Pub Date : 2023-06-05DOI: 10.22437/edumatica.v13i01.21564
Muhammad Jainuri, Ade Susanti, Awatif Awatif, Yohanes Yohanes
This study aims to develop interactive learning multimedia based on articulate storyline 3 on social arithmetic material for class VII students of SMP Negeri 12 Merangin which is valid, practical, and effective. This study uses research and development methods with the APPED model. These interactive learning multimedia was validated by five experts. Validity is seen from the validation sheet, the practicality of the response sheet and student interviews, and the effectiveness of learning outcomes and student learning activities. The results showed that the average score for the validation of mathematicians was 4.22 with a very valid category, Indonesian language experts 3.88 with a very valid category, media experts 4.78 with a very valid category, and teacher validation. mathematics 4.80 with a very valid category. The overall validity score is 4.58 with a very valid category. The proportion of students' responses was 82.27% in the practical category. The percentage of classical learning outcomes is 77.3% in the effective category and the average percentage of student activity is 68.64% in the active category. Based on the results of research and development, it was stated that interactive learning multimedia was valid, practical, and effective.
{"title":"Development of Interactive Learning Multimedia Based on Articulate Storyline 3 on Social Arithmetic Materials for Class VII Students of SMP Negeri 12 Merangin","authors":"Muhammad Jainuri, Ade Susanti, Awatif Awatif, Yohanes Yohanes","doi":"10.22437/edumatica.v13i01.21564","DOIUrl":"https://doi.org/10.22437/edumatica.v13i01.21564","url":null,"abstract":"This study aims to develop interactive learning multimedia based on articulate storyline 3 on social arithmetic material for class VII students of SMP Negeri 12 Merangin which is valid, practical, and effective. This study uses research and development methods with the APPED model. These interactive learning multimedia was validated by five experts. Validity is seen from the validation sheet, the practicality of the response sheet and student interviews, and the effectiveness of learning outcomes and student learning activities. The results showed that the average score for the validation of mathematicians was 4.22 with a very valid category, Indonesian language experts 3.88 with a very valid category, media experts 4.78 with a very valid category, and teacher validation. mathematics 4.80 with a very valid category. The overall validity score is 4.58 with a very valid category. The proportion of students' responses was 82.27% in the practical category. The percentage of classical learning outcomes is 77.3% in the effective category and the average percentage of student activity is 68.64% in the active category. Based on the results of research and development, it was stated that interactive learning multimedia was valid, practical, and effective.","PeriodicalId":33561,"journal":{"name":"Edumatica Jurnal Pendidikan Matematika","volume":"134 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77373882","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 : 2023-05-15DOI: 10.22437/edumatica.v13i01.24387
R. Agustinsa, Vesi Anjasari, N. A. Yensy
Students need to have mathematical problem solving abilities to be able to solve complex mathematical problems. Mathematical problem solving abilities consist of understanding, planning, solving, and reviewing. These abilities can be trained through the application of appropriate learning models. One model that can be used is the problem based learning model. This study aims to determine the effect of the problem based learning model using contextual student worksheet on the mathematical problem solving ability of the junior high school students. This type of research is a quasi-experimental research with a research design of One Group Pretest-Posttest Design. The population in this study were all seventh grade students of SMP Negeri 12 Lebong in the 2021/2022 academic year. The sample in this study were class VIIA students, totaling 23 students as an experimental class taken by purposive sampling technique. The instrument used in this study was a problem-solving ability test sheet in the form of description questions. Data analysis using descriptive and inferential statistics. The results showed that there were differences in students' math solving abilities before and after learning. Based on the research results, it can be concluded that there is a significant influence on the Problem Based Learning model on mathematical problem solving in class VII students of SMP Negeri 12 Lebong.
学生需要具备数学解题能力，才能解决复杂的数学问题。解决数学问题的能力包括理解、计划、解决和回顾。这些能力可以通过应用适当的学习模式来训练。一个可以使用的模型是基于问题的学习模型。本研究旨在探讨使用情境性学生作业表的问题基础学习模式对初中生数学问题解决能力的影响。本研究为准实验研究，研究设计为一组前测后测设计。本研究的人群均为2021/2022学年的SMP Negeri 12 Lebong七年级学生。本研究的样本为VIIA班学生，共23名学生作为实验班，采用有目的抽样技术。本研究使用的工具是描述题形式的问题解决能力测试表。数据分析使用描述性和推理统计。结果表明，学生在学习前后的数学解决能力存在差异。根据研究结果，可以得出结论:问题基础学习模式对SMP Negeri 12 Lebong七年级学生数学问题解决有显著影响。
{"title":"Effect of Problem Based Learning Models Using Contextual Worksheets on Middle School Students' Mathematical Problem Solving Ability","authors":"R. Agustinsa, Vesi Anjasari, N. A. Yensy","doi":"10.22437/edumatica.v13i01.24387","DOIUrl":"https://doi.org/10.22437/edumatica.v13i01.24387","url":null,"abstract":"Students need to have mathematical problem solving abilities to be able to solve complex mathematical problems. Mathematical problem solving abilities consist of understanding, planning, solving, and reviewing. These abilities can be trained through the application of appropriate learning models. One model that can be used is the problem based learning model. This study aims to determine the effect of the problem based learning model using contextual student worksheet on the mathematical problem solving ability of the junior high school students. This type of research is a quasi-experimental research with a research design of One Group Pretest-Posttest Design. The population in this study were all seventh grade students of SMP Negeri 12 Lebong in the 2021/2022 academic year. The sample in this study were class VIIA students, totaling 23 students as an experimental class taken by purposive sampling technique. The instrument used in this study was a problem-solving ability test sheet in the form of description questions. Data analysis using descriptive and inferential statistics. The results showed that there were differences in students' math solving abilities before and after learning. Based on the research results, it can be concluded that there is a significant influence on the Problem Based Learning model on mathematical problem solving in class VII students of SMP Negeri 12 Lebong.","PeriodicalId":33561,"journal":{"name":"Edumatica Jurnal Pendidikan Matematika","volume":"107 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80924212","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}
Numerical abilities and educational character are very important in learning mathematics at school, some of the student characters that must be considered are disciplinary and religious characters. This study aims to determine the effect of students' disciplinary and religious character on numerical ability. This study uses survey research methods with descriptive research types with survey techniques. The population used in this research is all SMP/MTs/equivalent in North Lampung for the 2020/2021 academic year. The sampling technique used in this study was the cluster random sampling technique, so that MTs Negeri 1 North Lampung and MTs Negeri 2 North Lampung were obtained as samples. Three classes were taken from each school as a sample consisting of representatives from class VII, VIII and IX. The instruments used in this study were a numerical ability test and a disciplinary character questionnaire and a religious character. Data analysis technique using Multiple Linear Regression analysis. Based on the results of the analysis, it was found that the influence of the disciplinary character of the religious character on students' numerical abilities was very strong, amounting to 73.6 percent. The results of the regression equation analysis show Y = 32.586 + 0.286X1 + 0.368X2. This equation shows that every 1 increase in the disciplinary character variable will affect the numerical ability variable by 0.286. Likewise, for the coefficient of the religious character variable, it will affect the numerical ability variable of 32.586.
在学校数学学习中，数学能力和教育素质是非常重要的，学生的学科素质和宗教素质是必须考虑的。本研究旨在探讨学生的学科和宗教性格对数学能力的影响。本研究采用调查研究方法与描述性研究类型与调查技术。本研究中使用的人口是2020/2021学年北楠榜的所有SMP/MTs/同等学历。本研究采用的抽样技术是整群随机抽样技术，因此获得了MTs Negeri 1 North Lampung和MTs Negeri 2 North Lampung作为样本。从每所学校抽取三个班作为样本，由七、八、九班的代表组成。本研究使用的工具是一份数字能力测验、一份学科特征问卷和一份宗教特征问卷。数据分析技术采用多元线性回归分析。根据分析结果，宗教性格的学科性格对学生的计算能力的影响非常大，达到73.6%。回归方程分析结果为Y = 32.586 + 0.286X1 + 0.368X2。由方程可知，学科特征变量每增加1，对数值能力变量的影响就增加0.286。同样，对于宗教性格变量的系数，也会影响到32.586的数值能力变量。
{"title":"Discipline Character and Religious Character: The Effect on Students' Numerical Ability","authors":"K. Pradana, Okis Fatimah, Yasinta Rahmawati, Pelangi Mutia Windya, Alfian Erprabowo","doi":"10.22437/edumatica.v13i01.23696","DOIUrl":"https://doi.org/10.22437/edumatica.v13i01.23696","url":null,"abstract":"Numerical abilities and educational character are very important in learning mathematics at school, some of the student characters that must be considered are disciplinary and religious characters. This study aims to determine the effect of students' disciplinary and religious character on numerical ability. This study uses survey research methods with descriptive research types with survey techniques. The population used in this research is all SMP/MTs/equivalent in North Lampung for the 2020/2021 academic year. The sampling technique used in this study was the cluster random sampling technique, so that MTs Negeri 1 North Lampung and MTs Negeri 2 North Lampung were obtained as samples. Three classes were taken from each school as a sample consisting of representatives from class VII, VIII and IX. The instruments used in this study were a numerical ability test and a disciplinary character questionnaire and a religious character. Data analysis technique using Multiple Linear Regression analysis. Based on the results of the analysis, it was found that the influence of the disciplinary character of the religious character on students' numerical abilities was very strong, amounting to 73.6 percent. The results of the regression equation analysis show Y = 32.586 + 0.286X1 + 0.368X2. This equation shows that every 1 increase in the disciplinary character variable will affect the numerical ability variable by 0.286. Likewise, for the coefficient of the religious character variable, it will affect the numerical ability variable of 32.586.","PeriodicalId":33561,"journal":{"name":"Edumatica Jurnal Pendidikan Matematika","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82856710","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 : 2023-04-30DOI: 10.22437/edumatica.v13i01.21622
Agus Prianggono, Dwi Ariani Finda Yuniarti, Ari Setiyani Pawening
Pembelajaran matematika pada siswa jenjang sekolah dasar merupakan pembelajaran yang penting untuk diperhatikan. Siswa jenjang sekolah dasar merupakan siswa generasi z yang sudah melek dan bersahabat erat dengan teknologi, model pembelajaran yang baik digunakan adalah model pembelajaran yang terpusat pada siswa. PBL berbasis DGMATH merupakan model pembelajaran yang terpusat pada siswa dan menggunakan suatu aplikasi DGMATH dengan pokok bahasan operasi bilangan. Tujuan penelitian ini adalah untuk menguji efektivitas pembelajaran PBL berbasis DGMATH dan mengukur seberapa besar pengaruh motivasi belajar siswa terhadap hasil belajar dari penerapan pembelajaran PBL berbasis DGMATH ini. Metode yang digunakan adalah metode kuantitatif untuk menguji efektivitas dan uji regresi motivasi belajar terhadap pembelajaran PBL berbasis DGMATH dengan subjek siswa kelas satu (1) SD Islam Insan Cendekia sejumlah 60 siswa. Instrumen yang digunakan berupa perangkat pembelajaran, soal pre test, post test dan kuesioner motivasi belajar siswa. Adapun hasil penelitian diperoleh bahwa pada uji ketuntasan diperoleh hasil 82,83 pada pembelajaran PBL berbasis DGMATH dan pada uji beda rata-rata dengan nilai sig 0,015 < 0,05 yang artinya terdapat perbedaan hasil belajar yang signifikan antara kelas eksperimen dengan kelas control. Sehingga dapat disimpulkan bahwa pembelajaran PBL berbasis DGMATH terbukti efektif dan motivasi belajar mempunyai pengaruh yaitu sebesar 76% terhadap hasil belajarnya.
{"title":"Penerapan Model Project Based Learning Berbasis DGMATH untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar","authors":"Agus Prianggono, Dwi Ariani Finda Yuniarti, Ari Setiyani Pawening","doi":"10.22437/edumatica.v13i01.21622","DOIUrl":"https://doi.org/10.22437/edumatica.v13i01.21622","url":null,"abstract":"Pembelajaran matematika pada siswa jenjang sekolah dasar merupakan pembelajaran yang penting untuk diperhatikan. Siswa jenjang sekolah dasar merupakan siswa generasi z yang sudah melek dan bersahabat erat dengan teknologi, model pembelajaran yang baik digunakan adalah model pembelajaran yang terpusat pada siswa. PBL berbasis DGMATH merupakan model pembelajaran yang terpusat pada siswa dan menggunakan suatu aplikasi DGMATH dengan pokok bahasan operasi bilangan. Tujuan penelitian ini adalah untuk menguji efektivitas pembelajaran PBL berbasis DGMATH dan mengukur seberapa besar pengaruh motivasi belajar siswa terhadap hasil belajar dari penerapan pembelajaran PBL berbasis DGMATH ini. Metode yang digunakan adalah metode kuantitatif untuk menguji efektivitas dan uji regresi motivasi belajar terhadap pembelajaran PBL berbasis DGMATH dengan subjek siswa kelas satu (1) SD Islam Insan Cendekia sejumlah 60 siswa. Instrumen yang digunakan berupa perangkat pembelajaran, soal pre test, post test dan kuesioner motivasi belajar siswa. Adapun hasil penelitian diperoleh bahwa pada uji ketuntasan diperoleh hasil 82,83 pada pembelajaran PBL berbasis DGMATH dan pada uji beda rata-rata dengan nilai sig 0,015 < 0,05 yang artinya terdapat perbedaan hasil belajar yang signifikan antara kelas eksperimen dengan kelas control. Sehingga dapat disimpulkan bahwa pembelajaran PBL berbasis DGMATH terbukti efektif dan motivasi belajar mempunyai pengaruh yaitu sebesar 76% terhadap hasil belajarnya.","PeriodicalId":33561,"journal":{"name":"Edumatica Jurnal Pendidikan Matematika","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78233878","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 : 2023-04-30DOI: 10.22437/edumatica.v13i01.23135
H. Susanto, Heri Retnawati
Literasi matematika merupakan salah satu komponen yang menjadi perhatian pada Assesmen Kompetensi Minimum (AKM). Kebijakan ini sebagai upaya Kemendikbud untuk mengatasi rendahnya kemampuan literasi siswa, dan faktor-faktor penyebabnya. Multistage Adaptive Test (MSAT) digunakan sebagai metode penilaian pada AKM. MSAT dikembangkan dengan konsep IRT. Tujuan dari artikel ini yaitu mengaplikasikan Item Respons Theory (IRT) untuk kalibrasi instrumen literasi matematika, dan memanfaatkan parameter butir hasil kalibrasi untuk estimasi skor kemampuan literasi matemtika. Banyak butir pada instrumen yang digunakan yaitu 15 butir pilihan ganda. Responden yang digunakan sebanyak 65 siswa SMP kelas 8. Setelah melalui proses validtias konstruk menggunakan Confirmatory Factor Analysis (CFA) 2 butir tidak memenuhi, karena memiliki faktor loading yang rendah dan 13 butir digunakan untuk proses kalibrasi. Proses kalibrasi butir dan penskroan dilakukan dengan program R package mirt. Hasil kalibrasi menunjukan bahwa instrumen cocok dengan model Rasch. Semua asumsi IRT unidimensi terbukti terpenuhi, sehingga tidak ada pelanggaran dalam mengestimasi parameter butir. Parameter butir berupa tingkat kesulitan dimana terdapat satu butir tidak fit yaitu butir ke-3. Perpotongan fungsi informasi dan standar error menunjukkan instrumen akan meberikan informasi yang akurat, jika digunakan siswa dengan kemampuan -2.965 sampai 1.085. Parameter butir yang dihasilakan dapat digunakan untuk estimasi skor kemampuan literasi matematika konten aljabar.
{"title":"Kalibrasi Instrumen Literasi Matematika Siswa Menggunakan IRT dan Aplikasinya untuk Estimasi Skor","authors":"H. Susanto, Heri Retnawati","doi":"10.22437/edumatica.v13i01.23135","DOIUrl":"https://doi.org/10.22437/edumatica.v13i01.23135","url":null,"abstract":"Literasi matematika merupakan salah satu komponen yang menjadi perhatian pada Assesmen Kompetensi Minimum (AKM). Kebijakan ini sebagai upaya Kemendikbud untuk mengatasi rendahnya kemampuan literasi siswa, dan faktor-faktor penyebabnya. Multistage Adaptive Test (MSAT) digunakan sebagai metode penilaian pada AKM. MSAT dikembangkan dengan konsep IRT. Tujuan dari artikel ini yaitu mengaplikasikan Item Respons Theory (IRT) untuk kalibrasi instrumen literasi matematika, dan memanfaatkan parameter butir hasil kalibrasi untuk estimasi skor kemampuan literasi matemtika. Banyak butir pada instrumen yang digunakan yaitu 15 butir pilihan ganda. Responden yang digunakan sebanyak 65 siswa SMP kelas 8. Setelah melalui proses validtias konstruk menggunakan Confirmatory Factor Analysis (CFA) 2 butir tidak memenuhi, karena memiliki faktor loading yang rendah dan 13 butir digunakan untuk proses kalibrasi. Proses kalibrasi butir dan penskroan dilakukan dengan program R package mirt. Hasil kalibrasi menunjukan bahwa instrumen cocok dengan model Rasch. Semua asumsi IRT unidimensi terbukti terpenuhi, sehingga tidak ada pelanggaran dalam mengestimasi parameter butir. Parameter butir berupa tingkat kesulitan dimana terdapat satu butir tidak fit yaitu butir ke-3. Perpotongan fungsi informasi dan standar error menunjukkan instrumen akan meberikan informasi yang akurat, jika digunakan siswa dengan kemampuan -2.965 sampai 1.085. Parameter butir yang dihasilakan dapat digunakan untuk estimasi skor kemampuan literasi matematika konten aljabar.","PeriodicalId":33561,"journal":{"name":"Edumatica Jurnal Pendidikan Matematika","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78183922","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 : 2023-04-30DOI: 10.22437/edumatica.v13i01.24190
M. G. Isnawan, Naif Mastoor Alsulami, Muh. Rusmayadi, Samsuriadi Samsuriadi, S. Sudirman, W. N. Yanuarto
Multiplication of fractions is one of the operations on fractions that tends to be easy, but it becomes a problem for students. Only a little previous research has examined the multiplication of fractions and the factors that cause this problem at the tertiary level. This study aims to describe the factors that cause problems in terms of the types of learning barriers that students experience. The research design is hermeneutics phenomenology. The participants in this study were 15 students aged 18-25 years, 7 boys and 8 girls, 9 students majoring in natural sciences during high school, and 6 students from social studies majors. The researcher is the main instrument, with a fraction multiplication test consisting of 2 questions developed by NCTM and a semi-structured interview guide as an additional instrument. Data is processed using NVivo-12-assisted thematic analysis to simplify the coding process. The study revealed that students experienced more learning difficulties when working on non-routine fraction multiplication problems. For routine problems, students experience learning difficulties with the type of ontogenic obstacle that is psychological (not careful). For non-routine problems, students experience learning barriers with epistemological types because they rarely work on word problems, as well as ontogenic obstacles that are conceptual and psychological.
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The formulation of the problem in this study was whether there was an effect of learning mathematics using instructional video media on the mathematical reasoning abilities of eighth grade students of SMP Negeri 2 Baubau. The purpose of this study was to determine the effect of learning mathematics using instructional video media on the mathematical reasoning abilities of eighth grade students of SMP Negeri 2 Baubau. This research is quantitative research with experimental method and pretest-posttest research design. The data in this study were conducted using a research instrument in the form of an essay test given at the beginning and end of the treatment. The results of descriptive analysis of data on Class VIII students of SMP Negeri 2 Baubau, obtained in the experimental class with learning treatment using mathematics learning videos before and after giving the students' Mathematical reasoning test, the mean value was 61.42; median 60.00; mode 100; standard deviation 23.082; variance 53; minimum 20; and a maximum of 100. So based on the average results of mathematical reasoning using the t-test, it shows that learning mathematics by using learning videos has a significant positive effect on the mathematical reasoning of class VIII students of SMP Negeri 2 Baubau.
本研究问题的提法是使用教学视频媒体学习数学是否对SMP Negeri 2 Baubau八年级学生的数学推理能力有影响。摘要本研究旨在探讨教学视频媒体学习数学对中学八年级学生数学推理能力的影响。本研究为定量研究，采用实验方法和前测后测研究设计。本研究的数据是使用一种研究工具进行的，在治疗开始和结束时进行论文测试。对SMP Negeri 2 Baubau八班学生在进行数学推理测试前后使用数学学习视频进行学习处理的实验班数据进行描述性分析的结果，均值为61.42;中位数60.00;模式100;标准偏差23.082;方差53个;最低20;最多100个。因此，根据数学推理的平均结果进行t检验，表明使用学习视频学习数学对SMP Negeri 2 Baubau八班学生的数学推理有显著的正向影响。
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Pub Date : 2022-12-31DOI: 10.22437/edumatica.v12i03.22667
A. Wicaksono, Siti Khabibah, Masriyah Masriyah
Penelitian ini bertujuan untuk mendeskripsikan konsepsi guru matematika SMA tentang berpikir kreatif. Pendekatan penelitian yang digunakan adalah deskriptif kualitatif. Subjek dalam penelitian ini merupakan seorang guru matematika SMA di Yogyakarta. Penelitian ini menggunakan hasil kuesioner terbuka sebagai data utama dan wawancara sebagai data penunjang. Hasil penelitian menunjukkan bahwa konsepsi guru matematika tentang berpikir kreatif terbatas pada cara berpikir/ menyelesaikan suatu masalah dengan menggunakan langkah-langkah atau ide-ide baru sehingga menemukan/menghasilkan sesuatu yang baru/berbeda dari biasanya. Guru matematika kreatif digambarkan mampu memunculkan ide-ide baru, mampu membuat inovasi baru dalam pembelajaran. Guru berperan aktif dalam membimbing siswa agar mampu berpikir kreatif dengan memberikan pertanyaan-pertanyaan atau tugas pemicu matematika yang berbentuk uraian (soal terbuka) sehingga siswa dapat mengeksplor kemampuannya untuk memicu berpikir kreatifnya. Guru menilai kemampuan berpikir kreatif dengan cara memberikan soal terbuka/ tugas pemicu kemudian dianalisis langkah-langkah pengerjaannya/ hasil pekerjaannya dalam menemukan langkah-langkah/ ide-ide baru dalam proses pengerjaan.
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Pub Date : 2022-12-31DOI: 10.22437/edumatica.v12i03.19475
Ratih Dwi Anggreini, Haninda Bharata, Sri Hastuti Noer
Kemampuan pemecahan masalah dan berpikir kritis matematis harus dimiliki oleh peserta didik ketika belajar matematika. Penelitian ini bertujuan untuk mengetahui pengaruh kemampuan pemecahan masalah dengan berpikir kritis matematis. Penelitian ini menggunakan desain penelitian korelasional (Correlational Desaign). Teknik pengumpulan data berupa tes pemecahan masalah matematis dan tes berpikir kritis matematis. Sampel pada penelitian ini adalah 56 peserta didik kelas VIII SMP Negeri 2 Bandar Lampung pada semester genap tahun pelajaran 2021/2022. Instrumen penelitian yang digunakan adalah tes pemecahan masalah matematis dan instrumen tes berpikir kritis matematis. Teknik analisis data yang digunakan adalah analisis Regresi Linier Sederhana. Berdasarkan hasil analisis Regresi Linier Sederhana, diperoleh kesimpulan bahwa terdapat pengaruh kemampuan berpikir kritis matematis terhadap kemampuan pemecahan masalah matematis peserta didik. Besar pengaruh kemampuan berpikir kritis matematis terhadap kemampuan pemecahan masalah matematis yaitu sebesar 27%.
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Pub Date : 2022-12-31DOI: 10.22437/edumatica.v12i03.15712
Jonatan Muzangwa, U. Ogbonnaya
Representations of mathematical concepts are very important in the teaching and learning of mathematics. Visual representations are used to present mathematical concepts to solve, explore or explain the concepts. The purpose of this study was to examine undergraduate mathematics education students’ visual representations of multivariable functions using matching items tasks. The study was qualitative research conducted with 10 second-year undergraduate mathematics education students at a University in Zimbabwe. The students matched the functions of several variables which are represented in symbolic and graphic forms. The result showed that most of the students were able to match the functions with their graphical representations. However, most of the students had difficulties in communicating mathematical information and these difficulties emanate from language problems and conceptual understanding.
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