Institutional assessments of quantitative literacy/reasoning (QL/QR) have been extensively tested and reported in the literature. While appropriate for measuring student learning at the programmatic or institutional level, such instruments were not designed for classroom grading. After modifying a widely accepted institutional rubric designed to assess QR in written arguments, the current mixed method study tested the reliability of two QR analytic grading rubrics for written arguments and explored students’ reactions to the grading tools. Undergraduate students enrolled in a business course (N = 59) participated. A total of 415 QR artifacts from 40 students were assessed; an additional 19 students provided feedback about the grading tools. A new QR writing rubric included three main criteria (numerical evidence, conclusions, and writing), while a second rubric added a fourth criterion for assignments with data visualization. After two coders rated students’ QR assignments, data analysis found both new QR rubrics had good reliability. Cohen’s kappa found the study’s raters had substantial agreement on all rubric criteria (κ = 0.69 to 0.80). Both the QR writing (α = 0.861) and data visualization (α = 0.859) grading rubrics also had good internal consistency. When asked to provide feedback about the new grading tools, 89% of students shared positive comments, reporting the rubrics clarified assignment expectations, improved their performance, and facilitated the writing process. This paper proposes slight modifications to the phrasing of the new rubrics’ writing criterion, discusses best practices for use of rubrics in QR classrooms, and recommends future research.
{"title":"Focused on Pedagogy: QR Grading Rubrics for Written Arguments","authors":"Ruby Daniels, Kathryn Appenzeller Knowles, Emily Naasz, Amanda Lindner","doi":"10.5038/1936-4660.16.1.1431","DOIUrl":"https://doi.org/10.5038/1936-4660.16.1.1431","url":null,"abstract":"Institutional assessments of quantitative literacy/reasoning (QL/QR) have been extensively tested and reported in the literature. While appropriate for measuring student learning at the programmatic or institutional level, such instruments were not designed for classroom grading. After modifying a widely accepted institutional rubric designed to assess QR in written arguments, the current mixed method study tested the reliability of two QR analytic grading rubrics for written arguments and explored students’ reactions to the grading tools. Undergraduate students enrolled in a business course (N = 59) participated. A total of 415 QR artifacts from 40 students were assessed; an additional 19 students provided feedback about the grading tools. A new QR writing rubric included three main criteria (numerical evidence, conclusions, and writing), while a second rubric added a fourth criterion for assignments with data visualization. After two coders rated students’ QR assignments, data analysis found both new QR rubrics had good reliability. Cohen’s kappa found the study’s raters had substantial agreement on all rubric criteria (κ = 0.69 to 0.80). Both the QR writing (α = 0.861) and data visualization (α = 0.859) grading rubrics also had good internal consistency. When asked to provide feedback about the new grading tools, 89% of students shared positive comments, reporting the rubrics clarified assignment expectations, improved their performance, and facilitated the writing process. This paper proposes slight modifications to the phrasing of the new rubrics’ writing criterion, discusses best practices for use of rubrics in QR classrooms, and recommends future research.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70471841","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 : 2023-01-01DOI: 10.5038/1936-4660.16.1.1428
Jane E Miller
Students often believe that statistical significance is the only determinant of whether a quantitative result is “important.” In this paper, I review traditional null hypothesis statistical testing to identify what questions inferential statistics can and cannot answer, including statistical significance, effect size and direction, causality, generalizability, and changeability of the independent variable. I illustrate these issues with examples from an empirical study of the association between how much time teenagers spent playing video games and time spent reading. I describe how study design and context determine each of those aspects of “importance,” and close by summarizing how to provide a holistic view of importance when writing about a quantitative analysis. I also include exercises to guide students through applying these concepts to articles in newspapers and scholarly journals.
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Pub Date : 2023-01-01DOI: 10.5038/1936-4660.16.1.1433
Jena Barchas-Lichtenstein
Making Numbers Count: The Art and Science of Communicating Numbers (2022), by Chip Heath and Karla Starr, is a practical guide to developing number sense. Full of useful tips and tricks, the book ends on a philosophical note that invites us to contemplate why each of us is simultaneously good and bad with numbers. The writing style is enjoyable, especially for a reference book, and it could generate fruitful conversation in numeracy courses as well as writing courses across disciplines and professions.
{"title":"How to Become a Numbers Person: Review of Making Numbers Count, by Chip Heath and Karla Starr (2022)","authors":"Jena Barchas-Lichtenstein","doi":"10.5038/1936-4660.16.1.1433","DOIUrl":"https://doi.org/10.5038/1936-4660.16.1.1433","url":null,"abstract":"Making Numbers Count: The Art and Science of Communicating Numbers (2022), by Chip Heath and Karla Starr, is a practical guide to developing number sense. Full of useful tips and tricks, the book ends on a philosophical note that invites us to contemplate why each of us is simultaneously good and bad with numbers. The writing style is enjoyable, especially for a reference book, and it could generate fruitful conversation in numeracy courses as well as writing courses across disciplines and professions.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70471973","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 : 2022-12-14DOI: 10.46244/numeracy.v9i2.1891
Nuraina Nuraina, Muliana Muliana, Mursalin Mursalin, Mila Kartika Sari Bangun, U. Rahayu
The failure of students in studying complex analysis courses is based on student learning habits that only focus on memorizing concepts from the material studied without understanding it properly, and lack of motivation to repeat the material that has been studied. The teaching materials used in this course are textbooks. However, the textbook used still does not contain activities for students' mathematical reasoning abilities, students cannot learn independently from the book, because the material presented is difficult to understand, even lecturers who teach this complex analysis course have to redesign the material, writing in written form. hand is then given to the student. One effort that could be to improve students' mathematical reasoning abilities is to facilitate learning resources with supporting teaching materials. In this study, teaching materials will be designed based on mathematical reasoning activities using the Missauri Mathematical Project (MMP) learning model. The research method used in this research is the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) development model. The development of complex analysis textbooks based on reasoning activities using the Missauri Mathematical Project learning model is feasible to be developed with the percentage of assessment by media expert validators obtained an average score of 91.79% in the "very valid" categories, and media expert validators obtained the average score. a score of 88.62% with the "very valid" categories. The results of the small group validation obtained a score of 83.5% with the "very valid" criteria. The results of the large group trial obtained a score of 85.5% with the "very practical" criteria. Abstrak Salah satu kendala dalam mata kuliah analisis kompleks adalah kegagalan mahasiswa dalam mempelajari materi yang disebabkan oleh kebiasaan belajar mahasiswa yang hanya terfokus untuk menghafal konsep dari materi yang diajarkan tanpa memahaminya secara mendalam, serta kurangnya motivasi untuk mengkaji ulang materi yang telah dipelajari. Sumber utama yang digunakan sebagai bahan ajar pada mata kuliah ini yaitu buku paket. Namun, buku paket yang digunakan masih belum memuat aktivitas kemampuan penalaran matematis mahasiswa, mahasiswa tidak bisa belajar secara mandiri dari buku tersebut, karena materi yang disajikan sulit untuk dipahami, bahkan dosen yang mengajarkan mata kuliah analisis kompleks ini harus mendesain ulang materinya, menulis dengan tulisan tangan kemudian diberikan kepada mahasiswa. Salah satu usaha yang bisa dilakukan untuk meningkatkan kemampuan penalaran matematis mahasiswa adalah dengan memfasilitasi sumber belajar dengan bahan ajar yang mendukung. Dalam penelitian pengembangan ini, bahan ajar akan disusun dengan berbasis aktivitas penalaran matematis menggunakan model pembelajaran missauri mathematic project. Metode penelitian yang dipakai dalam penelitian ini yaitu model pengembangan analysis, design, deve
学生学习复杂分析课程失败的原因是学生的学习习惯，只注重记忆学习材料中的概念，而没有正确理解它，缺乏重复学习材料的动力。本课程使用的教材为教科书。然而，所使用的教科书仍然没有包含学生数学推理能力的活动，学生不能独立地从书中学习，因为所呈现的材料很难理解，甚至教授这门复杂分析课程的讲师也不得不重新设计材料，以书面形式书写。然后将手递给学生。提高学生数学推理能力的一种方法是为学习资源提供辅助教材。本研究将使用Missauri mathematical Project (MMP)学习模式，以数学推理活动为基础设计教材。本研究采用的研究方法是分析、设计、开发、实施和评估(ADDIE)开发模型。利用Missauri数学项目学习模型开发基于推理活动的复杂分析类教材是可行的，媒体专家验证者的评价百分比在“非常有效”类别中平均得分为91.79%，媒体专家验证者的平均得分为91.79%。“非常有效”类别的得分为88.62%。小组验证的结果以“非常有效”标准获得了83.5%的分数。大组试验的结果以“非常实用”的标准获得了85.5%的分数。摘要:Salah satu kendala dalam mata kulaji分析，kompleks adalah kegagalan mahasiswa dalam mempelaji材料，yang disebaban, oleh kebiasan belaji, mahasiswa yang hanya, konsep dari materi yang diajarkan, tanpa memhaminya secara mendalam, serta kurangnya motivasi untuk mengkaji ulang materi yang telah dipelaji。Sumber utama yang digunakan sebagai bahan ajar pada mata kuliah ini yitu buku paket。Namun, buku paket yang digunakan masikan mahasiswa, mahasiswa tijak belajar secara mandiri dari buku tersebut, karena materi yang disajikan suit untuk dihami, bakan dosen yang mengajarkan mata kuliah分析kompleks ini harus mendesain ulang materinya, menulis dengan tulisan tangan kemudian diberikan kepaada mahasiswa。Salah satu usaha yang bisa dilakukan untuk meningkatkan kemapan penalaran matmatatis mahasiswa adalah dengan memfasilitasi number belajar dengan bahan ajar yang mendukung。dam penelitian pengembangan ini, bahan ajar akan dissusan dengan基础活动，penelakan数学模型，penbelajan missauri数学项目。方法penentitian yang dipakai dalam penentitian ini yitu模型penenbangan分析，设计，开发，实施和评估。penembangan buku ajar分析kompleks基础活动、penlaran和menggunakan模型、penbelajan和missauri数学项目layak dikembangkan dengan表示、penelan oleh验证器ahli media diperoleh skor -rata sebesar 91、79%的denan判别标准“sangat有效”、dan验证器ahli media didapat hasil skor -rata sebesar 88、62%的denan判别标准“sangat有效”。Hasil validasi kelompok kecil didapat nilai sebesar 83,5% denan标准“sangat valid”。Hasil uji coba kelompok besar didapat nilai sebesar 85,5%登根标准“sangat praktis”。
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Mathematics is a basic science that is widely used in various aspects of life. However, in learning mathematics in schools there are still many students who have difficulty learning mathematics. The purpose of this study is to (1) describe the difficulties experienced by students in solving math problems in the composition function material for class X MA Al-Muayyad Surakarta (2) to describe the factors causing difficulties in learning mathematics in the composition function material for class X MA Al-Muayyad Surakarta. . The subjects of this study were determined by purposive sampling technique, namely 3 students of class X IPS MA Al-Muayyad Surakarta with high mathematical abilities. This research is a descriptive qualitative research with data collection techniques based on the method of tests, interviews, and documentation. Data validation was carried out by time triangulation, namely by comparing the first and second test data. The data analysis technique used is data reduction, data presentation, and conclusion. The results of the study show that the difficulties felt by students in solving composition function questions include, (1) Difficulty carrying out problem solving and (2) Difficulty checking again. Factors that cause students' learning difficulties are internal factors consisting of: (1) lack of understanding of the material, (2) lack of accuracy in doing (3) lack of accuracy in counting (4) students feel confident in their answers, and (5) students forget and don't used to rechecking. Meanwhile, the external factor causing the difficulty is the non-conducive environment that affects the students' concentration. Abstrak Matematika ialah ilmu dasar yang digunakan secara luas pada berbagai aspek kehidupan. Akan tetapi pada pembelajaran matematika di sekolah masih banyak siswa yang mengalami kesulitan mempelajari matematika. Tujuan penelitian ini yaitu untuk (1) mendeskripsikan kesulitan yang dialami oleh siswa pada penyelesaian soal matematika pada materi fungsi komposisi kelas X MA Al-Muayyad Surakarta (2) Untuk mendeskripsikan faktor penyebab kesulitan belajar matematika pada materi fungi komposisi kelas X MA Al-Muayyad Surakarta. Subjek penelitian ini ditentukan dengan teknik purposive sampling yakni 3 siswa kelas X IPS MA Al-Muayyad Surakarta dengan kemampuan matematika tinggi. Penelitian ini adalah penelitian deskriptif kualitatif dengan teknik pengumpulan data berdasarkan metode tes, wawancara, serta dokumentasi. Validasi data dilaksanakan dengan triangulasi waktu yaitu dengan membandingkan data tes pertama dan kedua. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan menyimpulkan. Hasil penelitian memperlihatkan bahwasanya kesulitan yang dirasakan siswa pada penyelesaian soal fungsi komposisi meliputi, (1) Kesulitan melaksanakan pemecahan masalah dan (2) Kesulitan memeriksa kembali. Faktor penyebab kesulitan belajar siswa ialah faktor internal yang terdiri dari: (1) kurangnya pemahaman materi, (2) k
数学是一门基础科学，广泛应用于生活的各个方面。然而，在学校的数学学习中，仍然有很多学生在数学学习上有困难。本研究的目的是(1)描述学生在解决《X MA Al-Muayyad Surakarta》课堂上的数学问题时所遇到的困难(2)描述导致学生在《X MA Al-Muayyad Surakarta》课堂上学习数学困难的因素。本研究采用目的抽样方法确定研究对象，即3名具有较高数学能力的IPS MA Al-Muayyad Surakarta班学生。本研究是一项描述性定性研究，采用基于测试、访谈和文献的方法收集数据。通过时间三角剖分，即通过比较第一次和第二次试验数据进行数据验证。使用的数据分析技术是数据简化、数据表示和结论。研究结果表明，学生在解题时感受到的困难包括:(1)解题难，(2)复核难。造成学生学习困难的因素是内部因素，包括:(1)对材料缺乏理解;(2)做的不够准确;(3)计数不够准确;(4)学生对自己的答案缺乏信心;(5)学生忘记和不习惯重复检查。同时，造成学习困难的外部因素是影响学生注意力集中的不利环境。【摘要】matmatatika ialah将会是一个非常好的例子。Akan tetapi pagada pembelajajan matmatatika di sekolah masiah banyak siswa yang mengalami kesulitan mempelajaji matmatatika。Tujuan penelitian ini yitu untuk (1) mendeskripsikan kesulitan yang dialami oleh siswa pada penyelesaian soal matematika pada materii fungsi komposisi kelas X MA Al-Muayyad Surakarta (2) untuk mendeskripsikan factor for penyebab kesulitan belajar matematika pada materii fungi komposisi kelas X MA Al-Muayyad Surakarta。题目:penelitian ini diententukan dengan teknik目的取样yakni 3 siswa kelas X IPS MA Al-Muayyad Surakarta dengan kemuman matmatatika tingi。Penelitian ini adalah . Penelitian deskririf .质量分析和技术分析。验证数据dilaksanakan dengan三角，waktu yitu dengan成员，数据perama dan kedua。泰克分析数据杨迪纳纳坎数据阿达拉赫鲁兹数据，彭亚健数据，丹门尼普坎。Hasil penelitian memperlihatkan bahwasanya kesulitan yang dirasakan siswa padpenyelesaian soal fungsi komposisi meliputi， (1) kesulitan melaksanakan pemecahan masalah dan (2) kesulitan memeriksa kembali。Faktor penyebab kesulitan belajar siswa ialah Faktor internal yang terdiri dari:(1) kurangnya pemahaman materi， (2) kurangnya ketelitian dalam mengerjakan (3) kurangnya ketelitian dalam menghitung (4) siswa merasa yakin akan jawabannya, dan (5) siswa lupa dan tidak terbiasa memerika kembali。世当坎，北岸，北岸，北岸，北岸，北岸，北岸，北岸，北岸，北岸，北岸，北岸，北岸。
{"title":"ANALISIS KESULITAN BELAJAR MATEMATIKA PADA SISWA KELAS X MA AL-MUAYYAD SURAKARTA TAHUN AJARAN 2021/2022","authors":"Dyah Meiatun, Djatmiko Hidajat, Krisdianto Hadipraseyo","doi":"10.46244/numeracy.v9i2.1819","DOIUrl":"https://doi.org/10.46244/numeracy.v9i2.1819","url":null,"abstract":"Mathematics is a basic science that is widely used in various aspects of life. However, in learning mathematics in schools there are still many students who have difficulty learning mathematics. The purpose of this study is to (1) describe the difficulties experienced by students in solving math problems in the composition function material for class X MA Al-Muayyad Surakarta (2) to describe the factors causing difficulties in learning mathematics in the composition function material for class X MA Al-Muayyad Surakarta. . The subjects of this study were determined by purposive sampling technique, namely 3 students of class X IPS MA Al-Muayyad Surakarta with high mathematical abilities. This research is a descriptive qualitative research with data collection techniques based on the method of tests, interviews, and documentation. Data validation was carried out by time triangulation, namely by comparing the first and second test data. The data analysis technique used is data reduction, data presentation, and conclusion. The results of the study show that the difficulties felt by students in solving composition function questions include, (1) Difficulty carrying out problem solving and (2) Difficulty checking again. Factors that cause students' learning difficulties are internal factors consisting of: (1) lack of understanding of the material, (2) lack of accuracy in doing (3) lack of accuracy in counting (4) students feel confident in their answers, and (5) students forget and don't used to rechecking. Meanwhile, the external factor causing the difficulty is the non-conducive environment that affects the students' concentration. \u0000Abstrak \u0000Matematika ialah ilmu dasar yang digunakan secara luas pada berbagai aspek kehidupan. Akan tetapi pada pembelajaran matematika di sekolah masih banyak siswa yang mengalami kesulitan mempelajari matematika. Tujuan penelitian ini yaitu untuk (1) mendeskripsikan kesulitan yang dialami oleh siswa pada penyelesaian soal matematika pada materi fungsi komposisi kelas X MA Al-Muayyad Surakarta (2) Untuk mendeskripsikan faktor penyebab kesulitan belajar matematika pada materi fungi komposisi kelas X MA Al-Muayyad Surakarta. Subjek penelitian ini ditentukan dengan teknik purposive sampling yakni 3 siswa kelas X IPS MA Al-Muayyad Surakarta dengan kemampuan matematika tinggi. Penelitian ini adalah penelitian deskriptif kualitatif dengan teknik pengumpulan data berdasarkan metode tes, wawancara, serta dokumentasi. Validasi data dilaksanakan dengan triangulasi waktu yaitu dengan membandingkan data tes pertama dan kedua. Teknik analisis data yang digunakan adalah reduksi data, penyajian data, dan menyimpulkan. Hasil penelitian memperlihatkan bahwasanya kesulitan yang dirasakan siswa pada penyelesaian soal fungsi komposisi meliputi, (1) Kesulitan melaksanakan pemecahan masalah dan (2) Kesulitan memeriksa kembali. Faktor penyebab kesulitan belajar siswa ialah faktor internal yang terdiri dari: (1) kurangnya pemahaman materi, (2) k","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43088637","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 : 2022-12-14DOI: 10.46244/numeracy.v9i2.1790
Mawarni Amelia, Yuli Fitrianti, Riza Agustiani
This study aims to examine the level of students' critical thinking skills after the guided discovery model was applied. The type of research in this study is a qualitative development research using stages: preparation, implementation and completion. Data collection techniques in this study were observation, tests, and interviews. Observation was used to observe students during the learning process using the guided discovery model, the test was used to determine the level of students' critical thinking skills after the guided discovery learning model was applied, and interviews were used to confirm the test results obtained by the students. The subjects in this study were class VIII SMP Negeri 40 Palembang with a total of 6 students. Through the guided discovery learning model, the results of this study were that the students' critical thinking skills were (1) Subject S1 had high ability with the results of tests and interviews that met the five indicators of critical thinking ability and on the subject of master's degree based on the results of tests and interviews that met four indicators of ability critical thinking except for reason indicators, (2) Subject S3 had moderate ability with test and interview results that have met four indicators of critical thinking skills except reason indicators and S4 subjects based on test and interview results have met three indicators of critical thinking skills except reasons and concluded, and (3) Subject S5 and S6 had low ability in based on test results and interviews only fulfills one indicator of critical thinking ability, namely situation indicators. Abstrak Penelitian ini bertujuan untuk dapat mengkaji tingkat kemampuan berpikir kritis siswa setelah diterapkan model guided discovery. Jenis penelitian dalam penelitian ini adalah penelitian kualitatif pengembangan dengan menggunakan tahapan yaitu ada tahapan persiapan, pelaksanaan dan penyelesaian. Teknik pengumpulan data dalam penelitian ini adalah observasi, tes, dan wawancara. Observasi digunakan untuk mengamati siswa ketika berlangsungnya proses pembelajaran menggunakan model guided discovery, tes digunakan untuk mengetahui tingkat kemampuan berpikir kritis siswa setelah diterapkan model pembelajaran guided discovery, dan wawancara digunakan untuk mengkonfirmasi hasil tes yang telah diperoleh siswa. Subjek dalam penelitian ini adalah kelas VIII SMP Negeri 40 Palembang dengan jumlah siswa sebanyak 6 siswa. Melalui model pembelajaran guided discovery maka hasil penelitian ini adalah diperoleh kemampuan berpikir kritis siswa yang (1) berkemampuan tinggi pada subjek S1 dengan hasil tes dan wawancara telah memenuhi kelima indikator kemampuan berpikir kritis dan pada subjek S2 berdasarkan hasil tes dan wawancara telah memenuhi empat indikator kemampuan berpikir kritis kecuali indikator alasan, (2) berkemampuan sedang pada subjek S3 dengan hasil tes dan wawancara telah memenuhi empat indikator kemampuan berpikir kritis kecuali indikator alasan dan pa
本研究旨在检验应用引导发现模型后学生批判性思维技能的水平。本研究的研究类型是定性发展研究，分为准备、实施和完成阶段。本研究中的数据收集技术包括观察、测试和访谈。观察用于使用引导发现模型在学习过程中观察学生，测试用于确定应用引导发现学习模型后学生批判性思维技能的水平，访谈用于确认学生获得的测试结果。本研究中的受试者为第八班SMP Negeri 40 Palembang，共有6名学生。通过引导发现学习模型，本研究的结果是，学生的批判性思维能力为：（1）受试者S1在满足批判性思维能力五项指标的测试和面试结果中具有较高的能力，在硕士学位受试者中，除理性指标外，其他四项指标均满足能力批判性思维能力，（2） 受试者S3具有[UNK]调节性[UNK]，测试和面试结果满足除原因指标外的四个批判性思维技能指标，S4受试者根据测试和面试成绩满足除原因外的三个批判性思维能力指标并得出结论，（3）受试者S5和S6基于测试结果的能力较低，访谈仅满足一个批判性思维能力指标，即情境指标。这项抽象研究旨在研究学生在应用引导发现模型后的批判性思维程度。本研究中的研究类型是定性发展研究，使用的阶段是准备、实施和解决阶段。本研究中的数据收集技术包括观察、测试和访谈。观察用于使用引导发现模型在学习过程中观察学生，测试用于确定应用引导发现学习模型后学生的批判性思维程度，访谈用于确认他们获得的测试结果。这项研究的对象是高中VIII State 40 Developers，共有六名学生。通过引导发现学习模型，本研究的结果得到了以下学生的批判性思维能力：（1）在具有测试结果和访谈的受试者S1上达到了五个批判性思维指标，在具有测试成绩和访谈的被试者S2上达到了除原因指标外的四个批判性思维指数，（2） 具有测试和访谈结果的受试者S3的能力满足了除原因指标之外的四个批判性思维指标，并且具有测试和面谈结果的受检者S4的能力满足除原因和结论之外的三个批判性思维指标，（3）根据测试结果和访谈，受试者S5和S6的能力较低，只满足批判性思维的一个指标是情境指标。
{"title":"ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA MENGGUNAKAN MODEL PEMBELAJARAN GUIDED DISCOVERY","authors":"Mawarni Amelia, Yuli Fitrianti, Riza Agustiani","doi":"10.46244/numeracy.v9i2.1790","DOIUrl":"https://doi.org/10.46244/numeracy.v9i2.1790","url":null,"abstract":"This study aims to examine the level of students' critical thinking skills after the guided discovery model was applied. The type of research in this study is a qualitative development research using stages: preparation, implementation and completion. Data collection techniques in this study were observation, tests, and interviews. Observation was used to observe students during the learning process using the guided discovery model, the test was used to determine the level of students' critical thinking skills after the guided discovery learning model was applied, and interviews were used to confirm the test results obtained by the students. The subjects in this study were class VIII SMP Negeri 40 Palembang with a total of 6 students. Through the guided discovery learning model, the results of this study were that the students' critical thinking skills were (1) Subject S1 had high ability with the results of tests and interviews that met the five indicators of critical thinking ability and on the subject of master's degree based on the results of tests and interviews that met four indicators of ability critical thinking except for reason indicators, (2) Subject S3 had moderate ability with test and interview results that have met four indicators of critical thinking skills except reason indicators and S4 subjects based on test and interview results have met three indicators of critical thinking skills except reasons and concluded, and (3) Subject S5 and S6 had low ability in based on test results and interviews only fulfills one indicator of critical thinking ability, namely situation indicators. \u0000Abstrak \u0000Penelitian ini bertujuan untuk dapat mengkaji tingkat kemampuan berpikir kritis siswa setelah diterapkan model guided discovery. Jenis penelitian dalam penelitian ini adalah penelitian kualitatif pengembangan dengan menggunakan tahapan yaitu ada tahapan persiapan, pelaksanaan dan penyelesaian. Teknik pengumpulan data dalam penelitian ini adalah observasi, tes, dan wawancara. Observasi digunakan untuk mengamati siswa ketika berlangsungnya proses pembelajaran menggunakan model guided discovery, tes digunakan untuk mengetahui tingkat kemampuan berpikir kritis siswa setelah diterapkan model pembelajaran guided discovery, dan wawancara digunakan untuk mengkonfirmasi hasil tes yang telah diperoleh siswa. Subjek dalam penelitian ini adalah kelas VIII SMP Negeri 40 Palembang dengan jumlah siswa sebanyak 6 siswa. Melalui model pembelajaran guided discovery maka hasil penelitian ini adalah diperoleh kemampuan berpikir kritis siswa yang (1) berkemampuan tinggi pada subjek S1 dengan hasil tes dan wawancara telah memenuhi kelima indikator kemampuan berpikir kritis dan pada subjek S2 berdasarkan hasil tes dan wawancara telah memenuhi empat indikator kemampuan berpikir kritis kecuali indikator alasan, (2) berkemampuan sedang pada subjek S3 dengan hasil tes dan wawancara telah memenuhi empat indikator kemampuan berpikir kritis kecuali indikator alasan dan pa","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49246734","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 is to determine high school students' understanding of the concept in terms of logical-mathematical intelligence. This study's subjects were three students, one from each of three groups of students with high, medium, and low logical-mathematical intelligence. The indicators of understanding concepts used in this study are Bloom indicators of understanding concepts, namely translation, interpretation, and extrapolation with Krulik and Rudnik problem-solving procedures. This study's instruments were tests and interviews. Data analysis consists of three steps: data reduction, data presentation, and conclusion. According to the findings of the analysis, (1) students with high logical-mathematical intelligence met the three indicators of concept understanding, namely the indicators of translation, interpretation, and extrapolation, as well as the five Krulik indicators of problem-solving. (2) students with high logical-mathematical intelligence fulfilled the three indicators of concept understanding, namely indicators of translation and interpretation, with 4 of 5 indicators of problem-solving according to Krulik and Rudnik fulfilled, (3) students with low logical-mathematical intelligence fulfilled one of the three indicators of concept understanding, namely indicators of translation, with 3 of 5 indicators of problem-solving according to Krulik and Rudnik fulfille. Abstrak Penelitian ini bertujuan untuk mengetahui pemahaman konsep siswa SMA ditinjau dari kecerdasan matematis logis. Subyek dalam penelitian ini terdiri dari tiga orang siswa yang masing-masing dari kelompok siswa dengan kecerdasan matematis logis tinggi, sedang dan rendah. Indikator pemahaman konsep yang digunakan dalam penelitian ini merupakan indicator pemahaman konsep menurut Bloom, yaitu Penerjemahan (translation), Penafsiran (Interpretation), Ekstrapolasi (extrapolation) dengan prosedur pemecahan masalah menurut Krulik dan Rudnik. Instrumen yang digunakan dalam penelitian ini adalah Tes dan wawancara. Analisis data mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil analisis menyatakan bahwa (1) siswa dengan kecerdasan matematis logis tinggi memenuhi ketiga indikator pemahaman konsep yaitu indikator penerjemahan, penafsiran, dan ekstrapolasi dengan 5 indikator pemecahan masalah menurut Krulik dan Rudnik terpenuhi, (2) siswa dengan kecerdasan matematis logis sedang memenuhi ketiga indikator pemahaman konsep yaitu indikator penerjemahan, dan penafsiran dengan 4 dari 5 indikator pemecahan masalah menurut Krulik dan Rudnik terpenuhi, (3) siswa dengan kecerdasan matematis logis rendah memenuhi satu dar tiga indikator pemahaman konsep yaitu indikator penerjemahan dengan 3 dari 5 indikator pemecahan masalah menurut Krulik dan Rudnik terpenuhi.
{"title":"PEMAHAMAN KONSEP SISWA DITINJAU DARI KECERDASAN MATEMATIS LOGIS","authors":"Ayu Silvi Lisvian Sari, Cicik Pramesti, S. Suryanti, Riki Suliana Ranggawati Sidik","doi":"10.46244/numeracy.v9i2.1901","DOIUrl":"https://doi.org/10.46244/numeracy.v9i2.1901","url":null,"abstract":"The purpose of this study is to determine high school students' understanding of the concept in terms of logical-mathematical intelligence. This study's subjects were three students, one from each of three groups of students with high, medium, and low logical-mathematical intelligence. The indicators of understanding concepts used in this study are Bloom indicators of understanding concepts, namely translation, interpretation, and extrapolation with Krulik and Rudnik problem-solving procedures. This study's instruments were tests and interviews. Data analysis consists of three steps: data reduction, data presentation, and conclusion. According to the findings of the analysis, (1) students with high logical-mathematical intelligence met the three indicators of concept understanding, namely the indicators of translation, interpretation, and extrapolation, as well as the five Krulik indicators of problem-solving. (2) students with high logical-mathematical intelligence fulfilled the three indicators of concept understanding, namely indicators of translation and interpretation, with 4 of 5 indicators of problem-solving according to Krulik and Rudnik fulfilled, (3) students with low logical-mathematical intelligence fulfilled one of the three indicators of concept understanding, namely indicators of translation, with 3 of 5 indicators of problem-solving according to Krulik and Rudnik fulfille. \u0000Abstrak \u0000Penelitian ini bertujuan untuk mengetahui pemahaman konsep siswa SMA ditinjau dari kecerdasan matematis logis. Subyek dalam penelitian ini terdiri dari tiga orang siswa yang masing-masing dari kelompok siswa dengan kecerdasan matematis logis tinggi, sedang dan rendah. Indikator pemahaman konsep yang digunakan dalam penelitian ini merupakan indicator pemahaman konsep menurut Bloom, yaitu Penerjemahan (translation), Penafsiran (Interpretation), Ekstrapolasi (extrapolation) dengan prosedur pemecahan masalah menurut Krulik dan Rudnik. Instrumen yang digunakan dalam penelitian ini adalah Tes dan wawancara. Analisis data mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil analisis menyatakan bahwa (1) siswa dengan kecerdasan matematis logis tinggi memenuhi ketiga indikator pemahaman konsep yaitu indikator penerjemahan, penafsiran, dan ekstrapolasi dengan 5 indikator pemecahan masalah menurut Krulik dan Rudnik terpenuhi, (2) siswa dengan kecerdasan matematis logis sedang memenuhi ketiga indikator pemahaman konsep yaitu indikator penerjemahan, dan penafsiran dengan 4 dari 5 indikator pemecahan masalah menurut Krulik dan Rudnik terpenuhi, (3) siswa dengan kecerdasan matematis logis rendah memenuhi satu dar tiga indikator pemahaman konsep yaitu indikator penerjemahan dengan 3 dari 5 indikator pemecahan masalah menurut Krulik dan Rudnik terpenuhi.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49613195","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 describe students' difficulties in solving word problems on arithmetic sequences and series material with problem solving steps according to the Polya indicator, which consists of understanding the problem, planning a solution, solving the problem, and re-examining. The method used is descriptive qualitative research, with class X subjects totaling 35 students at SMA Negeri 1 Nguter for the 2022/2023 academic year. The research data collection technique is by giving a test in the form of story questions totaling 3 questions, with predetermined indicators. While interviews are used to check the validity of the data and continue the discussion to achieve research objectives. This study concluded that: 1) students are not used to solving word problems, 2) students tend to work on questions without going through the Polya problem solving steps, 3) students are used to working on convergent questions, and 4) errors occur in solving problems caused by students forgot the formulas on arithmetic sequences and series material. Abstrak Penelitian ini bertujuan untuk mendiskripsikan kesulitan siswa dalam menyelesaikan soal cerita pada materi barisan dan deret aritmetika dengan langkah pemecahan masalah menurut indikator Polya, yang terdiri dari memahami masalah, merencanakan penyelesaian, menyelesaikan masalah, serta memeriksa kembali. Metode yang digunakan yaitu penelitian deskriptif kualitatif, dengan subjek kelas X yang berjumlah 35 siswa pada SMA Negeri 1 Nguter tahun ajaran 2022/2023. Teknik pengambilan data penelitian yaitu dengan pemberian tes berupa soal cerita yang berjumlah 3 soal, dengan indikator yang telah ditentukan. Sedangkan wawancara digunakan untuk mengecek kevalidan data dan dilanjutkan pembahasan untuk mencapai tujuan penelitian. Penelitian ini menyimpulkan bahwa : 1) siswa tidak terbiasa menyelesaikan soal cerita, 2) Para siswa cenderung mengerjakan soal tanpa melalui langkah-langkah pemecahan masalah Polya, 3) Siswa terbiasa mengerjakan soal yang bersifat konvergen, dan 4) Terjadinya kekeliruan dalam menyelesaikan soal yang disebabkan siswa lupa rumus pada materi barisan dan deret aritmetika.
本研究旨在根据Polya指标描述学生在算术序列和系列材料上解决单词问题的困难，该指标包括理解问题、计划解决方案、解决问题和重新检查问题的解决步骤。所使用的方法是描述性定性研究，2022/2023学年，SMA Negeri 1 Ngutter的X班共有35名学生。研究数据收集技术是以故事问题的形式进行测试，共有3个问题，并有预先确定的指标。而访谈则用于检查数据的有效性，并继续讨论以实现研究目标。这项研究得出的结论是：1）学生不习惯解决单词问题，2）学生倾向于在没有经过Polya问题解决步骤的情况下处理问题，3）学生习惯于处理收敛性问题，4）由于学生忘记了算术序列和级数材料上的公式而在解决问题时出现错误。本研究摘要旨在根据Polya指标，描述学生在解决问题的步骤中，在解决线上问题和算术拖动方面的困难，该指标包括理解问题、计划解决方案、解决问题和复习。所使用的方法是定性描述性研究，以2022/2023年州立高中一年级的35名学生为X班对象。获取研究数据的技术是通过三层楼的测试，并指定一个指标。而访谈则用于检查数据的有效性，并继续划分以实现研究目标。这项研究得出的结论是：（1）学生不习惯解决故事，（2）学生倾向于在没有采取步骤解决Polya问题的情况下处理问题，（3）学生习惯于处理收敛问题，（4）由于学生忘记了复杂的线和算术序列，在解决问题时出现了错误。
{"title":"ANALISIS KESULITAN MENYELESAIKAN SOAL CERITA MATERI BARISAN DAN DERET ARITMETIKA DENGAN INDIKATOR POLYA PADA SISWA KELAS X","authors":"Chindy Kurniasari, Djatmiko Hidajat, Yuni Astuti Handayani","doi":"10.46244/numeracy.v9i2.1959","DOIUrl":"https://doi.org/10.46244/numeracy.v9i2.1959","url":null,"abstract":"This study aims to describe students' difficulties in solving word problems on arithmetic sequences and series material with problem solving steps according to the Polya indicator, which consists of understanding the problem, planning a solution, solving the problem, and re-examining. The method used is descriptive qualitative research, with class X subjects totaling 35 students at SMA Negeri 1 Nguter for the 2022/2023 academic year. The research data collection technique is by giving a test in the form of story questions totaling 3 questions, with predetermined indicators. While interviews are used to check the validity of the data and continue the discussion to achieve research objectives. This study concluded that: 1) students are not used to solving word problems, 2) students tend to work on questions without going through the Polya problem solving steps, 3) students are used to working on convergent questions, and 4) errors occur in solving problems caused by students forgot the formulas on arithmetic sequences and series material. \u0000Abstrak \u0000Penelitian ini bertujuan untuk mendiskripsikan kesulitan siswa dalam menyelesaikan soal cerita pada materi barisan dan deret aritmetika dengan langkah pemecahan masalah menurut indikator Polya, yang terdiri dari memahami masalah, merencanakan penyelesaian, menyelesaikan masalah, serta memeriksa kembali. Metode yang digunakan yaitu penelitian deskriptif kualitatif, dengan subjek kelas X yang berjumlah 35 siswa pada SMA Negeri 1 Nguter tahun ajaran 2022/2023. Teknik pengambilan data penelitian yaitu dengan pemberian tes berupa soal cerita yang berjumlah 3 soal, dengan indikator yang telah ditentukan. Sedangkan wawancara digunakan untuk mengecek kevalidan data dan dilanjutkan pembahasan untuk mencapai tujuan penelitian. Penelitian ini menyimpulkan bahwa : 1) siswa tidak terbiasa menyelesaikan soal cerita, 2) Para siswa cenderung mengerjakan soal tanpa melalui langkah-langkah pemecahan masalah Polya, 3) Siswa terbiasa mengerjakan soal yang bersifat konvergen, dan 4) Terjadinya kekeliruan dalam menyelesaikan soal yang disebabkan siswa lupa rumus pada materi barisan dan deret aritmetika.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47286089","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 : 2022-04-30DOI: 10.46244/numeracy.v9i1.1785
M. K. Irsyadi, Ayu Silvi Lisvian Sari, Fitria Yunaini
This study aims to determine the types of errors made by students when solving equations and inequalities in absolute value linear form of one variable based on Watson's criteria in class X Online Business and Marketing 1 SMK PGRI Blitar. The type of research used is descriptive qualitative research with 35 students of class X Online Business and Marketing 1 SMK PGRI 3 Blitar City as subjects. The instruments used in the study were tests and interviews. The results of the study indicate that in problem number 1 it can be seen that four students make mistakes and do not give conclusions so the conclusions are lost. Then two students made incorrect procedural, errors data and there was missing data. For question number 2, it can be seen that the four subjects made mistakes, missing data, and missing conclusions. Then in question number 3, it can be seen that the four research subjects made mistakes in improper procedures, lost data, and lost conclusions. In question number 4, the four research subjects made incorrect procedural errors lost data, and lost conclusions and two of them made mistakes about the skill hierarchy problem. Abstrak Penelitian ini bertujuan untuk mengetahui jenis-jenis kesalahan yang dilakukan oleh siswa ketika menyelesaikan soal persamaan dan pertidaksamaan nilai mutlak bentuk linear satu variabel berdasarkan kriteria Watson di kelas X Bisnis Daring dan Pemasaran 1 SMK PGRI Blitar. Jenis Penelitian yang digunakan adalah penelitian deskriptif kualitatif dengan subjek yang terdiri dari 35 siswa kelas X Bisnis Daring dan Pemasaran 1 SMK PGRI 3 Kota Blitar. Instrumen yang digunakan dalam penelitian ini adalah tes dan wawancara. Hasil dari penelitian ini menunjukkan bahwa pada soal nomor 1 terlihat bahwa terdapat empat orang siswa yang melakukan kesalahan tidak memberikan kesimpulan sehingga kesimpulan hilang. Kemudian dua orang siswa melakukan kesalahan prosedur yang tidak tepat dan terdapat data hilang. Untuk soal nomor 2 terlihat bahwa keempat subjek melakukan kesalahan terdapat data hilang dan kesimpulan hilang. Kemudian pada soal nomor 3 terlihat bahwa keempat subjek penelitian melakukan kesalahan pada prosedur tidak tepat, data hilang, dan kesimpulan hilang. Pada soal nomor 4, keempat subjek penelitian melakukan kesalahan prosedur tidak tepat, data hilang, dan kesimpulan hilang dan dua orang diantaranya melakukan kesalahan tentang masalah hierarki keterampilan.
本研究旨在确定学生在X班在线商业与营销1 SMK PGRI Blitar中基于Watson标准求解一个变量的绝对值线性形式的方程和不等式时所犯的错误类型。所使用的研究类型是描述性定性研究，以X班1 SMK PGRI 3 Blitar City的35名学生为研究对象。研究中使用的工具是测试和访谈。研究结果表明，在第1题中，可以看到四名学生犯了错误，没有给出结论，因此结论丢失了。然后两个学生做了不正确的程序，错误的数据和有缺失的数据。对于第2个问题，可以看出四个受试者犯了错误，数据缺失，结论缺失。然后在第3个问题中，可以看出四个研究对象在不适当的程序中犯了错误，数据丢失，结论丢失。在第4个问题中，四名研究对象犯了错误的程序错误，丢失了数据和结论，其中两人在技能层次问题上犯了错误。摘要本研究旨在找出学生在完成X Business of Blood and Marketing 1 SMK PGRI Blitar中基于Watson标准的一个变量的线性绝对值的方程和相关性时所犯的错误类型。所使用的研究类型是一项定性描述性研究，受试者由血液商业和营销1 SMK PGRI 3 Blitar City的35名X级学生组成。这项研究中使用的工具是测试和访谈。这项研究的结果表明，在第一个问题上，似乎有四名学生犯了错误，直到结论丢失才给出结论。然后两个学生做了错误的程序，没有数据丢失。关于第二个问题，一个错误的四名肇事者似乎丢失了数据，结论也丢失了。然后在第三个问题上，四名研究对象在错误的程序、缺失的数据和缺失的结论中犯了错误。关于第四个问题，四名研究对象犯了不正确的程序错误、数据缺失和结论缺失，其中两名研究对象在技能层次问题上犯了错误。
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Pub Date : 2022-04-30DOI: 10.46244/numeracy.v9i1.1750
M. Gunawan Supiarmo, N. Sholikin, Sri Harmonika, Affan Gaffar
Computational thinking is a type of problem-solving ability using logical thinking that students do with regular steps. This cognitive ability is one of the important skills in supporting students with mathematical concepts. However, the advantages of computational thinking do not seem to be paid much attention to by education, especially in Indonesia. This is because the learning approach does not emphasize the positive aspects that can improve students' computational thinking. As a result, the average computational thinking ability of students is low. This type of research uses an experimental method of pretest-posttest control group design. The population involved was class XII students at MA Daruttauhid Malang, which consisted of 22 students in the experimental class, and 24 students in the control class. The research data is in the form of pre-test scores before being given realistic mathematics learning treatment, and post-test score data. The results obtained showed that the computational thinking ability of students in the experimental class was higher than in the control class. To be clear, this fact is measured by calculating the N-Gain scores of students in the experimental class with a value of 0.7 (high category), and the N-Gain scores of control class students with a value of 0.5 (medium category). Abstrak Berpikir komputasional adalah jenis kemampuan pemecahan masalah menggunakan logika berpikir yang dilakukan siswa dengan langkah yang teratur. Kemampuan kognitif tersebut menjadi salah satu keterampilan penting dalam mendukung siswa terhadap konsep matematika. Namun keunggulan dari pemikiran komputasional, nampaknya tidak terlalu diperhatikan oleh Pendidikan, khususnya di Indonesia. Hal ini karena pendekatan pembelajaran kurang menekankan pada aspek positif yang dapat memberikan peningkatan siswa dalam berpikir secara komputasional. Akibatnya secara rata-rata kemampuan berpikir komputasional siswa menjadi rendah. Jenis penelitian ini menggunakan metode eksperimen jenis pretest-posttest control group design. Populasi yang terlibat ialah siswa kelas XII MA Daruttauhid Malang yang terdiri atas sebanyak 22 siswa pada kelas eksperimen, dan 24 siswa kelas kontrol. Data penelitian berupa skor pretest sebelum diberikan perlakuan pembelajaran matematika realistik, dan data skor posttest. Hasil penelitian yang diperoleh, menunjukkan bahwa kemampuan berpikir komputasional siswa pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Untuk lebih jelasnya, fakta ini diukur dengan menghitung skor N-Gain siswa pada kelas eksperimen dengan nilai 0,7 (kategori tinggi), dan skor N-Gain siswa kelas kontrol bernilai 0,5 (kategori sedang).
计算思维是一种使用逻辑思维的解决问题的能力，学生通过有规律的步骤来完成。这种认知能力是支持学生掌握数学概念的重要技能之一。然而，计算思维的优势似乎并没有受到教育的重视，尤其是在印度尼西亚。这是因为这种学习方法没有强调能够提高学生计算思维的积极方面。因此，学生的平均计算思维能力较低。本研究采用前测后测控制组设计的实验方法。所涉及的人群为马达鲁托希德玛朗中学12年级学生，其中实验班22名学生，对照组24名学生。研究数据的形式为接受现实数学学习处理前的测试前成绩和测试后的成绩数据。结果表明，实验班学生的计算思维能力高于对照组。为了明确，这一事实是通过计算实验班学生的N-Gain分数为0.7(高类别)和控制班学生的N-Gain分数为0.5(中类别)来衡量的。【摘要】柏柏克(Berpikir)是一种计算机科学，它是一种计算机科学，是一种计算机科学，是一种计算机科学。Kemampuan kognitif tersebut menjadi salah satu keterampilan penting dalam mendukung siswa terhadap konsep matematika。Namun keunggulan dari pemikiran komputasiional, nampaknya tidak terlalu diperhatikan oleh Pendidikan, khususnya di Indonesia。哈尔尼karena pendekatan penbelajaran kurang menekankan pada说积极的yang dapat成员peningkatan siswa dalam berpikir secara komputasiional。Akibatnya secara rata-rata kemampuan berpikir komputasional siswa menjadi rendah。实验方法:采用前测后测对照组设计。Populasi yang terlibat ialah siswa kelas XII MA Daruttauhid Malang yang terdiri atas sebanyak 22 siswa pada kelas实验，但24 siswa kelas对照。数据的前测和后测，数据的后测和数据的后测。[2] [1] [2] [1] [2] [1] [3] [1] [3] [1] [4] [1] [4]Untuk lebih jelasya, fakta ini diukur dengan menghitung skor N-Gain siswa pada kelas实验dengan nilai 0,7 (kategori tinggi)， dan skor N-Gain siswa kelas对照bengai 0,5 (kategori sedang)。
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