The development of Technology, Information and Communication (ICT) in education has been growing considerably. Use of technologies contribute to supporting student learning and play a vital role in the learning process. The Covid-19 pandemic, since early 2020, has impacted the implementation of the learning process, especially in higher education. The learning instruction has shifted from face-to-face to online learning (e-learning). It is undeniable that the learning process experiences disruptions, resulting in significant changes in the learning environment. Thus, the flipped classroom model is likely to be on model for educators in higher education. This study aims to investigate an increase in the statistical reasoning abilities of engineering students taught using the flipped classroom model assisted by SPSS and STATCAL applications analyzed based on gender. Participants involved 55 first-year informatics engineering students. Data were collected using a test in the form of essay questions and then analyzed using the stacking method of the Rasch measurement model. The results showed that the statistical reasoning abilities of students improved after being taught using the flipped classroom model with the SPSS and STATCAL applications. This finding implies that the flipped classroom model assisted by SPSS and STATCAL applications is effectively implemented in technology-integrated statistics learning.
{"title":"Measuring students’ statistical reasoning abilities using flipped classroom model with SPSS and STATCAL","authors":"R. Ramadhani, Brian R. Evans","doi":"10.30862/jhm.v5i1.246","DOIUrl":"https://doi.org/10.30862/jhm.v5i1.246","url":null,"abstract":"The development of Technology, Information and Communication (ICT) in education has been growing considerably. Use of technologies contribute to supporting student learning and play a vital role in the learning process. The Covid-19 pandemic, since early 2020, has impacted the implementation of the learning process, especially in higher education. The learning instruction has shifted from face-to-face to online learning (e-learning). It is undeniable that the learning process experiences disruptions, resulting in significant changes in the learning environment. Thus, the flipped classroom model is likely to be on model for educators in higher education. This study aims to investigate an increase in the statistical reasoning abilities of engineering students taught using the flipped classroom model assisted by SPSS and STATCAL applications analyzed based on gender. Participants involved 55 first-year informatics engineering students. Data were collected using a test in the form of essay questions and then analyzed using the stacking method of the Rasch measurement model. The results showed that the statistical reasoning abilities of students improved after being taught using the flipped classroom model with the SPSS and STATCAL applications. This finding implies that the flipped classroom model assisted by SPSS and STATCAL applications is effectively implemented in technology-integrated statistics learning.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77944397","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}
Prosep adalah sebuah kombinasi objek mental yang terdiri dari proses, konsep yang dihasilkan dari proses tersebut dan simbol yang digunakan untuk menyatakan baik konsep atau proses. Penelitian ini bertujuan untuk mendiskripsikan profil prosep gradien dan persamaan garis lurus siswa SMPN 1 Sooko Mojokerto. Jenis penelitian ini adalah deskriptif kualitatif eksploratif. Penentuan subyek penelitian dilakukan dengan memberikan tes kemampuan matematika kepada 42 calon subyek, sehingga diperoleh siswa berkemampuan matematika tinggi 5 siswa, sedang 22 siswa dan rendah 15 siswa, selanjutnya dari masing-masing kategori diambil satu subyek penelitian. Pengumpulan data dilakukan dengan menggunakan wawancara berbasis tugas dan dianalisis dengan teknik analisis data kualitatif melalui reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek berkemampuan matematika tinggi dan sedang dalam pentahapan pembentukan prosep (pra-prosedur, prosedur, multi-prosedur, proses, prosep) sudah berada pada tahap prosep, sedangkan subjek berkemampuan matematika rendah berada dalam tahap antara prosedural dan multi prosedural. Subjek berkemampuan matematika tinggi memahami prosep gradien dan persamaan garis lurus baik sebagai konsep dan proses, memenuhi semua kriteria, sedang subjek berkemampuan sedang memenuhi sebagian besar kriteria dan subjek berkemampuan rendah memenuhi sebagian kriteria.
{"title":"PROFIL PROSEP GRADIEN DAN PERSAMAAN GARIS LURUS SISWA SMP BERDASARKAN KEMAMPUAN MATEMATIKA","authors":"Prayogo Prayogo, St. Suwarsono, Siti Khabibah","doi":"10.30862/jhm.v4i2.198","DOIUrl":"https://doi.org/10.30862/jhm.v4i2.198","url":null,"abstract":"Prosep adalah sebuah kombinasi objek mental yang terdiri dari proses, konsep yang dihasilkan dari proses tersebut dan simbol yang digunakan untuk menyatakan baik konsep atau proses. Penelitian ini bertujuan untuk mendiskripsikan profil prosep gradien dan persamaan garis lurus siswa SMPN 1 Sooko Mojokerto. Jenis penelitian ini adalah deskriptif kualitatif eksploratif. Penentuan subyek penelitian dilakukan dengan memberikan tes kemampuan matematika kepada 42 calon subyek, sehingga diperoleh siswa berkemampuan matematika tinggi 5 siswa, sedang 22 siswa dan rendah 15 siswa, selanjutnya dari masing-masing kategori diambil satu subyek penelitian. Pengumpulan data dilakukan dengan menggunakan wawancara berbasis tugas dan dianalisis dengan teknik analisis data kualitatif melalui reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek berkemampuan matematika tinggi dan sedang dalam pentahapan pembentukan prosep (pra-prosedur, prosedur, multi-prosedur, proses, prosep) sudah berada pada tahap prosep, sedangkan subjek berkemampuan matematika rendah berada dalam tahap antara prosedural dan multi prosedural. Subjek berkemampuan matematika tinggi memahami prosep gradien dan persamaan garis lurus baik sebagai konsep dan proses, memenuhi semua kriteria, sedang subjek berkemampuan sedang memenuhi sebagian besar kriteria dan subjek berkemampuan rendah memenuhi sebagian kriteria.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72855055","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}
M. Tamur, Subaryo Subaryo, A. Ramda, A. Nurjaman, S. Fedi, Aleksander Hamu
Critical thinking ability is an essential component of the four skills needed in the 21st century. However, this ability is still challenging to achieve well by students because of the lack of communication and cooperation during learning mathematics. Therefore, this experimental study with a posttest-only control design was conducted to determine the effect of using the jigsaw cooperative learning model on students' mathematical critical thinking skills. This study involved 62 students consisting of 31 students for the experimental class and 31 students for the control class. Data were analyzed using parametric statistics, namely t-test. The calculation of effect sizes is carried out to determine how much influence the Jigsaw cooperative model has on critical thinking skills using the Hedges'g equation. The analysis results concluded that the critical thinking skills of students who were taught using the jigsaw cooperative learning model were better than those taught using the direct learning model, at a significance level of 0.05. Further analysis obtained an effect size of 0.64, indicating that jigsaw cooperative learning has a moderate effect on students' critical thinking skills. These results provide helpful information for educators and researchers to consider mediators that might mediate the implementation of the learning method in the future.
{"title":"THE EFFECT OF JIGSAW TYPE OF COOPERATIVE LEARNING ON CRITICAL THINKING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS","authors":"M. Tamur, Subaryo Subaryo, A. Ramda, A. Nurjaman, S. Fedi, Aleksander Hamu","doi":"10.30862/jhm.v4i2.201","DOIUrl":"https://doi.org/10.30862/jhm.v4i2.201","url":null,"abstract":"Critical thinking ability is an essential component of the four skills needed in the 21st century. However, this ability is still challenging to achieve well by students because of the lack of communication and cooperation during learning mathematics. Therefore, this experimental study with a posttest-only control design was conducted to determine the effect of using the jigsaw cooperative learning model on students' mathematical critical thinking skills. This study involved 62 students consisting of 31 students for the experimental class and 31 students for the control class. Data were analyzed using parametric statistics, namely t-test. The calculation of effect sizes is carried out to determine how much influence the Jigsaw cooperative model has on critical thinking skills using the Hedges'g equation. The analysis results concluded that the critical thinking skills of students who were taught using the jigsaw cooperative learning model were better than those taught using the direct learning model, at a significance level of 0.05. Further analysis obtained an effect size of 0.64, indicating that jigsaw cooperative learning has a moderate effect on students' critical thinking skills. These results provide helpful information for educators and researchers to consider mediators that might mediate the implementation of the learning method in the future.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72594402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kemampuan pemecahan masalah antara subjek reflektif dan impulsif dari beberapa penelitian memunculkan bahwa subjek reflektif selalu lebih unggul daripada subjek impulsif. Tujuan dari penelitian ini adalah mengidentifikasi dan mendeskripsikan kemampuan pemecahan masalah siswa dengan gaya kognitif impulsif dalam memecahkan masalah tes superitem serta karakteristiknya. Penelitian ini merupakan penelitian deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah tes MFFT, tes superitem dan wawancara. Berdasarkan hasil tes superitem tersebut menampilkan bahwa kedua subjek impulsif memiliki perbedaan dalam mencapai level berpikir kemampuan pemecahan masalah. Subjek Impulsif-01 dapat mencapai semua level berpikir berdasarkan taksonomi SOLO sedangkan subjek impulsif-02 hanya mampu menyelesaikan masalah pada level unistruktural. Meskipun penelitian menunjukkan bahwa subjek impulsif-01 memiliki karakteristik cepat, kurang cermat, kurang teliti dan terkesan terburu-buru dalam menyelesaikan masalah namun subjek dapat menyelesaikan hingga tahap extended abstrak. Subjek impulsif-02 mampu menghubungkan dengan membuat dugaan dalam menyelesaikan masalah hanya saja ketidakmampuan dalam memecahkan masalah ini dikarenakan tidak memahami masalah.
{"title":"KEMAMPUAN PEMECAHAN MASALAH SISWA BERGAYA KOGNITIF IMPULSIF BERDASARKAN TAKSONOMI SOLO","authors":"Oce Datu Appulembang, Kimura Patar Tamba","doi":"10.30862/jhm.v4i2.176","DOIUrl":"https://doi.org/10.30862/jhm.v4i2.176","url":null,"abstract":"Kemampuan pemecahan masalah antara subjek reflektif dan impulsif dari beberapa penelitian memunculkan bahwa subjek reflektif selalu lebih unggul daripada subjek impulsif. Tujuan dari penelitian ini adalah mengidentifikasi dan mendeskripsikan kemampuan pemecahan masalah siswa dengan gaya kognitif impulsif dalam memecahkan masalah tes superitem serta karakteristiknya. Penelitian ini merupakan penelitian deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah tes MFFT, tes superitem dan wawancara. Berdasarkan hasil tes superitem tersebut menampilkan bahwa kedua subjek impulsif memiliki perbedaan dalam mencapai level berpikir kemampuan pemecahan masalah. Subjek Impulsif-01 dapat mencapai semua level berpikir berdasarkan taksonomi SOLO sedangkan subjek impulsif-02 hanya mampu menyelesaikan masalah pada level unistruktural. Meskipun penelitian menunjukkan bahwa subjek impulsif-01 memiliki karakteristik cepat, kurang cermat, kurang teliti dan terkesan terburu-buru dalam menyelesaikan masalah namun subjek dapat menyelesaikan hingga tahap extended abstrak. Subjek impulsif-02 mampu menghubungkan dengan membuat dugaan dalam menyelesaikan masalah hanya saja ketidakmampuan dalam memecahkan masalah ini dikarenakan tidak memahami masalah.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84714566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kemampuan representasi merupakan bagian dari lima standar pokok pada pembelajaran matematika. Kemampuan ini perlu dimiliki oleh siswa dengan baik. Menganalisis dan mendeskripsikan kemampuan representasi matematis siswa SMP dalam menyelesaikan soal matematika berbasis High Order Thingking Skills menjadi tujuan dari penelitian ini. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini berjumlah 4 siswa diambil dari 26 siswa kelas IX A SMP Negeri di kabupaten Temanggung yang memiliki kemampuan matematika tinggi. Teknik pengumpulan data penelitian ini menggunakan tes, wawancara, dokumentasi. Keabsahan data menggunakan triangulasi data. Teknik analisis data yang digunakan yaitu mereduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari analisis dan deskripsi penelitian menunjukkan kemampuan representasi matematis siswa dalam menyelesaikan soal matematika berbasis HOTS berbeda beda. Kategori representasi verbal subjek S2 dan S3 dapat menggunakan representasi verbal dengan baik dan sudah memberikan kesimpulan untuk S1 belum legkap menuliskan langkah-langkahnya, dan untuk S4 belum mampu menuliskan langkah langkah pada representasi verbal. Kemampuan representasi simbolik subjek S1, S2, dan S3 masih ada kesalahan dalam menuliskan persamaan namun tidak mempengaruhi hasil, S4 pada sudah mampu menuliskan persamaan dan ekpresi dengan benar. Kategori representasi visual S1, S2, dan S4 belum mampu menggambar bangun geometri dengan lengkap sedangkan S3 salah pada menuliskan simbol pada gambar.
{"title":"KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA BERBASIS HIGH ORDER THINKING SKILLS","authors":"Erli Ambarani, T. Yunianta","doi":"10.30862/JHM.V4I2.181","DOIUrl":"https://doi.org/10.30862/JHM.V4I2.181","url":null,"abstract":"Kemampuan representasi merupakan bagian dari lima standar pokok pada pembelajaran matematika. Kemampuan ini perlu dimiliki oleh siswa dengan baik. Menganalisis dan mendeskripsikan kemampuan representasi matematis siswa SMP dalam menyelesaikan soal matematika berbasis High Order Thingking Skills menjadi tujuan dari penelitian ini. Jenis penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini berjumlah 4 siswa diambil dari 26 siswa kelas IX A SMP Negeri di kabupaten Temanggung yang memiliki kemampuan matematika tinggi. Teknik pengumpulan data penelitian ini menggunakan tes, wawancara, dokumentasi. Keabsahan data menggunakan triangulasi data. Teknik analisis data yang digunakan yaitu mereduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari analisis dan deskripsi penelitian menunjukkan kemampuan representasi matematis siswa dalam menyelesaikan soal matematika berbasis HOTS berbeda beda. Kategori representasi verbal subjek S2 dan S3 dapat menggunakan representasi verbal dengan baik dan sudah memberikan kesimpulan untuk S1 belum legkap menuliskan langkah-langkahnya, dan untuk S4 belum mampu menuliskan langkah langkah pada representasi verbal. Kemampuan representasi simbolik subjek S1, S2, dan S3 masih ada kesalahan dalam menuliskan persamaan namun tidak mempengaruhi hasil, S4 pada sudah mampu menuliskan persamaan dan ekpresi dengan benar. Kategori representasi visual S1, S2, dan S4 belum mampu menggambar bangun geometri dengan lengkap sedangkan S3 salah pada menuliskan simbol pada gambar.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82325885","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}
Perubahan besar dalam bidang pendidikan yang disebabkan oleh Pandemi Covid-19 menyebabkan penurunan kemampuan berpikir siswa. Oleh karena itu, sangat penting untuk menganalisis bagaimana tingkat kemampuan berpikir siswa di era ini. Tujuan dari penelitian ini adalah untuk menganalisis kemampuan berpikir tingkat tinggi matematika siswa pada era Pandemi Cocid-19 dengan menggunakan tiga tahapan metaphorical thinking. Penelitian ini dilaksanakan pada semester Genap. Subjek dalam penelitian ini adalah 11 siswa kelas IIB Program Studi Pendidikan Matematika Universitas Mahasaraswati Denpasar, Indonesia. Penelitian ini menggunakan teknik analisis deskriptif. Pengumpulan data dilakukan melalui tes, wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa kemampuan berpikir tingkat tinggi matematika siswa sangat rendah dimana hanya 20% siswa menjawab benar pada tahap grounding metaphors, 25% pada tahap linking metaphors, dan hanya 25% pada tahap redefinitional metaphors. Secara umum, fenomena ini terjadi dikarenakan berkurangnya kesempatan siswa untuk berinteraksi dan berdiskusi saat pembelajaran daring di era Pandemi yang juga menyebabkan kurangnya kesempatan siswa untuk saling bertukar pemahaman dan pengetahuan. Siswa juga tidak dapat memahami masalah secara mendalam dan menghubungkan konsep dengan kehidupan sehari-hari.
{"title":"ANALISIS KEMAMPUAN BERPIKIR TINGKAT TINGGI MAHASISWA PADA MATA KULIAH METODE STATISTIKA DI ERA PANDEMI COVID-19","authors":"I. P. A. A. Payadnya, I. K. Suwija","doi":"10.30862/jhm.v4i2.173","DOIUrl":"https://doi.org/10.30862/jhm.v4i2.173","url":null,"abstract":"Perubahan besar dalam bidang pendidikan yang disebabkan oleh Pandemi Covid-19 menyebabkan penurunan kemampuan berpikir siswa. Oleh karena itu, sangat penting untuk menganalisis bagaimana tingkat kemampuan berpikir siswa di era ini. Tujuan dari penelitian ini adalah untuk menganalisis kemampuan berpikir tingkat tinggi matematika siswa pada era Pandemi Cocid-19 dengan menggunakan tiga tahapan metaphorical thinking. Penelitian ini dilaksanakan pada semester Genap. Subjek dalam penelitian ini adalah 11 siswa kelas IIB Program Studi Pendidikan Matematika Universitas Mahasaraswati Denpasar, Indonesia. Penelitian ini menggunakan teknik analisis deskriptif. Pengumpulan data dilakukan melalui tes, wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa kemampuan berpikir tingkat tinggi matematika siswa sangat rendah dimana hanya 20% siswa menjawab benar pada tahap grounding metaphors, 25% pada tahap linking metaphors, dan hanya 25% pada tahap redefinitional metaphors. Secara umum, fenomena ini terjadi dikarenakan berkurangnya kesempatan siswa untuk berinteraksi dan berdiskusi saat pembelajaran daring di era Pandemi yang juga menyebabkan kurangnya kesempatan siswa untuk saling bertukar pemahaman dan pengetahuan. Siswa juga tidak dapat memahami masalah secara mendalam dan menghubungkan konsep dengan kehidupan sehari-hari.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81440294","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-solving ability is one of the essential skills for students in learning mathematics. This ability can be developed through teaching and learning activities using student worksheet-based cooperative model. However, these student worksheets are still rarely found in teaching and learning activities in the classroom, so this research aims to develop student worksheets based on cooperative learning models used to develop students' problem-solving abilities. The study used development research methods with ADDIE procedures, namely analysis, design, development, implementation, and evaluation. The test of the developedstudent worksheet was carried out at SMP Negeri 1 Merauke, using valid, practical, and effective categories. It is collecting data through interviews, observations, questionnaires, and tests. Data analysis was carried out by data reduction, presentation, and conclusion. This research produces student worksheets based on cooperative learning models to improve students' problem-solving abilities. The results of this study contribute to enriching teaching materials in the form of student worksheets for educators which can improve problem-solving skills.
解决问题的能力是学生学习数学的基本技能之一。这种能力可以通过以学生作业表为基础的合作模式的教与学活动来培养。然而，这些学生工作表在课堂教学活动中仍然很少出现，因此本研究旨在开发基于合作学习模式的学生工作表，用于培养学生解决问题的能力。本研究采用ADDIE程序的开发研究方法，即分析、设计、开发、实施和评估。开发的学生工作表的测试是在SMP Negeri 1 Merauke进行的，使用有效，实用和有效的类别。它通过访谈、观察、问卷调查和测试收集数据。数据分析通过数据缩减、呈现和结论进行。本研究制作基于合作学习模式的学生工作表，以提高学生解决问题的能力。本研究的结果有助于以学生作业的形式丰富教材，以提高教育工作者解决问题的能力。
{"title":"DEVELOPING STUDENT WORKSHEET-BASED COOPERATIVE LEARNING MODEL FOR IMPROVING PROBLEM SOLVING ABILITY","authors":"D. Mayasari, I. Natsir, S. Pagiling, A. Taufik","doi":"10.30862/jhm.v4i2.195","DOIUrl":"https://doi.org/10.30862/jhm.v4i2.195","url":null,"abstract":"Problem-solving ability is one of the essential skills for students in learning mathematics. This ability can be developed through teaching and learning activities using student worksheet-based cooperative model. However, these student worksheets are still rarely found in teaching and learning activities in the classroom, so this research aims to develop student worksheets based on cooperative learning models used to develop students' problem-solving abilities. The study used development research methods with ADDIE procedures, namely analysis, design, development, implementation, and evaluation. The test of the developedstudent worksheet was carried out at SMP Negeri 1 Merauke, using valid, practical, and effective categories. It is collecting data through interviews, observations, questionnaires, and tests. Data analysis was carried out by data reduction, presentation, and conclusion. This research produces student worksheets based on cooperative learning models to improve students' problem-solving abilities. The results of this study contribute to enriching teaching materials in the form of student worksheets for educators which can improve problem-solving skills.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73113306","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 learning model has an essential role in student learning outcomes. Each learning model has different contributions, such as the Scramble learning model, which can make students think quickly, and the CORE learning model can train students to think critically. Thus, this study aims to compare students' learning outcomes with the two models, especially in arithmetic operations in algebraic forms. The research method used is quantitative research with a posttest-only group design classified as a quasi-experimental design. The research population was forty-five seventh-grade students, which were divided into two categories. The test instrument used is a description of five questions used to evaluate student learning outcomes. The study results analyzed statistically using the t-test showed that there were differences in student learning outcomes between the two groups of students. Furthermore, the continued test using Pairwise Comparison showed that students taught with the Scramble learning model had better learning outcomes than students acquainted with the CORE learning model.
{"title":"MODEL PEMBELAJARAN CORE, SCRAMBLE, HASIL BELAJAR, DAN OPERASI HITUNG BENTUK ALJABAR","authors":"Nathalia Ilela, C. Laamena, H. Tamalene","doi":"10.30862/jhm.v4i1.175","DOIUrl":"https://doi.org/10.30862/jhm.v4i1.175","url":null,"abstract":"The learning model has an essential role in student learning outcomes. Each learning model has different contributions, such as the Scramble learning model, which can make students think quickly, and the CORE learning model can train students to think critically. Thus, this study aims to compare students' learning outcomes with the two models, especially in arithmetic operations in algebraic forms. The research method used is quantitative research with a posttest-only group design classified as a quasi-experimental design. The research population was forty-five seventh-grade students, which were divided into two categories. The test instrument used is a description of five questions used to evaluate student learning outcomes. The study results analyzed statistically using the t-test showed that there were differences in student learning outcomes between the two groups of students. Furthermore, the continued test using Pairwise Comparison showed that students taught with the Scramble learning model had better learning outcomes than students acquainted with the CORE learning model.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"5 1","pages":"85-100"},"PeriodicalIF":0.0,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79517559","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 analyze the mathematics problem-solving process of high school students based on multiple intelligences. In research, multiple intelligence is divided into dominant linguistic intelligence, interpersonal and kinesthetic intelligence, dominant musical intelligence, logical-mathematical and naturalistic, existential, intrapersonal, and visual dominant intelligence. The type of research used in this research is descriptive exploratory, and the approach used is qualitative and quantitative approaches. Determination of research subjects was carried out using purposive sampling based on multiple intelligences, to obtain 3 high school students of class X as research subjects. The research instrument used was a multiple intelligence test and two problem-solving tests adopted from the American High School Math Exam (AHSME) Problems and the Provincial High School Mathematics National Science Olympiad questions. The data obtained were analyzed, utilizing data reduction. The research results show that students with multiple different intelligence bits have different ways of solving them, but there are also similarities in solving problems.
{"title":"PROSES PEMECAHAN MASALAH MATEMATIKA SISWA SMA BERDASARKAN KECERDASAN MAJEMUK","authors":"S. Sumadi, Teguh Yuliandri Putra, H. Astutik","doi":"10.30862/jhm.v3i2.107","DOIUrl":"https://doi.org/10.30862/jhm.v3i2.107","url":null,"abstract":"This study aims to analyze the mathematics problem-solving process of high school students based on multiple intelligences. In research, multiple intelligence is divided into dominant linguistic intelligence, interpersonal and kinesthetic intelligence, dominant musical intelligence, logical-mathematical and naturalistic, existential, intrapersonal, and visual dominant intelligence. The type of research used in this research is descriptive exploratory, and the approach used is qualitative and quantitative approaches. Determination of research subjects was carried out using purposive sampling based on multiple intelligences, to obtain 3 high school students of class X as research subjects. The research instrument used was a multiple intelligence test and two problem-solving tests adopted from the American High School Math Exam (AHSME) Problems and the Provincial High School Mathematics National Science Olympiad questions. The data obtained were analyzed, utilizing data reduction. The research results show that students with multiple different intelligence bits have different ways of solving them, but there are also similarities in solving problems.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83406187","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 determine the role of Guided Inquiry in understanding students' concepts in learning the Pythagorean theorem, through student worksheet-based guided inquiry learning models. This study uses descriptive qualitative research methods, which were carried out in class VIII D at SMP Muhammadiyah 1 Gamping. Data collection techniques used were documentation, observation, and written tests. Data obtained in this study were analyzed using data triangulation techniques. The results showed that the Guided Inquiry had a role in helping students to understand the concept of the Pythagorean theorem formula, through several stages of learning. In learning that uses guided inquiry, students can understand the Pythagorean theorem formula by finding it on their own and being facilitated by the teacher. Also, student learning outcomes indicate that the average value obtained by students is above the Minimum Mastery Criteria score for mathematics subjects of 65.
{"title":"PERAN GUIDED INQUIRY DALAM PEMAHAMAN KONSEP SISWA KELAS VIII PADA PEMBELAJARAN TEOREMA PYTHAGORAS","authors":"Hanifah Oktinasari, Rully Charitas Indra Prahmana","doi":"10.30862/jhm.v3i2.117","DOIUrl":"https://doi.org/10.30862/jhm.v3i2.117","url":null,"abstract":"This study aims to determine the role of Guided Inquiry in understanding students' concepts in learning the Pythagorean theorem, through student worksheet-based guided inquiry learning models. This study uses descriptive qualitative research methods, which were carried out in class VIII D at SMP Muhammadiyah 1 Gamping. Data collection techniques used were documentation, observation, and written tests. Data obtained in this study were analyzed using data triangulation techniques. The results showed that the Guided Inquiry had a role in helping students to understand the concept of the Pythagorean theorem formula, through several stages of learning. In learning that uses guided inquiry, students can understand the Pythagorean theorem formula by finding it on their own and being facilitated by the teacher. Also, student learning outcomes indicate that the average value obtained by students is above the Minimum Mastery Criteria score for mathematics subjects of 65.","PeriodicalId":33215,"journal":{"name":"Journal of Honai Math","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82376292","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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