Pub Date : 2020-11-10DOI: 10.46244/numeracy.v7i2.1190
B. I. Ansari, Taufiq
This study overall develops models/learning tools for higher order thinking mathematics using the IMPROVE method which is valid, practical and effective using the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model. However, specifically in this paper, the researcher reveals the other side of the development results of these learning tools, namely the development and obstacles faced by students in increasing higher-order thinking skills (Higher-Order-Thinking). Therefore, the specific objective of this study is to determine the development trend of students' higher order thinking skills and the difficulties encountered during learning. The research instruments were student on-task activity sheets, student activity observation sheets, formative tests and learning outcomes tests. The test was conducted on 66 students of class X SMAN 3 and SMAN 5 Banda Aceh as samples. The test results show that the mathematics learning device is valid, practical and effective in accordance with predetermined product criteria. The tendency for the development of high-order thinking skills (HOTS) of students in formative exercises (T1 and T2) moved up and the Learning Outcomes Test was good, on average 72%. The difficulties faced by students are dominant in indicators of creation and evaluation. The implication of this study is that higher order thinking mathematics learning model with the IMPROVE method and metacognitive strategies can be used for class X SMA students. Abstrak Secara keseluruhan studi ini melakukan pengembangan model/perangkat pembelajaran matematika berpikir tingkat tinggi dengan metode IMPROVE yang valid, praktis dan efektif menggunakan model ADDIE (Analysis, Design, Development, Implementation and Evaluation). Namun secara khusus dalam tulisan ini, peneliti mengungkapkan sisi lain dari hasil pengembangan perangkat pembelajaran tersebut yaitu perkembangan dan hambatan yang dihadapi siswa dalam meningkatkan kemampuan berpikir tingkat tinggi (Higher-Order-Thinking). Oleh sebab itu, tujuan khusus dari studi ini adalah untuk mengetahui kecenderungan perkembangan kemampuan berpikir tinggkat tinggi siswa dan kesulitan yang dihadapi selama pembelajaran. Instrumen penelitian adalah lembar aktivitas on task siswa, lembar pengamatan aktivitas siswa, tes formatif dan tes hasil belajar. Ujicoba dilakukan pada siswa kelas X SMAN 3 dan SMAN 5 Banda Aceh sebanyak 66 orang sebagai sampel. Hasil ujicoba menunjukkan, perangkat pembelajaran matematika tersebut telah valid, praktis dan efektif sesuai dengan kriteria produk yang telah ditetapkan. Kecenderungan perkembangan keterampilan berpikir tingkat tinggi (HOTS) siswa pada latihan formatif (T1 dan T2) bergerak naik dan Tes Hasil Belajar kategori baik, rata-rata 72%. Kesulitan yang dihadapi siswa dominan pada indikator kreasi dan evaluasi. Implikasi dari studi ini adalah model pembelajaran matematika berpikir tingkat tinggi dengan metode IMPROVE dan strategi metakognitif telah dapat diguna
本研究采用改进方法全面开发了高阶思维数学的模型/学习工具，使用ADDIE(分析、设计、开发、实施和评估)模型是有效、实用和有效的。然而，具体到本文中，研究者揭示了这些学习工具发展结果的另一面，即学生在提高高阶思维技能(higher-order - thinking)方面所面临的发展和障碍。因此，本研究的具体目的是确定学生高阶思维技能的发展趋势和学习过程中遇到的困难。研究工具为学生任务活动表、学生活动观察表、形成性测试和学习成果测试。以班达亚齐省SMAN 3和SMAN 5班的66名X班学生为样本进行检验。测试结果表明，该数学学习装置符合预定的产品标准，是有效、实用、有效的。在形成性练习(T1和T2)中，学生的高阶思维技能(HOTS)发展趋势有所上升，学习成果测试成绩良好，平均为72%。学生面临的困难在创造指标和评价指标上占主导地位。本研究的意义在于，基于改进方法和元认知策略的高阶思维数学学习模式可用于X级SMA学生。【摘要】Secara keseluhan研究了melakukan pengembangan模型/perangkat pembelajan matematika berpikir tingkat tinggi dengan方法，改进了yang有效性，praktis dan efektif menggunakan模型ADDIE (Analysis, Design, Development, Implementation and Evaluation)。Namun secara khusus dalam tulisan ini, peneliti mengungkapkan pbelajajan tersebut yitu perkembangan dan hambatan yang dihadapi siswa dalam meningkatkan kemampuan berpikir tingkat tinggi(高阶思维)。Oleh sebab, tujuan khusus, dari, studi i adalah untuk mengetahui, kecenderungan, kemkembangan, kemampuan, berpikir, tingkkki, tingkkki, tingkgi, dankesulitan, dihadapi selama pembelajaran。实验研究了大脑皮层活动对任务的影响，大脑皮层活动对任务的影响，大脑皮层活动对任务的影响，大脑皮层活动对任务的影响。Ujicoba dilakukan pada siswa kelas X SMAN 3 dan SMAN 5 Banda Aceh sebanyak 66橙色sebagai样本。Hasil ujicoba menunjukkan, perangkat pembelajaran matematika tersebut telah valid, praktis dan effktif sesuai dengan标准产品yang telah ditetapkan。Kecenderungan perkembangan keterampilan berpikir tingkat tinggi (HOTS) siswa padlatihan formatif (T1和T2) bergerak naik dan Tes Hasil Belajar kategori baik, rata-rata 72%。对克苏利坦阳的主要指标进行了克苏利坦阳的评价。基于adalah模型的Implikasi - dari研究，基于数学模型的berpikir - tingkka - tingkki - dengan方法。Kata Kunci: HOTS, IMPROVE, mettakognitif, ADDIE
{"title":"PENGEMBANGAN DAN HAMBATAN SISWA DALAM MENINGKATKAN KEMAMPUAN BERPIKIR TINGKAT TINGGI MATEMATIKA MELALUI METODE IMPROVE","authors":"B. I. Ansari, Taufiq","doi":"10.46244/numeracy.v7i2.1190","DOIUrl":"https://doi.org/10.46244/numeracy.v7i2.1190","url":null,"abstract":"This study overall develops models/learning tools for higher order thinking mathematics using the IMPROVE method which is valid, practical and effective using the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model. However, specifically in this paper, the researcher reveals the other side of the development results of these learning tools, namely the development and obstacles faced by students in increasing higher-order thinking skills (Higher-Order-Thinking). Therefore, the specific objective of this study is to determine the development trend of students' higher order thinking skills and the difficulties encountered during learning. The research instruments were student on-task activity sheets, student activity observation sheets, formative tests and learning outcomes tests. The test was conducted on 66 students of class X SMAN 3 and SMAN 5 Banda Aceh as samples. The test results show that the mathematics learning device is valid, practical and effective in accordance with predetermined product criteria. The tendency for the development of high-order thinking skills (HOTS) of students in formative exercises (T1 and T2) moved up and the Learning Outcomes Test was good, on average 72%. The difficulties faced by students are dominant in indicators of creation and evaluation. The implication of this study is that higher order thinking mathematics learning model with the IMPROVE method and metacognitive strategies can be used for class X SMA students. \u0000Abstrak \u0000Secara keseluruhan studi ini melakukan pengembangan model/perangkat pembelajaran matematika berpikir tingkat tinggi dengan metode IMPROVE yang valid, praktis dan efektif menggunakan model ADDIE (Analysis, Design, Development, Implementation and Evaluation). Namun secara khusus dalam tulisan ini, peneliti mengungkapkan sisi lain dari hasil pengembangan perangkat pembelajaran tersebut yaitu perkembangan dan hambatan yang dihadapi siswa dalam meningkatkan kemampuan berpikir tingkat tinggi (Higher-Order-Thinking). Oleh sebab itu, tujuan khusus dari studi ini adalah untuk mengetahui kecenderungan perkembangan kemampuan berpikir tinggkat tinggi siswa dan kesulitan yang dihadapi selama pembelajaran. Instrumen penelitian adalah lembar aktivitas on task siswa, lembar pengamatan aktivitas siswa, tes formatif dan tes hasil belajar. Ujicoba dilakukan pada siswa kelas X SMAN 3 dan SMAN 5 Banda Aceh sebanyak 66 orang sebagai sampel. Hasil ujicoba menunjukkan, perangkat pembelajaran matematika tersebut telah valid, praktis dan efektif sesuai dengan kriteria produk yang telah ditetapkan. Kecenderungan perkembangan keterampilan berpikir tingkat tinggi (HOTS) siswa pada latihan formatif (T1 dan T2) bergerak naik dan Tes Hasil Belajar kategori baik, rata-rata 72%. Kesulitan yang dihadapi siswa dominan pada indikator kreasi dan evaluasi. Implikasi dari studi ini adalah model pembelajaran matematika berpikir tingkat tinggi dengan metode IMPROVE dan strategi metakognitif telah dapat diguna","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47072748","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 research is a descriptive qualitative research which aims to describe the students 'ability in solving story problems in terms of students' mathematical reasoning and communication abilities. Reasoning and communication abilities can be identified by solving story problems on two-variable linear equation material based on reasoning and communication indicators in research, namely (1) proposing conjectures, (2) stating everyday events in language or mathematical symbols, (3) estimating answer and solution process, (4) draw conclusions, compile evidence and provide reasons for the correctness of the solution. The selection of the research subjects used a purposive sampling technique. The data collection method was the test method through 3 steps of analysis, namely data reduction, data presentation and conclusion drawing. The results showed that the students' ability in solving story problems in terms of mathematical reasoning and communication abilities was classified as moderate with the average percentage of each indicator, namely: 77% of the indicators proposed a guess; 73% of indicators represent everyday events in language or mathematical symbols; 66% on indicators predicted the answer and solution process; and 50% on indicators draw logical conclusions. Overall, the percentage results obtained an average of 66% in the medium category. From these results it can be concluded that the ability to solve story problems of class X students of SMK Dwi Guna Kampung Pajak in terms of mathematical reasoning and communication abilities of students is classified as moderate. Abstrak Penelitian ini merupakan penelitian kualitatif deskriptif yang bertujuan untuk mendeskripsikan kemampuan siswa dalam menyelesaikan soal cerita ditinjau dari kemampuan penalaran dan komunikasi matematis siswa. Kemampuan penalaran dan komunikasi dapat diidentifikasi dagan menyelesaikan soal cerita pada materi persamaan linier dua variable yang dibuat berdasarkan indikator penalaran dan komunikasi dalam penelitian yaitu (1) mengajukan dugaan, (2) menyatakan peristiwa sehari-hari dalam bahasa atau simbol matematika, (3) memperkirakan jawaban dan proses solusi, (4) menarik kesimpulan, menyusun bukti dan memberikan alasan terhadap kebenaran solusi. Pemilihan subjek penelitian ini menggunakan teknik purposive sampling. Metode pengumpulan data dengan metode tes melalui 3 langkah analisis yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan siswa dalam menyelesaikan soal cerita ditinjau dari kemampuan penalaran dan komunikasi matematis tergolong sedang dengan hasil rata-rata persentase tiap indikator yaitu: 77% pada indikator mengajukan dugaan; 73% pada indikator menyatakan peristiwa sehari-hari dalam bahasa atau simbol matematika; 66% pada indikator memperkirakan jawaban dan proses solusi; dan 50% pada indikator menarik kesimpulan yang logis. Secara keseluruhan hasil persentase didapat rata-rata sebesar 66% masuk kategori s
本研究是一项描述性质的研究，旨在从学生的数学推理能力和沟通能力两方面描述学生解决故事问题的能力。根据研究中的推理和沟通指标，可以通过在双变量线性方程材料上解决故事问题来识别推理和沟通能力，即(1)提出猜想，(2)用语言或数学符号描述日常事件，(3)估计答案和解决过程，(4)得出结论，整理证据并提供解决方案正确性的原因。研究对象的选择采用了有目的的抽样技术。数据收集方法为检验方法，通过数据还原、数据呈现、得出结论3个步骤进行分析。结果表明，学生在数学推理和沟通能力方面的故事问题解决能力为中等，各指标的平均百分比为:77%的指标提出了猜测;73%的指标用语言或数学符号表示日常事件;66%的指标预测了答案和解决过程;50%的指标得出了合乎逻辑的结论。总体而言，在中等类别中获得的百分比结果平均为66%。从这些结果可以得出SMK Dwi Guna Kampung Pajak X班学生在数学推理和学生沟通能力方面解决故事问题的能力属于中等。摘要:Penelitian ini merupakan Penelitian kuititaldesritif yang bertujuan untuk mendeskripsikan kemampuan siswa dalam menyelesaikan soal cerita ditinjau dari kemampuan penalaran an komunikasi matematis siswa。kemuman penalaran dan komunikasi dapat diidentifikasi dagan menyelesaikan soal cerita pada materi persamaan linier dua变量yang dibuat berdasarkan指标penalaran dan penelitian yitu (1) mengajukan dugaan， (2) menyatakan peristiwa sehari-hari dalam bahasa atau符号matematika， (3) memperkirakan jawaban dan proses solusi， (4) menarik kespulpulan, menumuman bukti dan memberikan alasan terhadap kebenaran solusi。在孟古纳肯技术中，有目的的抽样。tes melalui Metode pengumpulan数据dengan Metode 3 langkah分析yaitu reduksi数据,数据penyajian丹penarikan kesimpulan。Hasil penelitian menunjukkan bahwa kemampuan siswa dalam menyelesaikan soal cerita ditinjau dari kemampuan penalaran dan komunikasi matmatatis tergolong sedang dengan Hasil rata-rata代表了指标yitu: 77%的指标mengajukan dugaan;73%帕达指标menyatakan peristiwa sehari-hari dalam bahasa atau simsymbol matematika;66%的帕达指标成员吉拉坎·贾瓦班·丹处理解决方案;丹50%帕达指标梅纳里克·普普兰·杨逻辑。Secara keseluruhan hasil代表的比例为66%，masuk kategori sedang。达里语hasil于disimpulkan bahwa kemampuan menyelesaikan索尔谢莉妲siswa克拉X烟醉酒驾车皈依Kampung Pajak ditinjau达里语kemampuan penalaran丹komunikasi matematis siswa tergolong berkemampuan sedang。Kata Kunci: Kemampuan Penalaran dan Komunikasi, Kualitatif Deskriptif, Menyelesaikan Soal Cerita, Dwi Guna Kampung Pajak
{"title":"ANALISIS KEMAMPUAN MENYELESAIKAN SOAL CERITA DITINJAU DARI KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS SISWA","authors":"Irmayanti, Rohani, Laili Habibah Pasaribu, Indah Fitria Rahma, Rahmi Nazliah","doi":"10.46244/numeracy.v7i2.1205","DOIUrl":"https://doi.org/10.46244/numeracy.v7i2.1205","url":null,"abstract":"This research is a descriptive qualitative research which aims to describe the students 'ability in solving story problems in terms of students' mathematical reasoning and communication abilities. Reasoning and communication abilities can be identified by solving story problems on two-variable linear equation material based on reasoning and communication indicators in research, namely (1) proposing conjectures, (2) stating everyday events in language or mathematical symbols, (3) estimating answer and solution process, (4) draw conclusions, compile evidence and provide reasons for the correctness of the solution. The selection of the research subjects used a purposive sampling technique. The data collection method was the test method through 3 steps of analysis, namely data reduction, data presentation and conclusion drawing. The results showed that the students' ability in solving story problems in terms of mathematical reasoning and communication abilities was classified as moderate with the average percentage of each indicator, namely: 77% of the indicators proposed a guess; 73% of indicators represent everyday events in language or mathematical symbols; 66% on indicators predicted the answer and solution process; and 50% on indicators draw logical conclusions. Overall, the percentage results obtained an average of 66% in the medium category. From these results it can be concluded that the ability to solve story problems of class X students of SMK Dwi Guna Kampung Pajak in terms of mathematical reasoning and communication abilities of students is classified as moderate. \u0000Abstrak \u0000Penelitian ini merupakan penelitian kualitatif deskriptif yang bertujuan untuk mendeskripsikan kemampuan siswa dalam menyelesaikan soal cerita ditinjau dari kemampuan penalaran dan komunikasi matematis siswa. Kemampuan penalaran dan komunikasi dapat diidentifikasi dagan menyelesaikan soal cerita pada materi persamaan linier dua variable yang dibuat berdasarkan indikator penalaran dan komunikasi dalam penelitian yaitu (1) mengajukan dugaan, (2) menyatakan peristiwa sehari-hari dalam bahasa atau simbol matematika, (3) memperkirakan jawaban dan proses solusi, (4) menarik kesimpulan, menyusun bukti dan memberikan alasan terhadap kebenaran solusi. Pemilihan subjek penelitian ini menggunakan teknik purposive sampling. Metode pengumpulan data dengan metode tes melalui 3 langkah analisis yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan siswa dalam menyelesaikan soal cerita ditinjau dari kemampuan penalaran dan komunikasi matematis tergolong sedang dengan hasil rata-rata persentase tiap indikator yaitu: 77% pada indikator mengajukan dugaan; 73% pada indikator menyatakan peristiwa sehari-hari dalam bahasa atau simbol matematika; 66% pada indikator memperkirakan jawaban dan proses solusi; dan 50% pada indikator menarik kesimpulan yang logis. Secara keseluruhan hasil persentase didapat rata-rata sebesar 66% masuk kategori s","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70475759","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 : 2020-11-10DOI: 10.46244/numeracy.v7i2.1243
Junaidi, Taufiq
This study aims to examine and describe the effect of contextual learning assisted by Geogebra on creative thinking skills, increased creative thinking skills, students' self-concept towards mathematics and the relationship between creative thinking and self-concept. The research design was an experimental group with a pretest and posttest control group. The experimental group received geogebra-assisted contextual learning and the control group received conventional learning. To obtain research data, instruments used in the form of tests of creative thinking skills and students' self-concept attitude scale. The output in this research is in the form of learning tools (lesson plans and worksheets) that use geogebra-assisted contextual learning, instruments for tests of creative thinking abilities and students' self-concept scales. Quantitative analysis was carried out on normalized post-test and gain data on creative thinking skills and self-concept data between the two sample groups using the mean difference test of the two populations. The instrument used was 12 questions about creative thinking skills and 31 statements about self-concept. To find the difference in the average used t-test and use the Pearson test to find the correlation coefficient. The results showed that the creative thinking skills of students who received geogebra-assisted contextual learning were better than students who received conventional learning. The results of the self-concept scale indicate that the self-concept of students who receive geogebra-assisted contextual learning is better than the self-concept of students who receive conventional learning. The results of the self-concept scale also show that self-concept affects students' creative thinking abilities either totally or based on student groups, namely the experimental group and the control group. Abstrak Penelitian ini bertujuan untuk menelaah dan mendeskripsikan pengaruh pembelajaran kontekstual berbantuan Geogebra terhadap kemampuan berpikir kreatif, peningkatan kemampuan berpikir kreatif, self-concept siswa terhadap matematik dan hubungan berpikir kreatif dengan self-concept. Desain penelitian ini adalah kelompok eksperimen dengan kelompok kontrol pretes dan postes. Kelompok eksperimen memperoleh pembelajaran kontekstual berbantuan geogebra dan kelompok kontrol memperoleh pembelajaran konvensional. Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan berpikir kreatif dan skala sikap self-concept siswa. Luaran dalam penelitian ini berupa perangkat pembelajaran (RPP dan LKS) yang menggunakan pembelajaran kontekstual berbantuan geogebra, Instrumen tes kemampuan berpikir kreatif dan skala self-concept siswa. Analisis kuantitatif dilakukan terhadap data postes dan gain ternormalisasi kemampuan berpikir kreatif dan data self-concept antara kedua kelompok sampel dengan menggunakan uji perbedaan rerata dua populasi. Instrumen yang digunakan sebanyak 12 soal tes kemampuan berpikir kre
本研究旨在考察和描述情境学习对创造性思维能力、创造性思维能力的提高、学生数学自我概念的影响以及创造性思维与自我概念之间的关系。研究设计为试验组、前测组和后测组。实验组采用地理辅助情境学习，对照组采用常规学习。为了获得研究数据，使用的工具以创造性思维能力测试和学生自我概念态度量表的形式进行。本研究的成果以学习工具(课程计划和工作表)的形式出现，这些工具使用地理坐标辅助的情境学习、创造性思维能力测试工具和学生自我概念量表。对两样本组创造性思维能力和自我概念数据进行归一化后测和所得数据的定量分析，采用两总体的均数差检验。使用的工具是12道关于创造性思维能力的问题和31道关于自我概念的陈述。为了找到平均值的差异，使用t检验和使用Pearson检验来找到相关系数。结果表明，接受地理辅助情境学习的学生的创造性思维能力优于接受常规学习的学生。自我概念量表结果显示，接受地理辅助情境学习的学生的自我概念优于接受常规学习的学生的自我概念。自我概念量表的结果也表明，自我概念对学生创造性思维能力的影响有完全的，也有以学生群体为基础的，即实验组和对照组。摘要:Penelitian ini bertujuan untuk menelaah dan menelaah dan menelaah dan berpikir kreatif, peningkatan kemampan berpikir kreatif, self-concept siswa terhadap matmatatik dan hubungan berpikir kreatif, dengan self-concept。本文介绍了龙柏的实验、龙柏的控制方法。Kelompok eksperen memperoleh pembelajan kontekstual berbantuan geogebra和Kelompok control memperoleh pembelajan konvenical。Untuk mendapatkan数据包括penelitian digunakan工具、kemapan berpikir研究和skala sikap自我概念研究。杨梦古纳坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎·潘比拉坎自我概念分析。统计分析数据的自我概念，分析数据的自我概念，分析数据的自我概念，分析数据的自我概念，分析数据的自我概念，分析数据的自我概念，分析数据的自我概念，分析数据的自我概念，分析数据的自我概念。3 .自我概念的自我概念与自我概念的自我概念的自我概念。Untuk mencari perbedaan rata-rata digunakan uji-t danmenggunakan uji pearson Untuk mencari koefisien korelasi。Hasil penelitian menunjukkan bahwa kemampuan berpikir kreatif siswa yang memperoleh pembelajaran kontekstual berbantuan geogebra lebih baik daripada siswa yang memperoleh pembelajaran konvenical。自我概念、自我概念、自我概念、自我概念、自我概念、自我概念、自我概念、自我概念。自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念，自我概念Kata Kunci: Kemampuan Berpikir Kreatif，自我概念，Kontekstual, Geogebra
{"title":"MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN SELF-CONCEPT SISWA SMP DI KABUPATEN PIDIE JAYA DENGAN PEMBELAJARAN KONTEKSTUAL BERBANTUAN GEOGEBRA","authors":"Junaidi, Taufiq","doi":"10.46244/numeracy.v7i2.1243","DOIUrl":"https://doi.org/10.46244/numeracy.v7i2.1243","url":null,"abstract":"This study aims to examine and describe the effect of contextual learning assisted by Geogebra on creative thinking skills, increased creative thinking skills, students' self-concept towards mathematics and the relationship between creative thinking and self-concept. The research design was an experimental group with a pretest and posttest control group. The experimental group received geogebra-assisted contextual learning and the control group received conventional learning. To obtain research data, instruments used in the form of tests of creative thinking skills and students' self-concept attitude scale. The output in this research is in the form of learning tools (lesson plans and worksheets) that use geogebra-assisted contextual learning, instruments for tests of creative thinking abilities and students' self-concept scales. Quantitative analysis was carried out on normalized post-test and gain data on creative thinking skills and self-concept data between the two sample groups using the mean difference test of the two populations. The instrument used was 12 questions about creative thinking skills and 31 statements about self-concept. To find the difference in the average used t-test and use the Pearson test to find the correlation coefficient. The results showed that the creative thinking skills of students who received geogebra-assisted contextual learning were better than students who received conventional learning. The results of the self-concept scale indicate that the self-concept of students who receive geogebra-assisted contextual learning is better than the self-concept of students who receive conventional learning. The results of the self-concept scale also show that self-concept affects students' creative thinking abilities either totally or based on student groups, namely the experimental group and the control group. \u0000Abstrak \u0000Penelitian ini bertujuan untuk menelaah dan mendeskripsikan pengaruh pembelajaran kontekstual berbantuan Geogebra terhadap kemampuan berpikir kreatif, peningkatan kemampuan berpikir kreatif, self-concept siswa terhadap matematik dan hubungan berpikir kreatif dengan self-concept. Desain penelitian ini adalah kelompok eksperimen dengan kelompok kontrol pretes dan postes. Kelompok eksperimen memperoleh pembelajaran kontekstual berbantuan geogebra dan kelompok kontrol memperoleh pembelajaran konvensional. Untuk mendapatkan data hasil penelitian digunakan instrumen berupa tes kemampuan berpikir kreatif dan skala sikap self-concept siswa. Luaran dalam penelitian ini berupa perangkat pembelajaran (RPP dan LKS) yang menggunakan pembelajaran kontekstual berbantuan geogebra, Instrumen tes kemampuan berpikir kreatif dan skala self-concept siswa. Analisis kuantitatif dilakukan terhadap data postes dan gain ternormalisasi kemampuan berpikir kreatif dan data self-concept antara kedua kelompok sampel dengan menggunakan uji perbedaan rerata dua populasi. Instrumen yang digunakan sebanyak 12 soal tes kemampuan berpikir kre","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41340146","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 : 2020-07-01DOI: 10.5038/1936-4660.13.2.1367
Cinnamon Hillyard
Criado-Perez, Caroline. 2019. Invisible Women: Data Bias in a World Designed for Men. (New York: Abrams Press). 304 pp. ISBN: 978-1784706289 The author provides a plethora of examples and data to illustrate how women have been miscounted in many areas including daily life, the work place, design of spaces and technologies, health care, and public systems. Invisible Women provides cited data that could be examined in multiple data literacy courses. This text reminds readers that gender equity still needs attention. The author’s extensive bibliography and examples also provide a basis for exploring data gaps of other invisible populations.
{"title":"Hey Guys, Women Count! A review of Invisible Women: Data Bias in a World Designed for Men by Caroline Criado Perez","authors":"Cinnamon Hillyard","doi":"10.5038/1936-4660.13.2.1367","DOIUrl":"https://doi.org/10.5038/1936-4660.13.2.1367","url":null,"abstract":"Criado-Perez, Caroline. 2019. Invisible Women: Data Bias in a World Designed for Men. (New York: Abrams Press). 304 pp. ISBN: 978-1784706289\u0000The author provides a plethora of examples and data to illustrate how women have been miscounted in many areas including daily life, the work place, design of spaces and technologies, health care, and public systems. Invisible Women provides cited data that could be examined in multiple data literacy courses. This text reminds readers that gender equity still needs attention. The author’s extensive bibliography and examples also provide a basis for exploring data gaps of other invisible populations.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46203975","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 : 2020-07-01DOI: 10.5038/1936-4660.13.2.1372
D. Wallace
The educational theory of Paolo Freire is briefly summarized for instructors of quantitative reasoning, with a focus on what it means to give students “agency.” Some examples are given of how to implement his basic ideas.
{"title":"Parts of the Whole: The Last Column: Freire's Pedagogy of Liberation","authors":"D. Wallace","doi":"10.5038/1936-4660.13.2.1372","DOIUrl":"https://doi.org/10.5038/1936-4660.13.2.1372","url":null,"abstract":"The educational theory of Paolo Freire is briefly summarized for instructors of quantitative reasoning, with a focus on what it means to give students “agency.” Some examples are given of how to implement his basic ideas.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47481255","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 : 2020-07-01DOI: 10.5038/1936-4660.13.2.1368
Charles B. Connor
University students and faculty members need an effective strategy to evaluate and reduce the probability that an individual will become infected with COVID-19 as a result of classroom interactions. Models are developed here that consider the probability an individual will become infected as a function of: prevalence of the disease in the university community, number of students in class, number of class meetings, and transmission rate in the classroom given the presence of an infected individual. Absolute probabilities that an individual will become infected in a classroom environment cannot be calculated because some of these factors have unknown values. Nevertheless, models suggest that some strategies for minimizing probability of infection are more effective than others. Given that COVID-19 might be present among faculty and students in the university community, limiting class meetings and class size are not likely effective strategies unless these numbers are dramatically reduced. That is, it is likely that infected individuals will be present in classrooms at some point during the term due to the large number of interactions among university faculty and students. The probability of infection of an individual in a classroom setting appears to be most sensitive to the effectiveness of transmission in the classroom, given the presence of an infected individual, especially if the likelihood of transmission itself is a function of class size. If on-campus instruction takes place, efforts should focus on reducing the probability of transmission through physical modifications and upgrades to classrooms and by social distancing measures.
{"title":"Factors in the Probability of COVID-19 Transmission in University Classrooms","authors":"Charles B. Connor","doi":"10.5038/1936-4660.13.2.1368","DOIUrl":"https://doi.org/10.5038/1936-4660.13.2.1368","url":null,"abstract":"University students and faculty members need an effective strategy to evaluate and reduce the probability that an individual will become infected with COVID-19 as a result of classroom interactions. Models are developed here that consider the probability an individual will become infected as a function of: prevalence of the disease in the university community, number of students in class, number of class meetings, and transmission rate in the classroom given the presence of an infected individual. Absolute probabilities that an individual will become infected in a classroom environment cannot be calculated because some of these factors have unknown values. Nevertheless, models suggest that some strategies for minimizing probability of infection are more effective than others. Given that COVID-19 might be present among faculty and students in the university community, limiting class meetings and class size are not likely effective strategies unless these numbers are dramatically reduced. That is, it is likely that infected individuals will be present in classrooms at some point during the term due to the large number of interactions among university faculty and students. The probability of infection of an individual in a classroom setting appears to be most sensitive to the effectiveness of transmission in the classroom, given the presence of an infected individual, especially if the likelihood of transmission itself is a function of class size. If on-campus instruction takes place, efforts should focus on reducing the probability of transmission through physical modifications and upgrades to classrooms and by social distancing measures.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46930427","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 : 2020-07-01DOI: 10.5038/1936-4660.13.2.1363
Nathan D. Grawe
Adam Kucharski. 2020. The Rules of Contagion: Why Things Spread--and Why They Stop; (London: Profile Books, Ltd.). Hardback ISBN 978-17-88-16019-3. E-book ISBN 978-17-82-83430-4. Kucharski's well-timed Rules of Contagion provides an introduction to the mathematical and epidemiological principles behind contagious phenomenon. While the author's primary expertise stems from work on biological epidemics, the book points to examples from a wide range of fields including finance, psychology, computer science, and criminology. As such, selections of the book could be used by faculty in a wide range of classes to show how our recent experience with a viral epidemic might add to our understanding of a diverse set of questions. While the book points to models behind epidemiological work, those who want an explicit treatment will need to draw that material from other available sources.
{"title":"From R0 to the Herd: A Review of The Rules of Contagion, by Adam Kucharski","authors":"Nathan D. Grawe","doi":"10.5038/1936-4660.13.2.1363","DOIUrl":"https://doi.org/10.5038/1936-4660.13.2.1363","url":null,"abstract":"Adam Kucharski. 2020. The Rules of Contagion: Why Things Spread--and Why They Stop; (London: Profile Books, Ltd.). Hardback ISBN 978-17-88-16019-3. E-book ISBN 978-17-82-83430-4.\u0000Kucharski's well-timed Rules of Contagion provides an introduction to the mathematical and epidemiological principles behind contagious phenomenon. While the author's primary expertise stems from work on biological epidemics, the book points to examples from a wide range of fields including finance, psychology, computer science, and criminology. As such, selections of the book could be used by faculty in a wide range of classes to show how our recent experience with a viral epidemic might add to our understanding of a diverse set of questions. While the book points to models behind epidemiological work, those who want an explicit treatment will need to draw that material from other available sources.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46913974","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 : 2020-07-01DOI: 10.5038/1936-4660.13.2.1369
Helen M. Oughton
Yasukawa, K., Rogers, A., Jackson, K. and Street, B. (Eds) (2018) Numeracy as Social Practice: Global and Local Perspectives, Oxford: Routledge. ISBN 978-1-138-28445-6. This edited collection of chapters, part of Routledge’s Rethinking Development series, examines the uses of numeracy in a wide variety of contexts in countries around the world, and the educational approaches which reflect – or in many cases, fail to reflect – those real-life numeracy activities. Educators and researchers with a commitment to social justice and global development will find this book a valuable resource for building a broader vision of what numeracy means.
{"title":"Review of Numeracy as Social Practice: Global and Local Perspectives, edited by Keiko Yasukawa, Alan Rogers, Kara Jackson and Brian Street.","authors":"Helen M. Oughton","doi":"10.5038/1936-4660.13.2.1369","DOIUrl":"https://doi.org/10.5038/1936-4660.13.2.1369","url":null,"abstract":"Yasukawa, K., Rogers, A., Jackson, K. and Street, B. (Eds) (2018) Numeracy as Social Practice: Global and Local Perspectives, Oxford: Routledge. ISBN 978-1-138-28445-6.\u0000This edited collection of chapters, part of Routledge’s Rethinking Development series, examines the uses of numeracy in a wide variety of contexts in countries around the world, and the educational approaches which reflect – or in many cases, fail to reflect – those real-life numeracy activities. Educators and researchers with a commitment to social justice and global development will find this book a valuable resource for building a broader vision of what numeracy means.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"13 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47860784","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 : 2020-07-01DOI: 10.5038/1936-4660.13.2.1348
S. L. Tunstall
A tension raised in recent scholarship is that between numeracy as a social practice and numeracy as a functional skill set. Such frameworks for conceptualizing numeracy pose a challenge to assessment because what individuals do with numeracy is not the same as what individuals can do (or express) in an assessment setting. This study builds on work related to numeracy assessment through a validity examination of a portion of a well-known assessment: the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC). In following a path set out by standards for assessment, I ask: What does the PIAAC numeracy assessment claim to measure? What are the intended uses of the assessment? How are we to interpret scores with those uses in mind? And to what degree do evidence and theory support interpretations for those uses? The main finding from this work is that while score interpretations from the PIAAC numeracy assessment may be valid for the use of describing proficiency distributions for specific groups, the construct of interest—numerate behavior—is not what is measured. Moreover, evidence distinguishing what is measured from other constructs, such as the OECD’s conception of literacy, is largely absent. This study contributes to existing literature on numeracy assessment by providing sources of evidence to consider in making judgments about validity for an assessment. It also suggests that, as scholars, we carefully hedge the ways that we talk about large-scale assessments, and in relation, what individuals can or cannot do based on results from such assessments.
{"title":"Measuring Numeracy: Validity and the Programme for the International Assessment of Adult Competencies (PIAAC)","authors":"S. L. Tunstall","doi":"10.5038/1936-4660.13.2.1348","DOIUrl":"https://doi.org/10.5038/1936-4660.13.2.1348","url":null,"abstract":"A tension raised in recent scholarship is that between numeracy as a social practice and numeracy as a functional skill set. Such frameworks for conceptualizing numeracy pose a challenge to assessment because what individuals do with numeracy is not the same as what individuals can do (or express) in an assessment setting. This study builds on work related to numeracy assessment through a validity examination of a portion of a well-known assessment: the OECD’s Programme for the International Assessment of Adult Competencies (PIAAC). In following a path set out by standards for assessment, I ask: What does the PIAAC numeracy assessment claim to measure? What are the intended uses of the assessment? How are we to interpret scores with those uses in mind? And to what degree do evidence and theory support interpretations for those uses? The main finding from this work is that while score interpretations from the PIAAC numeracy assessment may be valid for the use of describing proficiency distributions for specific groups, the construct of interest—numerate behavior—is not what is measured. Moreover, evidence distinguishing what is measured from other constructs, such as the OECD’s conception of literacy, is largely absent. This study contributes to existing literature on numeracy assessment by providing sources of evidence to consider in making judgments about validity for an assessment. It also suggests that, as scholars, we carefully hedge the ways that we talk about large-scale assessments, and in relation, what individuals can or cannot do based on results from such assessments.","PeriodicalId":36166,"journal":{"name":"Numeracy","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70470794","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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