Cicih Sumarni, Winda Ramadianti, M. Syofiana, Rahmat Jumri
Learning can be achieved optimally if students have no learning obstacle, so that the learning process can be carried out smoothly. If a concept is fully mastered, there will be no learning obstacle. This study aims to determine the learning obstacle that occur in the material of the greatest common factor and one way to overcome these learning obstacles is to make a didactic design. The approach used in this research is qualitative method (Didactical Design Research). Data collection techniques were carried out by giving respondent ability tests (TKR), interviews, and documentation for class VII students of a SMPN in Bengkulu City. From this study, it was found that ontogeny learning barriers, namely students experiencing obstacles regarding the prerequisite material of FPB, namely division and epistemological barriers, namely the definition of factors, common factors, and the greatest common factor.
{"title":"Hambatan belajar peserta didik pada konsep faktor persekutuan terbesar","authors":"Cicih Sumarni, Winda Ramadianti, M. Syofiana, Rahmat Jumri","doi":"10.34007/jdm.v4i2.1799","DOIUrl":"https://doi.org/10.34007/jdm.v4i2.1799","url":null,"abstract":"Learning can be achieved optimally if students have no learning obstacle, so that the learning process can be carried out smoothly. If a concept is fully mastered, there will be no learning obstacle. This study aims to determine the learning obstacle that occur in the material of the greatest common factor and one way to overcome these learning obstacles is to make a didactic design. The approach used in this research is qualitative method (Didactical Design Research). Data collection techniques were carried out by giving respondent ability tests (TKR), interviews, and documentation for class VII students of a SMPN in Bengkulu City. From this study, it was found that ontogeny learning barriers, namely students experiencing obstacles regarding the prerequisite material of FPB, namely division and epistemological barriers, namely the definition of factors, common factors, and the greatest common factor.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115185790","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 outcomes of students who are under the minimum completeness criteria (KKM) in mathematics. One of the factors that can affect learning outcomes is the learning model used. The purpose of this study is to apply to improve student learning outcomes by a project-based learning model with the window shopping method through lesson study. The research method used is classroom action research through lesson study with quantitative descriptive data analysis. The data collection in this study used test instruments in the form of multiple choices and descriptions. The results of the study show that by applying the project-based learning model, student learning outcomes increase, as can be seen from the changes in the mastery of classical learning from 14.7% to 79.41%.
{"title":"Peningkatan hasil belajar matematika siswa dengan menerapkan model pembelajaran project-based learning melalui lesson study","authors":"Nopyta Intan Sari, Saiful Rahman, Shahibul Ahyan","doi":"10.34007/jdm.v4i2.1853","DOIUrl":"https://doi.org/10.34007/jdm.v4i2.1853","url":null,"abstract":"The learning outcomes of students who are under the minimum completeness criteria (KKM) in mathematics. One of the factors that can affect learning outcomes is the learning model used. The purpose of this study is to apply to improve student learning outcomes by a project-based learning model with the window shopping method through lesson study. The research method used is classroom action research through lesson study with quantitative descriptive data analysis. The data collection in this study used test instruments in the form of multiple choices and descriptions. The results of the study show that by applying the project-based learning model, student learning outcomes increase, as can be seen from the changes in the mastery of classical learning from 14.7% to 79.41%.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134243556","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 determine results of tests of conceptual understanding and communicatio skills with the TTW learning strategy conducted in class VIII of MTs Al Ikhlas Beringin Private. In this study, researcher used a qualitative descriptive type of research. In this study, data was collected by administering tests, by distributing test tests in the form of essay questions on cubes and blocks to 30 students in class 8-B of Al Ikhlas Beringin Private MTs in even semester of the school year. 2022/2023. After that, the results of each student's answer were classified for each indicator in understanding the concept and mathematical communication ability to be achieved as well as being used as a sample consisting of 6 students from the concept understanding test and 6 students from the student's mathematical communication ability test. The assessment is carried out by means of reduction, presentation of data and drawing conclusions. From the results of the analysis obtained, it can be concluded that the TTW learning strategy is carried out in class 8 MTs Al Ikhlas Beringin has a good effect because the average student score on the test of understanding concepts and students' mathematical communication skills is quite good.
本研究的目的是确定概念理解和沟通技巧的测试结果与TTW学习策略在八班进行的MTs Ikhlas Beringin Private。在本研究中，研究者采用了定性描述性的研究方法。在本研究中，通过管理测试收集数据，通过在学年的两个学期中，以立方体和方块的作文形式分发测试试卷给Al Ikhlas Beringin私立MTs 8-B班的30名学生。2022/2023。之后，对每个学生的回答结果进行分类，对要达到的概念理解和数学沟通能力的各个指标进行分类，并以6名学生的概念理解测试和6名学生的数学沟通能力测试作为样本。评估是通过减少、提供数据和得出结论的方式进行的。从所得到的分析结果可以看出，在8班MTs Al Ikhlas Beringin中实施的TTW学习策略效果很好，因为学生在理解概念和学生数学沟通能力测试中的平均成绩都很好。
{"title":"Analisis pemahaman konsep dan kemampuan komunikasi matematis siswa dengan strategi pembelajaran think-talk-write","authors":"Dian Ika Lestari, Nurdalilah Nurdalilah","doi":"10.34007/jdm.v4i2.1846","DOIUrl":"https://doi.org/10.34007/jdm.v4i2.1846","url":null,"abstract":"This study aims determine results of tests of conceptual understanding and communicatio skills with the TTW learning strategy conducted in class VIII of MTs Al Ikhlas Beringin Private. In this study, researcher used a qualitative descriptive type of research. In this study, data was collected by administering tests, by distributing test tests in the form of essay questions on cubes and blocks to 30 students in class 8-B of Al Ikhlas Beringin Private MTs in even semester of the school year. 2022/2023. After that, the results of each student's answer were classified for each indicator in understanding the concept and mathematical communication ability to be achieved as well as being used as a sample consisting of 6 students from the concept understanding test and 6 students from the student's mathematical communication ability test. The assessment is carried out by means of reduction, presentation of data and drawing conclusions. From the results of the analysis obtained, it can be concluded that the TTW learning strategy is carried out in class 8 MTs Al Ikhlas Beringin has a good effect because the average student score on the test of understanding concepts and students' mathematical communication skills is quite good.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121206904","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}
One of the learning models that can be applied in the 2013 curriculum is the inquiry learning model. By using the inquiry learning model which can build student activity in participating in mathematics learning, it is very necessary in inquiry learning so that mathematics can become a fun lesson. The same thing is also based on observations at the Mawaridussalam Islamic boarding school Batang Kuis showing that educators have carried out for one semester using the Inquiry Based Learning model. However, students experience difficulties in learning Mathematics. This is caused by differences in student learning outcomes with students' understanding abilities. The method used in this research is qualitative method. In this study, the subjects were all VII-C class students at the Mawaridussalam Islamic Boarding School for the 2022/2023 academic year with a total of 25 students. This research uses a descriptive method by describing students' difficulties in learning mathematics using the Inquiry Based Learning model in class VII-C of the Mawaridussalam Islamic Boarding School in the 2022/2023 academic year. The results of the study indicate that there are several difficulties faced by students in learning mathematics in using the inquiry learning model at the Mawaridussalam Islamic boarding school, namely: (1) technical difficulties, including the learning process which is carried out in a long way (2) students' adaptation difficulties, including feeling bored, embarrassed to ask friends, and difficult to understand learning (3) difficulties in the condition of the teacher, including the lack of preparation in lesson planning.
{"title":"Analisis kesulitan siswa dalam pembelajaran matematika menggunakan model pembelajaran inkuiri","authors":"Intan Khadijah Simatupang, Suci Dahlya Narpila","doi":"10.34007/jdm.v4i2.1867","DOIUrl":"https://doi.org/10.34007/jdm.v4i2.1867","url":null,"abstract":"One of the learning models that can be applied in the 2013 curriculum is the inquiry learning model. By using the inquiry learning model which can build student activity in participating in mathematics learning, it is very necessary in inquiry learning so that mathematics can become a fun lesson. The same thing is also based on observations at the Mawaridussalam Islamic boarding school Batang Kuis showing that educators have carried out for one semester using the Inquiry Based Learning model. However, students experience difficulties in learning Mathematics. This is caused by differences in student learning outcomes with students' understanding abilities. The method used in this research is qualitative method. In this study, the subjects were all VII-C class students at the Mawaridussalam Islamic Boarding School for the 2022/2023 academic year with a total of 25 students. This research uses a descriptive method by describing students' difficulties in learning mathematics using the Inquiry Based Learning model in class VII-C of the Mawaridussalam Islamic Boarding School in the 2022/2023 academic year. The results of the study indicate that there are several difficulties faced by students in learning mathematics in using the inquiry learning model at the Mawaridussalam Islamic boarding school, namely: (1) technical difficulties, including the learning process which is carried out in a long way (2) students' adaptation difficulties, including feeling bored, embarrassed to ask friends, and difficult to understand learning (3) difficulties in the condition of the teacher, including the lack of preparation in lesson planning.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122664459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to describe the analysis of knowledge to be taught on limit of function. This research is part of the didactic transposition research on the concept of limit of function which consists of four stages. Qualitative research with descriptive method is used in this study. The target is a differential calculus course taught in the first semester at a university in Aceh. Data collection techniques consist of documentation studies and unstructured interviews. Analysis of calculus text book documents, especially on limit functions, was carried out using a praxeology approach. The results of the analysis show that the description of the differential calculus course contains material on the real number system, functions and graphs, limits of functions, continuity of functions, derivatives of functions, and applications of derivatives. This is different from the presentation of material in RPS which is compiled by a team of lecturers supporting differential calculus courses. For presentation of material in calculus textbooks, the concept of the limit of a function begins with an intuitive or informal introduction to the concept. Several cases are given to deepen the concept of limits through graphs, analytics, and numbers.
{"title":"Studi didactic transposition: Eksplorasi knowledge to be taught pada limit fungsi","authors":"Rini Sulastri","doi":"10.34007/jdm.v4i2.1903","DOIUrl":"https://doi.org/10.34007/jdm.v4i2.1903","url":null,"abstract":"The purpose of this research is to describe the analysis of knowledge to be taught on limit of function. This research is part of the didactic transposition research on the concept of limit of function which consists of four stages. Qualitative research with descriptive method is used in this study. The target is a differential calculus course taught in the first semester at a university in Aceh. Data collection techniques consist of documentation studies and unstructured interviews. Analysis of calculus text book documents, especially on limit functions, was carried out using a praxeology approach. The results of the analysis show that the description of the differential calculus course contains material on the real number system, functions and graphs, limits of functions, continuity of functions, derivatives of functions, and applications of derivatives. This is different from the presentation of material in RPS which is compiled by a team of lecturers supporting differential calculus courses. For presentation of material in calculus textbooks, the concept of the limit of a function begins with an intuitive or informal introduction to the concept. Several cases are given to deepen the concept of limits through graphs, analytics, and numbers.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"58 43","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113957396","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 is one of the mathematical skills needed by students and plays an important role in helping them achieve conceptual understanding in learning mathematics. On the other hand, self-efficacy is also important because it relates to a person's belief in his ability to complete a task or achieve a goal. Based on this, this study aims to examine the relationship between self-efficacy and problem-solving abilities. To achieve the research objectives, the quantitative correlational method was used in this study. Data collection used a survey method to obtain data self-efficacy and students' mathematical problem-solving abilities. Data analysis was performed using inferential statistical analysis to prove the research hypothesis. Hypothesis testing includes analysis of correlation, regression, and coefficients of determination. Based on the results of the study, it can be concluded that there is a moderately positive relationship between self-efficacy and problem-solving abilities. where self-efficacy contributes to problem-solving abilities by 27.8%.
{"title":"Kemampuan pemecahan masalah matematis ditinjau dari self-efficacy: Studi korelasional","authors":"Fitry Wahyuni, Muhammad Daut Siagian, A. Fatimah","doi":"10.34007/jdm.v4i2.1902","DOIUrl":"https://doi.org/10.34007/jdm.v4i2.1902","url":null,"abstract":"Problem-solving is one of the mathematical skills needed by students and plays an important role in helping them achieve conceptual understanding in learning mathematics. On the other hand, self-efficacy is also important because it relates to a person's belief in his ability to complete a task or achieve a goal. Based on this, this study aims to examine the relationship between self-efficacy and problem-solving abilities. To achieve the research objectives, the quantitative correlational method was used in this study. Data collection used a survey method to obtain data self-efficacy and students' mathematical problem-solving abilities. Data analysis was performed using inferential statistical analysis to prove the research hypothesis. Hypothesis testing includes analysis of correlation, regression, and coefficients of determination. Based on the results of the study, it can be concluded that there is a moderately positive relationship between self-efficacy and problem-solving abilities. where self-efficacy contributes to problem-solving abilities by 27.8%.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128439952","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 was conducted with the aim of investigating and exploring students' ways of thinking (WoT) in solving non-routine number pattern problems. This study used a qualitative method with a hermeneutic phenomenological approach with grade 8 students at a junior high school in Banda Aceh. To achieve the research objectives, data collection was carried out using a written test instrument with a number pattern on a 4-digit palindrome, structured documentation, and clinical interviews. The results of the study show that students' WoT in solving non-routine number pattern problems is that there are four approaches used in solving non-routine problems, namely: first, determining the special case; second, determining the pattern; third, using a mathematical model; and fourth, using a similar problem. The subject of critical reflection uses the three WoTs above except for using similar problems. The subject of explicit reflection uses the three approaches above except for using a mathematical model. While Subjects who cannot solve the problem only use the strategy of identifying special cases. Another finding is that the subject of critical reflection tends to use different strategies from those given by the teacher, is unique, and gives reasons for algebraic forms. In contrast, explicit reflection subjects tend to be less flexible in using strategies and tend to use inductive or arithmetic reasons. To support students in their ability to pattern and think algebraically, teachers must accustom students to solving non-routine mathematical problems in various contexts of learning by using number patterns.
{"title":"Ways of thinking siswa dalam menyelesaikan masalah pola bilangan non rutin: Suatu penelitian fenomenologi hermeneutik","authors":"Aiyub Aiyub","doi":"10.34007/jdm.v4i2.1851","DOIUrl":"https://doi.org/10.34007/jdm.v4i2.1851","url":null,"abstract":"This study was conducted with the aim of investigating and exploring students' ways of thinking (WoT) in solving non-routine number pattern problems. This study used a qualitative method with a hermeneutic phenomenological approach with grade 8 students at a junior high school in Banda Aceh. To achieve the research objectives, data collection was carried out using a written test instrument with a number pattern on a 4-digit palindrome, structured documentation, and clinical interviews. The results of the study show that students' WoT in solving non-routine number pattern problems is that there are four approaches used in solving non-routine problems, namely: first, determining the special case; second, determining the pattern; third, using a mathematical model; and fourth, using a similar problem. The subject of critical reflection uses the three WoTs above except for using similar problems. The subject of explicit reflection uses the three approaches above except for using a mathematical model. While Subjects who cannot solve the problem only use the strategy of identifying special cases. Another finding is that the subject of critical reflection tends to use different strategies from those given by the teacher, is unique, and gives reasons for algebraic forms. In contrast, explicit reflection subjects tend to be less flexible in using strategies and tend to use inductive or arithmetic reasons. To support students in their ability to pattern and think algebraically, teachers must accustom students to solving non-routine mathematical problems in various contexts of learning by using number patterns.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"2014 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127481051","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. Hariyani, Herawati Herawati, Melly Andriani, S. Suherman
This study described students' learning obstacles in understanding fraction concepts at elementary schools during online learning. The subject was 38 person of fifth-grade students of elementary schools in Bandung and Pekanbaru, Indonesia. In this study, data was collecting through tests, interviews, and curriculum documents. The data was analyzed by reducing, presenting, and making conclusions. The results show that students faced three learning obstacles: ontogenic, epistemological, and didactical. The ontogenic obstacle is caused by students' inability to understand that the fraction parts must be the same. The epistemological obstacle is an obstacle caused by the inability of students to understand the equivalence of fractions. The didactical obstacle is caused by the teaching material presented had not introduced the concept of fractions comprehensively, so the students cannot interpret fractions ultimately.
{"title":"Students’ learning obstacles in understanding of fraction concept during online learning","authors":"M. Hariyani, Herawati Herawati, Melly Andriani, S. Suherman","doi":"10.34007/jdm.v4i2.1849","DOIUrl":"https://doi.org/10.34007/jdm.v4i2.1849","url":null,"abstract":"This study described students' learning obstacles in understanding fraction concepts at elementary schools during online learning. The subject was 38 person of fifth-grade students of elementary schools in Bandung and Pekanbaru, Indonesia. In this study, data was collecting through tests, interviews, and curriculum documents. The data was analyzed by reducing, presenting, and making conclusions. The results show that students faced three learning obstacles: ontogenic, epistemological, and didactical. The ontogenic obstacle is caused by students' inability to understand that the fraction parts must be the same. The epistemological obstacle is an obstacle caused by the inability of students to understand the equivalence of fractions. The didactical obstacle is caused by the teaching material presented had not introduced the concept of fractions comprehensively, so the students cannot interpret fractions ultimately.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132978848","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 effect of the problem-solving model on independence and achievement in learning mathematics in the material of addition and subtraction of integers using the column pattern method for class VII students of SMP Taman Siswa Medan. This research is quantitative research, with an ex-post facto approach. The population used in this study were all grade VII students of SMP Taman Siswa Medan, with a purposive sampling technique used, so that the total sample was 41 respondents. Based on the research results, the average learning achievement score is 58. The mode value is 32, indicating that the acquisition value for the ability to understand with the greatest frequency is 32. The Problem-Solving Learning Model and independent learning simultaneously affect the mathematics learning achievement of class VII junior high school students by (R2 = 0.53) or 53%. The Problem-Solving Learning Model of students has a positive effect on the learning achievement of students in class VII junior high school mathematics. The independence of student learning has a positive effect on the mathematics achievement of class VII junior high school students.
{"title":"Pengaruh problem solving terhadap kemandirian dan prestasi belajar matematika pada operasi bilangan bulat menggunakan metode kolom polamatika","authors":"Nurainun Nurainun, Cut Latifah Zahari","doi":"10.34007/jdm.v4i1.1622","DOIUrl":"https://doi.org/10.34007/jdm.v4i1.1622","url":null,"abstract":"This study aims to analyze the effect of the problem-solving model on independence and achievement in learning mathematics in the material of addition and subtraction of integers using the column pattern method for class VII students of SMP Taman Siswa Medan. This research is quantitative research, with an ex-post facto approach. The population used in this study were all grade VII students of SMP Taman Siswa Medan, with a purposive sampling technique used, so that the total sample was 41 respondents. Based on the research results, the average learning achievement score is 58. The mode value is 32, indicating that the acquisition value for the ability to understand with the greatest frequency is 32. The Problem-Solving Learning Model and independent learning simultaneously affect the mathematics learning achievement of class VII junior high school students by (R2 = 0.53) or 53%. The Problem-Solving Learning Model of students has a positive effect on the learning achievement of students in class VII junior high school mathematics. The independence of student learning has a positive effect on the mathematics achievement of class VII junior high school students.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130665946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to analyze the effect of creative thinking skills and problem-solving abilities in terms of auditory, visual and kinesthetic student learning styles. This research was conducted with a quantitative approach using a comparative descriptive method. Research data obtained by using descriptive and inferential data analysis. The research population was class XI students of SMK Negeri 1 Kisaran with a total of 340 students. The sampling technique used purposive sampling with a sample of 78 students. The instrument used a student learning style questionnaire with 39 questions, 5 questions about the ability to think creatively mathematically, and 5 questions about problem solving ability. The data analysis technique used in this study used multivariate analysis with the MANOVA test. The results of data analysis show that there is a significant influence of learning styles on creative thinking skills and problem-solving abilities of 57.1%. This means that students' learning styles, namely visual, auditory and kinesthetic learning styles significantly affect students' creative thinking abilities and students' problem-solving abilities.
本研究的目的是分析创造性思维技能和问题解决能力对听觉、视觉和动觉学生学习风格的影响。本研究采用比较描述性的定量方法进行。研究数据采用描述性和推断性数据分析获得。研究人群为SMK Negeri 1 Kisaran的11年级学生，共340名学生。抽样方法采用目的性抽样，共抽样78名学生。该仪器使用了一份学生学习风格问卷，共有39个问题，其中5个问题是关于创造性数学思维的能力，5个问题是关于解决问题的能力。本研究使用的数据分析技术采用多元分析和方差分析检验。数据分析结果显示，学习风格对创造性思维能力和问题解决能力的影响显著(57.1%)。这意味着学生的学习风格，即视觉、听觉和动觉学习风格显著影响学生的创造性思维能力和学生的问题解决能力。
{"title":"Pengaruh kemampuan berpikir kreatif dan pemecahan masalah ditinjau dari gaya belajar siswa","authors":"Theresia Irnawaty Samosir, Madyunus Salayan","doi":"10.34007/jdm.v4i1.1621","DOIUrl":"https://doi.org/10.34007/jdm.v4i1.1621","url":null,"abstract":"The purpose of this study was to analyze the effect of creative thinking skills and problem-solving abilities in terms of auditory, visual and kinesthetic student learning styles. This research was conducted with a quantitative approach using a comparative descriptive method. Research data obtained by using descriptive and inferential data analysis. The research population was class XI students of SMK Negeri 1 Kisaran with a total of 340 students. The sampling technique used purposive sampling with a sample of 78 students. The instrument used a student learning style questionnaire with 39 questions, 5 questions about the ability to think creatively mathematically, and 5 questions about problem solving ability. The data analysis technique used in this study used multivariate analysis with the MANOVA test. The results of data analysis show that there is a significant influence of learning styles on creative thinking skills and problem-solving abilities of 57.1%. This means that students' learning styles, namely visual, auditory and kinesthetic learning styles significantly affect students' creative thinking abilities and students' problem-solving abilities.","PeriodicalId":348494,"journal":{"name":"Journal of Didactic Mathematics","volume":"462 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115624841","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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