Pub Date : 2022-11-20DOI: 10.15294/kreano.v13i2.38512
Ahmad Fadillah, Dian Nopitasari, W. Bilda, Siti Asriah Immawati, Sigit Raharjo
This research aims to describe students' learning independence in math learning in trigonometric materials. The method used in this study is a qualitative approach with descriptive methods. Participants in this study were students of SMK Avicena Tangerang Regency which amounted to 25 participants. The technique used in collecting data in this study is to provide a learning independence questionnaire consisting of 25 statements with 6 indicators. The data analysis technique used is with the student's answer percentage formula and is described using the criteria of interpreting the percentage of answers. The results of the analysis of each indicator of learning independence are: 1) Not dependent on others 78%, 2) Confidence 74%, 3) Disciplined behavior 70%, 4) Sense of responsibility 80%, 5) Learning initiative 72%, 6) Self-control 76%. The results showed that the overall average independence of students in learning by 75% with high categories. The results of this study provide recommendations to the school to support and optimize the improvement of student learning independence.Penelitian ini bertujuan untuk mendeskripsikan kemandirian belajar siswa pada pembelajaran matematika pada materi trigonometri. Metode yang digunakan dalam penelitian ini ialah pendekatan kualitatif dengan metode deskriptif. Partisipan dalam penelitian ini adalah siswa SMK Avicena Kabupaten Tangerang yang berjumlah 25 partisipan. Teknik yang digunakan dalam mengumpulkan data pada penelitian ini ialah dengan memberikan angket kemandirian belajar yang terdiri dari 25 pernyataan dengan 6 indikator. Teknik analisis data yang digunakan yaitu dengan rumus persentase jawaban siswa dan dideskripsikan menggunakan kriteria penafsiran presentase jawaban. Hasil analisis tiap indikator kemandirian belajar yaitu: 1) Tidak tergantung kepada orang lain 78%, 2) Kepercayaan diri 74%, 3) Perilaku disiplin 70%, 4) Rasa tanggung jawab 80%, 5) Inisiatif belajar 72%, 6) Pengendalian diri 76%. Hasil penelitian menunjukan bahwa rata-rata secara keseluruhan kemandirian siswa dalam belajar sebesar 75% dengan kategori tinggi. Hasil penelitian ini memberikan rekomendasi kepada pihak sekolah untuk mendukung dan mengoptimalkan peningkatan kemandirian belajar siswa.
本研究旨在描述学生在三角教材中学习数学的独立性。在本研究中使用的方法是定性的方法与描述性的方法。本研究的被试为SMK Avicena Tangerang Regency的学生，共25人。本研究采用的数据收集方法是提供一份学习独立性问卷，问卷由25个语句组成，包含6个指标。使用的数据分析技术与学生的答案百分比公式，并使用解释答案百分比的标准进行描述。学习独立性各指标分析结果为:1)不依赖他人78%，2)自信74%，3)行为自律70%，4)责任心80%，5)学习主动性72%，6)自我控制76%。结果表明，总体而言，具有较高分类能力的学生的学习独立性平均提高了75%。本研究结果可提供学校支持及优化学生自主学习之建议。Penelitian ini bertujuan untuk mendeskripsikan kemandirian belajar siswa ppenbelajan matematika pada material trigonometri。方法阳迪古纳坎dalam penpenelitian ini在质量问题上有一个方法说明。25个党派。Teknik yang digunakan dalam mengumpulkan数据padpadpenelitian ini alengan成员angket kmandirian belajar yang terdiri dari 25 pernyataan dengan 6指标。技术分析资料杨地古那肯、叶图登甘、瘤状瘤、瘤状瘤、瘤状瘤、瘤状瘤、瘤状瘤、瘤状瘤、瘤状瘤、瘤状瘤、瘤状瘤、瘤状瘤。Hasil分析指标为:1)Tidak tergantung kepada orang lain 78%， 2) Kepercayaan diri 74%， 3) perperaku disiplin 70%， 4) Rasa tanggung jawab 80%， 5) Inisiatif belajar 72%， 6) Pengendalian diri 76%。Hasil penelitian menunjukan bahwa rata-rata secara keseluruhan kemandrian siswa dalam belajar sebesar 75% dengan kategori tinggi。哈西尔·佩尼利亚尼成员，建议在全国范围内，在全国范围内，在全国范围内，在全国范围内，在全国范围内，在全国范围内，在全国范围内，在全国范围内。
{"title":"Analysis Of Student Learning Independence On Blended Learning Model","authors":"Ahmad Fadillah, Dian Nopitasari, W. Bilda, Siti Asriah Immawati, Sigit Raharjo","doi":"10.15294/kreano.v13i2.38512","DOIUrl":"https://doi.org/10.15294/kreano.v13i2.38512","url":null,"abstract":"This research aims to describe students' learning independence in math learning in trigonometric materials. The method used in this study is a qualitative approach with descriptive methods. Participants in this study were students of SMK Avicena Tangerang Regency which amounted to 25 participants. The technique used in collecting data in this study is to provide a learning independence questionnaire consisting of 25 statements with 6 indicators. The data analysis technique used is with the student's answer percentage formula and is described using the criteria of interpreting the percentage of answers. The results of the analysis of each indicator of learning independence are: 1) Not dependent on others 78%, 2) Confidence 74%, 3) Disciplined behavior 70%, 4) Sense of responsibility 80%, 5) Learning initiative 72%, 6) Self-control 76%. The results showed that the overall average independence of students in learning by 75% with high categories. The results of this study provide recommendations to the school to support and optimize the improvement of student learning independence.Penelitian ini bertujuan untuk mendeskripsikan kemandirian belajar siswa pada pembelajaran matematika pada materi trigonometri. Metode yang digunakan dalam penelitian ini ialah pendekatan kualitatif dengan metode deskriptif. Partisipan dalam penelitian ini adalah siswa SMK Avicena Kabupaten Tangerang yang berjumlah 25 partisipan. Teknik yang digunakan dalam mengumpulkan data pada penelitian ini ialah dengan memberikan angket kemandirian belajar yang terdiri dari 25 pernyataan dengan 6 indikator. Teknik analisis data yang digunakan yaitu dengan rumus persentase jawaban siswa dan dideskripsikan menggunakan kriteria penafsiran presentase jawaban. Hasil analisis tiap indikator kemandirian belajar yaitu: 1) Tidak tergantung kepada orang lain 78%, 2) Kepercayaan diri 74%, 3) Perilaku disiplin 70%, 4) Rasa tanggung jawab 80%, 5) Inisiatif belajar 72%, 6) Pengendalian diri 76%. Hasil penelitian menunjukan bahwa rata-rata secara keseluruhan kemandirian siswa dalam belajar sebesar 75% dengan kategori tinggi. Hasil penelitian ini memberikan rekomendasi kepada pihak sekolah untuk mendukung dan mengoptimalkan peningkatan kemandirian belajar siswa.","PeriodicalId":53318,"journal":{"name":"Kreano Jurnal Matematika KreatifInovatif","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85187652","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 : 2022-11-14DOI: 10.15294/kreano.v13i2.38098
Pipit Firmanti, Reflina Reflina
Algebra is important to learn as a provision in the face of future life, both at work and as preparation for higher education. However, basically students still have difficulty in solving algebra problems. Therefore, it is necessary to find out the factors that cause students' low algebraic abilities.The purpose of this study is to find the relationship between the algebraic abilities of students at Senior High School with their self-efficacy. The research is qualitative and quantitative. Statistic descriptive is to determine the connection and contribution of two variables, students' self-efficacy, and algebraic abilities. The research subjects taken were 200 students from Bukittinggi (West Sumatra). In this study, there were two instruments used, namely a self-efficacy questionnaire and an algebra test (SPLTV & linear programming). The result shows that (1) In general, students' algebraic abilities are at a medium level with an average of 53.87. (2) Between algebraic abilities and self-efficacy have a very weak or very low correlation, so the correlation is ignored (it is assumed that there is no correlation between students' algebraic skills and self-efficacy) (3) Almost all students have good self-efficacy which is at a very high and quite low level. The finding implies that it is necessary to conduct research on the
{"title":"The Connection between Algebraic Ability and Self-Efficacy in Senior High School Student","authors":"Pipit Firmanti, Reflina Reflina","doi":"10.15294/kreano.v13i2.38098","DOIUrl":"https://doi.org/10.15294/kreano.v13i2.38098","url":null,"abstract":"Algebra is important to learn as a provision in the face of future life, both at work and as preparation for higher education. However, basically students still have difficulty in solving algebra problems. Therefore, it is necessary to find out the factors that cause students' low algebraic abilities.The purpose of this study is to find the relationship between the algebraic abilities of students at Senior High School with their self-efficacy. The research is qualitative and quantitative. Statistic descriptive is to determine the connection and contribution of two variables, students' self-efficacy, and algebraic abilities. The research subjects taken were 200 students from Bukittinggi (West Sumatra). In this study, there were two instruments used, namely a self-efficacy questionnaire and an algebra test (SPLTV & linear programming). The result shows that (1) In general, students' algebraic abilities are at a medium level with an average of 53.87. (2) Between algebraic abilities and self-efficacy have a very weak or very low correlation, so the correlation is ignored (it is assumed that there is no correlation between students' algebraic skills and self-efficacy) (3) Almost all students have good self-efficacy which is at a very high and quite low level. The finding implies that it is necessary to conduct research on the","PeriodicalId":53318,"journal":{"name":"Kreano Jurnal Matematika KreatifInovatif","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76934099","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 : 2022-11-02DOI: 10.15294/kreano.v13i2.36522
F. Sari, D. Juandi
STEM-based learning is a learning approach that integrates science, technology, engineering
基于stem的学习是一种集科学、技术、工程为一体的学习方法
{"title":"Analysis of Senior High School Mathematics Teachers’ Perception of The Application of STEM-Based Learning","authors":"F. Sari, D. Juandi","doi":"10.15294/kreano.v13i2.36522","DOIUrl":"https://doi.org/10.15294/kreano.v13i2.36522","url":null,"abstract":"STEM-based learning is a learning approach that integrates science, technology, engineering","PeriodicalId":53318,"journal":{"name":"Kreano Jurnal Matematika KreatifInovatif","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84183730","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 : 2022-10-29DOI: 10.15294/kreano.v13i2.38050
U. D. Susiaty, Dwi Oktaviana, M. Firdaus
The purpose of this study was to compare college student analytical thinking skills in evaluation learning with and without flipbook-assisted e-books. The research method used is quasi-experimental with a nonequivalent control group research form. The sample in this study were fourth-semester college students. The result of the research is that the college student analytical thinking ability after being given a mathematics learning evaluation course with and without an e-book assisted by a flipbook is equally good. This study carries out the application of learning mathematics learning evaluation courses with e-books assisted by flipbooks as an effort to develop students' analytical thinking skills which are indispensable in solving problems in these subjects where so far no one has conducted research in this field. The implications of the research are by applying the learning of mathematics learning evaluation courses with e-books with the help of flipbooks to the maximum extent that they can develop college student analytical thinking skills.Tujuan dalam penelitian ini adalah untuk membandingkan kemampuan berpikir analitis mahasiswa dalam pembelajaran evaluasi dengan dan tanpa e-book berbantuan flipbook. Metode penelitian yang digunakan adalah quasi experimental dengan bentuk penelitian nonequivalent control group. Sampel dalam penelitian ini adalah mahasiswa semester IV. Hasil penelitian yaitu kemampuan berpikir analitis mahasiswa sesudah diberikan mata kuliah evaluasi pembelajaran matematika dengan dan tanpa e-book berbantuan flipbook sama baiknya. Penelitian ini mengusung penerapan pembelajaran mata kuliah evaluasi pembelajaran matematika dengan e-book berbantuan flipbook sebagai upaya dalam mengembangkan kemampuan berpikir analitis mahasiswa yang sangat diperlukan dalam menyelesaikan permasalahan di mata kuliah tersebut dimana selama ini belum ada yang melakukan penelitian di bidang tersebut. Adapun implikasi dalam penelitian yaitu dengan melakukan penerapan pembelajaran mata kuliah evaluasi pembelajaran matematika dengan e-book berbantuan flipbook secara maksimal dapat mengembangkan kemampuan berpikir analitis mahasiswa.
本研究的目的是比较有和没有电子书辅助的大学生在评估学习中的分析思维能力。研究方法为准实验，采用非等效对照组研究形式。本研究的样本为大学四学期的学生。研究结果表明，在有电子书和没有电子书辅助的情况下，大学生的数学学习评价课程的分析思维能力是一样好的。本研究在flipbooks的辅助下进行了电子书学习数学学习评价课程的应用，旨在培养学生在解决这些学科问题时不可或缺的分析思维能力，目前还没有人在这一领域进行过研究。本研究的启示是，通过在flipbooks的帮助下，最大限度地运用电子书学习数学学习评价课程，以培养大学生的分析思维能力。我的翻译是:我的翻译是:我的翻译是:我的翻译是:我的翻译是:我的翻译是:Metode penpentian yang diunakan adalah准实验邓安本图克penpentian非等效对照组。第四学期。中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:中文翻译:翻译为:翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:
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Pub Date : 2022-10-27DOI: 10.15294/kreano.v13i2.37541
Alimuddin Tampa, Saadah Layly, H. Helmi, Nurul Fadhila Alimuddin
This study aims to analyze the students’ numerical literacy ability in junior high schools based on their status (accreditation and state/non-state schools). This study used the descriptive quantitative method. The participants were 150 students randomly selected from 2 state junior high schools (SMPN) based on the accreditation levels (A B) and 1 non-state school (SMP). The instrument used was the modified result of the Numerical Literacy Ability test developed by the Center for Assessment and Learning (Pusmenjar) of the Ministry of Education and Culture. The collected data were analyzed using descriptive statistics. The research results indicated that: (1) the student’s numerical literacy skills in junior high schools were low for all domains and tended to be very low in geometry; (2) at the L1 level, students did not experience difficulties, but other levels did, especially L3; and (3) school status had no significant effect on the students' numerical literacy skills.Penelitian ini bertujuan untuk menganalisis kemampuan literasi numerasi siswa di SMP berdasarkan statusnya (akreditasi dan sekolah negeri/non negeri). Penelitian ini menggunakan metode kuantitatif descriptive. Peserta tersebut merupakan 150 siswa yang dipilih secara acak dari 2 SMPN Negeri (SMPN) berdasarkan jenjang akreditasi (A/B) dan 1 sekolah non negeri (SMP). Instrumen yang digunakan merupakan hasil modifikasi dari uji Kemampuan Literasi Numerasi yang dikembangkan oleh Pusat Pengkajian dan Pembelajaran (Pusmenjar) Kementerian Pendidikan dan Kebudayaan. Data yang dikumpulkan dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa: (1) kemampuan literasi numerasi siswa di sekolah menengah pertama rendah untuk semua domain dan cenderung sangat rendah dalam geometri; (2) pada jenjang L1, siswa tidak mengalami kesulitan, tetapi jenjang lain mengalami kesulitan, terutama L3; dan (3) status sekolah tidak berpengaruh signifikan terhadap kemampuan literasi numerik siswa.
本研究旨在分析初中学生的数字读写能力，基于他们的身份(认证和公立/非公立学校)。本研究采用描述性定量方法。研究对象是根据认证等级(A - B)从2所公立初中(SMPN)和1所非公立学校(SMP)随机抽取的150名学生。使用的工具是由教育和文化部评估和学习中心(Pusmenjar)开发的数字读写能力测试的修改结果。收集的数据采用描述性统计进行分析。研究结果表明:(1)初中生的数字读写能力在各领域均较低，在几何方面往往很低;(2)在L1级别，学生没有遇到困难，但其他级别，特别是L3级别的学生遇到困难;(3)学校地位对学生的数字读写能力无显著影响。Penelitian ini bertujuan untuk menganalis kemampuan literasi numerasi siswa di SMP berdasarkan statusnya (akreditasi dan sekolah negeri/non negeri)。Penelitian ini mongunakan方法定量描述。Peserta tersebut merupakan 150 siswa yang dipilih secara akak dari 2 SMPN Negeri (SMPN) berdasarkan jenjang akreditasi (A/B) dan 1 sekolah non Negeri (SMP)。仪表yang digunakan merupakan hasil modifikasi dari uji Kemampuan Literasi Numerasi yang dikembangkan oleh Pusat Pengkajian dan penbelajan (Pusmenjar) Kementerian Pendidikan dan Kebudayaan。数据杨迪昆普尔坎每日分析孟古那坎统计报表。Hasil penelitian menunjukkan bahwa:(1) kemampuan literasi numerasi siswa di sekolah menengah pertama rendah untuk semua domain dan cenderung sangat rendah dalam geometri;(2) pada jenjang L1, siswa tidak mengalami kesulitan, tetapi jenjang lain mengalami kesulitan, terutama L3;Dan (3) status sekolah tidak berpengaruh signifikan terhadap kemampuan literasi numerik siswa。
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Pub Date : 2022-10-27DOI: 10.15294/kreano.v13i2.34536
S. Firmasari, T. Herman, Eris Fanny Firdaus
This study aims to analyze in-depth students' conceptual knowledge and reasoning when solving problems using mathematical proof as a rigorous mathematical thinking paradigm. The research uses a qualitative method with a case study approach that analyzes the mathematical proof ability of nine students who represent different cognitive functions from each level of rigorous mathematical thinking. The results showed that each level of rigorous mathematical thinking meant other indicators according to their ability to master conceptual knowledge and implement mathematical ideas through reasoning. This research has an impact on the treatment that the teacher must give in determining the learning model and evaluation instrument that can raise students' conceptual knowledge and reasoning.Penelitian ini bertujuan untuk menganalisis secara mendalam pengetahuan konseptual dan penalaran siswa ketika memecahkan masalah menggunakan pembuktian matematis sebagai paradigma berpikir matematis yang ketat. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus yang menganalisis kemampuan pembuktian matematis sembilan siswa yang mewakili fungsi kognitif yang berbeda dari setiap tingkat pemikiran matematis yang teliti. Hasil penelitian menunjukkan bahwa setiap tingkat berpikir matematis yang teliti berarti indikator lain sesuai dengan kemampuannya untuk menguasai pengetahuan konseptual dan mengimplementasikan ide-ide matematika melalui penalaran. Penelitian ini berdampak pada perlakuan yang harus diberikan guru dalam menentukan model pembelajaran dan instrumen evaluasi yang dapat meningkatkan pengetahuan konseptual dan penalaran siswa.
本研究旨在以数学证明作为严谨的数学思维范式，深入分析学生在解决问题时的概念知识和推理能力。本研究采用定性的方法，结合案例研究的方法，从严谨的数学思维的各个层次，分析了代表不同认知功能的9名学生的数学证明能力。结果表明，严谨数学思维的每一个层次都意味着其他指标，根据他们掌握概念知识和通过推理实现数学思想的能力。本研究影响了教师在确定能够提高学生概念知识和推理能力的学习模式和评价工具时必须给予的待遇。Penelitian ini bertujuan untuk menganalis secara mendalam pengetahuan konsepalent danpenalan siswa ketika memecahkan masalah menggunakan pembuktian matatis sebagai范式berpikir matatis yang ketat。penpentitian ini menggunakan方法，质量，登高，pendekatan研究kasus yang menganalis kemampuan pembuktian matmatis sembilan siswa yang mewakili真菌，kognitif yang berbeda dari设置，penmikiiran matmattis yang teliti。Hasil penelitian menunjukkan bahwa setap tingkat berpikir matmatatis yang teliti berarti指标lain sesuai dengan kemampuannya untuk menguasai pengetahuan konseptive dan实现asikan ideide matmatatika melalui penalan。peneltitian ini berdampak padpadperlakuan杨家乐大师dalam menentukan模型彭家乐和仪器评估杨家乐脑膜katkan彭家乐和konsepturi丹彭家乐。
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Pub Date : 2022-10-27DOI: 10.15294/kreano.v13i2.34322
Fransiska Dwi Lestari, A. Syahbana, A. M. Retta
The purpose of this study is to create an E-Module based on conceptual understanding of linear programming that is valid, practical, and understands the potential effects of E-Modules. The Research and Development (R&D) method was used in this study. This study employs the ADDIE model development procedure, which consists of five stages: analysis, design, development, implementation
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Pub Date : 2022-10-23DOI: 10.15294/kreano.v13i2.33301
Cecep Anwar Hadi Firdos Santosa, I. Rafianti, Dita Yulistiany
The reserch aims to understanding the phenomena of differences in mathematical problem-solving ability between students who obtained worked-example and expository learning method when reviewed from students’ initial ability. This study was a quasi-experimental with treatment by level 2×2 research design. We analize the data used two-way analysis of variance. We found that (1) There were differences in mathematical problem-solving ability between students who obtained worked-example and expository learning method. (2) There were differences in mathematical problem-solving ability between students who had high and low initial ability. (3) In high initial ability, students who obtained expository and worked-example learning method were relatively the same. (4) In low initial ability, students who obtained worked-example learning method were better than expository. (5) There was an interaction between learning method and initial ability in mathematical problem-solving ability.Penelitian yang dilakukan ingin memahami fenomena perbedaan kemampuan pemecahan masalah matematis antara siswa yang memperoleh metode pembelajaran worked-example dan ekspositori ditinjau dari kemampuan awal siswa. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain treatment by level 2×2. Penlitian ini menggunana analisis variansi dua jalan untuk menganalisis data penelitian. Dalam penelitian ini ditemukan bahwa (1) Ada kemampuan yang berbeda pada pemecahan masalah matematis antara siswa yang memperoleh metode pembelajaran worked-example dan ekspositori; (2) Ada perbedaan pada kemampuan pemecahan masalah matematis antara siswa yang memiliki kemampuan awal tinggi dan rendah; (3) Pada siswa dengan kemampuan awal tinggi, relatif tidak ada perbedaan pada kemampuan pemecahan masalah matematisnya; baik siswa yang memperoleh metode pembelajaran ekspositori dan worked-example; (4) Pada kemampuan dengan awal rendah, ada perbedaan dan siswa dengan metode pembelajaran worked-example lebih baik dibandingkan siswa yang belajar dengan ekspositori, dilihat dari kemampuan pemecahan masalah matematis; (5) Terdapat interaksi antara metode pembelajaran dan kemampuan awal terhadap kemampuan pemecahan masalah matematis.
本研究旨在了解实例学习法和说明文学习法的学生在从学生的初始能力进行复习时，在数学解决问题能力上的差异现象。本研究为准实验研究，采用水平2×2研究设计。我们使用双向方差分析来分析数据。我们发现(1)采用实例学习法和说明文学习法的学生在数学解题能力上存在差异。(2)初始能力高低的学生在数学解题能力上存在差异。(3)在初始能力较高的情况下，采用说明文学习法和实例学习法的学生基本相同。(4)在初始能力较低的情况下，采用实例学习法的学生比采用说明性学习法的学生表现更好。(5)学习方法与数学解题能力的初始能力存在交互作用。Penelitian yang dilakukan ingin memahami现象perbedaan kemampuan pemecahan masalah matmatatis antara siswa yang memperoleh方法pembelajan工作实例danekspositori ditinjau dari kemampuan awal siswa。Penelitian ini merupakan Penelitian kuasi ekspersperdengan design按水平处理2×2。蒙古国蒙古国蒙古国蒙古国蒙古国蒙古国蒙古国蒙古国蒙古国蒙古国蒙古国蒙古国蒙古国。(1) Ada kemampuan yang berbeda pada pemecahan masalah matmatatis antara siswa yang memperoleh method pembelajan工程实例;(2) Ada perbedaan paada kemampuan pemecahan masalah matematis antara siswa yang memiliki kemampuan awal tinggi dan rendah;(3) Pada siswa dengan kemampuan awal tinggi，相对于Pada perbedaa和Pada kemampuan pemecahan masalah matematisnya;白思华·杨(Baik siswa Yang)的方法与丹(Dan)进行了实例分析;(4) paada kemampuan dengan awal rendah, paada perbedaan and dansiswa dengan method penbelajan work -example lebih baik dibandingkan siswa yang belajar dengan ekspositori, dilihat dari kemampuan pemecahan masalah matmatatis;(5) Terdapat interaksi antara mede pembelajaran dan kemampuan awal terhadap kemampuan pemecahan masalah matmatatis。
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Pub Date : 2022-10-21DOI: 10.15294/kreano.v13i2.37421
Andini Siwi Pamungkas, M. Masduki
Logical reasoning ability plays an important role in serving students understand and solves mathematical problems. The students' thinking style is one factor that affects how students solve problems. This study aims to reveal the student's logical reasoning ability based on a sequential thinking style. This research used a qualitative approach with a case study design. The subjects of this study included 15 grade 8 students due to limited access during the Covid-19 pandemic. We used Gregorc's thinking style questionnaire to classify students' thinking styles and three straight-line equation problems to reveal students' logical reasoning abilities. Four students, two for concrete and abstract sequential thinking styles, were interviewed to demonstrate their logical reasoning abilities. The results showed differences in students' logical thinking abilities in terms of thinking styles on constructing and establishing assumptions, assessing and testing, establishing generalizations, and determining conclusions indicators. Thus, it can be concluded that the thinking style can affect the students' logical reasoning abilities
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Pub Date : 2022-10-08DOI: 10.15294/kreano.v13i2.38068
Rahmad Sugianto, Y. M. Cholily, Rani Darmayanti, Kamilia Rahmah, Niswatun Hasanah
Mathematics communication, which includes writing, drawing, and expressing mathematics, is essential in learning mathematics. The teacher needs to design learning to develop the ability to communicate mathematically. Questions presented in the Rainbow Mathematics Card (RMC) allow participants to be educated to convey the ideas and concepts that become part of developing mathematics communication ability. The study aims to make mathematics communication ability TGT learning with RMC. A type study is a mixed method that is designed and experimented with in subjects research. Data was obtained through test mathematics ability communication before and after learning using a paired t-test. The results showed an enhanced mathematics communication ability through the TGT learning model with RMC.Komunikasi matematika yang meliputi menulis, menggambar, dan mengekspresikan matematika, sangat penting dalam pembelajaran matematika. Guru perlu merancang pembelajaran untuk mengembangkan kemampuan berkomunikasi matematis. Soal-soal yang disajikan dalam Rainbow Mathematic Card (RMC) memungkinkan peserta dididik untuk menyampaikan ide dan konsep yang menjadi bagian dari pengembangan kemampuan komunikasi matematika. Tujuan penelitian ini untuk tes peningkatan kemampuan matematis melalui pembelajaran TGT dengan RMC. Jenis studi adalah metode campuran yang kemudian dikembangkan dan dieksperimentasikan ke subjek penelitian. Data diperoleh melalui tes kemampuan komunikasi matematis sebelum dan sesudah pembelajaran menggunakan uji t berpasangan. Hasil penelitian menunjukkan peningkatan kemampuan komunikasi matematis melalui pembelajaran TGT dengan RMC.
数学交流在数学学习中是必不可少的，它包括写作、绘画和表达数学。教师需要设计学习来发展数学交流的能力。彩虹数学卡(RMC)中的问题可以让参与者接受教育，以传达成为发展数学沟通能力的一部分的想法和概念。本研究旨在通过RMC实现数学沟通能力的TGT学习。类型研究是在受试者研究中设计和试验的一种混合方法。数据采用配对t检验，通过学习前后数学能力交流测试获得。结果表明，通过RMC的TGT学习模式，学生的数学沟通能力得到了提高。Komunikasi matematika yang meliputi menulis, menggambar, dan mengekspressikan matematika, sangat penting dalam pembelajaran matematika。大师perlu merancang pembelajaran untuk mengembangkan kemampuan berkomunikasi matmatatis。彩虹数学卡(RMC)， menungkinkan peserta dididik untuk menyampaikan ide dan konsep yang menjadi bagian dari pengembangan kemunikasan komunikasi matematika。Tujuan penelitian ini untuk, peningkatan kemampuan matmatatis melalui penbelajaran TGT dengan RMC。Jenis的研究是用一种近似的方法来进行实验的，比如，研究对象是penelitian。数据的双重特征:数据的双重特征:数据的双重特征;数据的双重特征:数据的双重特征;数据的双重特征;数据的双重特征;数据的双重特征。[中文]:中文的翻译是:中文的翻译是:中文的翻译是:中文的翻译是:
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