalam penelitian ini adalah siswa kelas VIII SMP 1 Jekulo dan pengambilan sampel dilakukan dengan random sampling. Sampelnya adalah kelas VIII-E dan subjek penelitian dipilih dengan teknik purposive, diperoleh 6 subjek yang terbagi untuk tiap gaya belajar. Hasil penelitian menunjukkan bahwa (1) kemampuan komunikasi matematis siswa dengan model pembelajaran resource based learning mencapai ketuntasan klasikal, (2) kemampuan komunikasi matematis siswa dengan gaya belajar visual dapat dikategorikan dalam tingkat pencapaian 4, (3) kemampuan komunikasi matematis siswa dengan gaya belajar auditorial dapat dikategorikan dalam tingkat pencapaian 4,(4) kemampuan komunikasi matematis siswa dengan gaya belajar kinestetik dapat dikategorikan dalam tingkat pencapaian 3. \u0000 \u0000The purpose of this research was to know the students ability of mathematical communication on a learning with resource based learning model that is based on the criteria of completeness and the learning styles. These learning style are visual, auditory and kinesthetic. This research used a mixed methods, and squential explanatory design. The population of this reseacrh are students of VIII grade SMP 1 Jekulo and the sample was taken by random sampling. The sample was VIIIE class and subjects were selected by purposive, it was obtained 6 subjects that divided in each learning styles. The results showed that (1) the ability of mathematical communication students with resource based learning model achieved classical completeness, (2) the students ability of mathematical communication with a visual learning style can be categorized in the fourth level of achievement,(3) the students ability of mathematical communication with learning styles auditory can be categorized in the fourth level of achievement, (4) the students ability of mathematical communication with kinesthetic learning style can be categorized in the third level of achievement.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"6 1","pages":"37-43"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47233638","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 : 2017-03-31DOI: 10.15294/UJME.V6I1.13063
R. Yuliardi, Casnan Casnan
Tujuan penelitian ini untuk mengetahui keefektifan pembelajaran Computer Assisted Instruction (CAI) Berbantuan Software GeoGebra terhadap kemampuan spasial dan kemampuan komunikasi matematis siswa pada materi transformasi Geometri. Populasi dalam penelitian ini adalah siswa kelas XI SMKN 3 Kuningan tahun pelajaran 2013/2014. Pemilihan sampel dengan cara purposed random sampling, pada pemilihan sampel diperoleh siswa XI-TSM 2 sebagai kelas eksperimen dan kelas XI-TSM 4 sebagai kelas kontrol. Kelas eksperimen diajar dengan pembelajaran Computer Assisted Instruction (CAI) Berbantuan Software GeoGebra, sedangkan kelas kontrol diajar dengan pembelajaran ekspositori. Pengambilan data diperoleh dengan hasil pretest dan postest untuk mendapatkan data nilai kemampuan spasial dan kemampuan komunikasi matematis siswa yang kemudian dianalisis dengan uji perbedaan rata-rata. Hasil penelitian adalah (1) Peningkatan kemampuan spasial siswa kelas eksperimen lebih baik daripada kelas kontrol. (2) Peningkatan kemampuan komunikasi matematis siswa kelas eksperimen lebih baik daripada kelas kontrol. (3) Terdapat korelasi yang positif antara kemampuan spasial dan kemampuan komunikasi matematis. The purpose of this study to determine the effectiveness of study Computer Assisted Instruction (CAI) aided software GeoGebra on spatial ability and mathematical communication skills of students in the material transformation of Geometry. The population in this study is class XI student of SMKN 3 Kuningan in the academic year 2014/2015. Election purposed sample by random sampling, sample obtained by the students XI-2 as the experimental class TSM and TSM class XI-4 as the control class. Experimental class taught by CAI aided Software GeoGebra, while the control class was taught by expository. Data obtained with the results of the pretest and posttest then analyzed with the average difference. The results are:(1) Improvement of spatial ability students experimental class is better than the control class.(2)The increase in students' mathematical communication skills experimental class is better than the control class.(3)There is a positive correlation between spatial ability and mathematical communication skills.
{"title":"Mathematics Learning Assisted by GeoGebra Software to Improve SMK Student’s Spatial Ability and Mathematical Communication","authors":"R. Yuliardi, Casnan Casnan","doi":"10.15294/UJME.V6I1.13063","DOIUrl":"https://doi.org/10.15294/UJME.V6I1.13063","url":null,"abstract":"Tujuan penelitian ini untuk mengetahui keefektifan pembelajaran Computer Assisted Instruction (CAI) Berbantuan Software GeoGebra terhadap kemampuan spasial dan kemampuan komunikasi matematis siswa pada materi transformasi Geometri. Populasi dalam penelitian ini adalah siswa kelas XI SMKN 3 Kuningan tahun pelajaran 2013/2014. Pemilihan sampel dengan cara purposed random sampling, pada pemilihan sampel diperoleh siswa XI-TSM 2 sebagai kelas eksperimen dan kelas XI-TSM 4 sebagai kelas kontrol. Kelas eksperimen diajar dengan pembelajaran Computer Assisted Instruction (CAI) Berbantuan Software GeoGebra, sedangkan kelas kontrol diajar dengan pembelajaran ekspositori. Pengambilan data diperoleh dengan hasil pretest dan postest untuk mendapatkan data nilai kemampuan spasial dan kemampuan komunikasi matematis siswa yang kemudian dianalisis dengan uji perbedaan rata-rata. Hasil penelitian adalah (1) Peningkatan kemampuan spasial siswa kelas eksperimen lebih baik daripada kelas kontrol. (2) Peningkatan kemampuan komunikasi matematis siswa kelas eksperimen lebih baik daripada kelas kontrol. (3) Terdapat korelasi yang positif antara kemampuan spasial dan kemampuan komunikasi matematis. \u0000 \u0000The purpose of this study to determine the effectiveness of study Computer Assisted Instruction (CAI) aided software GeoGebra on spatial ability and mathematical communication skills of students in the material transformation of Geometry. The population in this study is class XI student of SMKN 3 Kuningan in the academic year 2014/2015. Election purposed sample by random sampling, sample obtained by the students XI-2 as the experimental class TSM and TSM class XI-4 as the control class. Experimental class taught by CAI aided Software GeoGebra, while the control class was taught by expository. Data obtained with the results of the pretest and posttest then analyzed with the average difference. The results are:(1) Improvement of spatial ability students experimental class is better than the control class.(2)The increase in students' mathematical communication skills experimental class is better than the control class.(3)There is a positive correlation between spatial ability and mathematical communication skills.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"6 1","pages":"121-127"},"PeriodicalIF":0.0,"publicationDate":"2017-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41363762","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 bertujuan untuk menganalisis keefektifan pembelajaran SAVI pada pencapaian kemampuan komunikasi dan disposisi matematis siswa kelas VIII materi persamaan garis lurus. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kaliwungu Tahun Pelajaran 2015/2016 sebanyak 268 siswa. Sampel diambil secara acak sebanyak 68 siswa yang terdiri dari kelompok eksperimen yang memperoleh pembelajaran SAVI dan kelompok kontrol yang memperoleh pembelajaran direct instruction. Metode pengumpulan data yang digunakan adalah observasi, tes, dan angket. Analisis tes kemampuan komunikasi matematis menggunakan uji t dan uji proporsi. Simpulan dari penelitian ini adalah pembelajaran SAVI efektif pada pencapaian kemampuan komunikasi dan disposisi matematis siswa kelas VIII materi persamaan garis lurus. This research aimed to analyze the effectiveness of SAVI learning in achievement of mathematical communication’s ability and mathematical disposition of students on VIII grade in line equation. The Population in this research is class VIII SMP Negeri 1 Kaliwungu in the school year of 2015/2016 as many as 268 students. The samples were selected randomly as many as 68 students which consist of two group that is the an experimental group which applied SAVI learning and a control group which applied direct instruction. Methods of data collection were used observation, test, and questionaire. Analysis of mathematical communication’s ability test using the t test and proportions. Conclusions from this research that SAVI learning is effective in achievement of mathematical communication’s ability and mathematical disposition of students on VIII grade in line equation.
{"title":"The Effectiveness of SAVI Learning in Achieving Communication Ability and Mathematical Disposition for Eighth Grader","authors":"Fauziah Fauziah, E. Winarti, Kartono Kartono","doi":"10.15294/UJME.V6I1.9579","DOIUrl":"https://doi.org/10.15294/UJME.V6I1.9579","url":null,"abstract":"Penelitian ini bertujuan untuk menganalisis keefektifan pembelajaran SAVI pada pencapaian kemampuan komunikasi dan disposisi matematis siswa kelas VIII materi persamaan garis lurus. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 1 Kaliwungu Tahun Pelajaran 2015/2016 sebanyak 268 siswa. Sampel diambil secara acak sebanyak 68 siswa yang terdiri dari kelompok eksperimen yang memperoleh pembelajaran SAVI dan kelompok kontrol yang memperoleh pembelajaran direct instruction. Metode pengumpulan data yang digunakan adalah observasi, tes, dan angket. Analisis tes kemampuan komunikasi matematis menggunakan uji t dan uji proporsi. Simpulan dari penelitian ini adalah pembelajaran SAVI efektif pada pencapaian kemampuan komunikasi dan disposisi matematis siswa kelas VIII materi persamaan garis lurus. \u0000 \u0000This research aimed to analyze the effectiveness of SAVI learning in achievement of mathematical communication’s ability and mathematical disposition of students on VIII grade in line equation. The Population in this research is class VIII SMP Negeri 1 Kaliwungu in the school year of 2015/2016 as many as 268 students. The samples were selected randomly as many as 68 students which consist of two group that is the an experimental group which applied SAVI learning and a control group which applied direct instruction. Methods of data collection were used observation, test, and questionaire. Analysis of mathematical communication’s ability test using the t test and proportions. Conclusions from this research that SAVI learning is effective in achievement of mathematical communication’s ability and mathematical disposition of students on VIII grade in line equation.","PeriodicalId":30733,"journal":{"name":"Unnes Journal of Mathematics Education","volume":"6 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2017-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49359208","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 : 2017-03-30DOI: 10.15294/ujme.v6i1.10855
Nila Kumoro Manah, Isnarto Isnarto, K. Wijayanti
The purpose of this study was to determine the thoroughness of VII grade students who taught by the Selective Problem Solving (SPS) model and to know the description of students' mathematical problem solving ability based on Polya's stages on SPS learning model. Data collection method used the method of participant observation, tests, interviews, and documentation.The method used in this study is a mixed methods with sequential explanatory design where the first stage of research used quantitative methods, and the second stage used qualitative methods. The subjects of this research are six students from VII D grade of SMPN 41 Semarang consist of: two students from top group, two students from middle group, and two students from lacking group in mathematical problem solving ability test. The results showed that: (1) mathematics learning in VII grade with SPS models can achieve learning completeness; (2) the students from top group were able to solve the problem through Polya's stages except looking back stage; (3) the students of middle group were able to understand the problem well, but have not been able to carry out thoroughly stage of planning, implementing problemsolving, and looking back; (4) the students from less group have not been able to solve the problem through the Polya's stage which includes understanding the problem, devising a plan, carrying out the plan, and looking back.
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Pub Date : 2017-03-30DOI: 10.15294/ujme.v6i1.13629
D. Rahayu, S. Supriyono, S. Waluya
The purpose of this research was to describe mathematics problem solving skills of SMK Class X boarding school students which in terms of learning styles by using Anchored Instruction models based neuroscience. This is a qualitative research. The subjects of this research are 9 students of SMK N Jawa Tengah, were classified into 3 to the learning styles that is visual, auditory, and kinesthetic.The methods of collecting data in this research using a questionnaire of learning style, mathematics problem solving test, and interview. Analysis of mathematics problem solving skills refer to the stage of the Polya problem solving. The results of this research showed that: 1) students 'visual and auditory with the same number are most numerous in the class X SMK N Jawa Tengah, it points out that the habits of the three subjects in accordance with the characteristics of learning styles such as when learning to learn math students visual prefer to read a book with pictures or tables, students auditory prefers to listen to the explanation of the teacher, while students kinesthetic rather try or practice directly through exercises; 2) in general, students' visual, auditory, and kinesthetic at high group, medium group, and low group able to solve the problem through the stages of understanding the problem, devising a plan, carrying out the plan, and looking back.
本研究以神经科学为基础，运用锚定教学模型，探讨SMK寄宿学校X班学生在学习风格上的数学解题能力。这是一项定性研究。本研究以九名学生为研究对象，将他们分为视觉、听觉和动觉三种学习风格。本研究的数据收集方法采用学习风格问卷、数学解题测试和访谈法。分析数学解题技巧指的是Polya阶段的解题技巧。本研究结果表明:1)学生的视觉和听觉具有相同数量最多的班级在X SMK N Jawa Tengah中，它指出了三个科目的习惯按照学习风格的特点，如学习数学时，学生的视觉更喜欢阅读有图片或表格的书，学生的听觉更喜欢听老师的解释，而学生的动觉宁愿尝试或直接通过练习练习;2)一般来说，高组、中组和低组学生的视觉、听觉和动觉能力能够通过理解问题、制定计划、执行计划和回顾的阶段来解决问题。
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Pub Date : 2017-03-12DOI: 10.15294/UJME.V5I3.12014
Nadia Sefiany, M. Masrukan, Zaenuri Zaenuri
Tujuan penelitian ini adalah untuk mengetahui keefektifan pembelajaran matematika dengan Model Knisley dan mendeskripsikan kemampuan komunikasi matematis siswa berdasarkan self efficacy . Jenis penelitian ini adalah penelitian mixed methods dengan explanatory sequential design . Populasinya adalah siswa kelas VII SMP N 13 Magelang. Pengambilan sampel dilakukan dengan teknik random sampling , diperoleh kelas VII B sebagai kelas eksperimen dan kelas VII A sebagai kelas kontrol. Subjek penelitian 2 siswa self efficacy tinggi dan 2 siswa self efficacy rendah. Pengumpulan data meliputi skala, tes, dan wawancara. Data dianalisis dengan uji proporsi, uji perbedaan rata-rata, uji beda rata-rata berpasangan, dan deskriptif kualitatif. Hasil penelitian menunjukkan bahwa (1) proporsi kemampuan komunikasi matematis siswa kelas eksperimen mencapai ketuntasan belajar klasikal 75%, (2) rata-rata kemampuan komunikasi matematis siswa kelas eksperimen lebih baik dari rata-rata kemampuan komunikasi matematis siswa kelas kontrol, (3) terdapat peningkatan rata-rata kemampuan komunikasi matematis siswa kelas eksperimen dalam kategori tinggi yaitu sebesar 0,72, (4) siswa dengan self efficacy tinggi memenuhi empat aspek kemampuan komunikasi matematis, dan (5) siswa dengan self efficacy rendah memenuhi tiga aspek kemampuan komunikasi matematis. T he purpose of this research was to determine the effectiveness of mathematics learning using Knisley's Models and describe students' mathematical communication skills based on self efficacy. The method used in this research is a mixed methods with explanatory sequential design. The population is the seventhgrade students of SMP N 13 Magelang. Sampling was conducted by random sampling technique, is obtained as an experimental class in seventh grade B and the seventh grade A as a control class. The subject of this research is 2 high self efficacy students and 2 low self efficacy students. The data collection includes scale, tests and interviews. Data were analyzed by proportion test, the average difference test, different average in pairs test, and a descriptive qualitative. The results showed that (1) the proportion of student's mathematical communication skills in experimental class can reach 75% classical completeness, (2) the average of student's mathematical communication skils experimental class is better than the average of student's mathematical communication skils control class, (3) there is an average increase in students' mathematical communication skills experimental class in high category amounts 0,72, (4) students with high self efficacy meet four aspects of mathematical communication skills, and (5) students with low self efficacy meet three aspects of mathematical communication skills.
本研究的目的是用Knisley模型来确定数学学习的有效性，并描述基于自我效能感的学生沟通能力。这种类型的研究是一种混合方法的研究与解释性的顺序设计。人口是七年级的学生。[UNK]采样[UNK]采用随机采样技术进行[UNK]，在VII B类作为实验类[UNK]和VII A类作为对照类中获得。[UNK]研究对象[UNK]2名学生贷款[UNK]疗效高，[UNK]22名学生贷款/UNK]疗效低。数据收集包括一系列量表、测试和访谈。数据[UNK]采用比例检验、[UNK]检验差[UNK]平均值、[UNK][检验差-UNK]配对平均值和描述性[UNK]定性分析[UNK]。[UNK]研究结果[UNK]表明，[UNK]（1）沟通能力[UNK]数学[UNK]学生[UNK]课堂[UNK]实验[UNK]达到序列[UNK]经典学习75%，[UNK]（3）高类实验班的学生平均增加了相当于0.72的[UNK]沟通能力[UNK]数学[UNK]，[UNK]（4）自我效能感高的学生[UNK]满足四个[UNK]方面的沟通能力/UNK]数学，而[UNK]。本研究的目的是确定使用奈斯利模型学习数学的有效性，并描述学生基于自我效能的数学交流技能。[UNK]本研究中使用的方法[UNK]是一种具有解释性顺序设计的混合[UNK]方法。人口[UNK]是SMP N 13 Magelang的七年级学生。采用随机抽样技术进行抽样，以七年级实验班[UNK]为实验班，七年级A为对照班。本研究的对象是2名高自我效能感学生和2名低自我效能感的学生。数据收集包括UNK量表、测试和访谈。通过比例检验、平均差异检验、差异平均检验和描述性定性检验对数据进行分析。结果表明，[UNK]（1）实验[UNK][UNK]课中学生数学交际技能[UNK]的[UNK]比例可以达到[UNK]75%的经典[UNK]完整性，[UNK[（2）实验[UNK课学生数学交际技巧[UNK]平均值好于学生数学交际技术控制课的平均值，（3） 学生的数学交流技能实验班的高类别数量平均增加了0.72，（4）自我效能感高的学生满足了[UNK]数学交流技能的四个方面，（5）自我效能性低的学生满足数学沟通技能的三个方面。
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