Pub Date : 2020-12-01DOI: 10.15294/KREANO.V11I2.26752
N. Nurjanah, Anggi Juliana
This study aims to produce a description of students' didactical obstacles in solving geometric problems based on their spatial perception ability. Didactical obstacles were obtained through the results of the analysis of the students' spatial perception obtained ability from the test of geometric instruments associated with the spatial perception ability. This research method is descriptive qualitative. The participants of this study were junior high school students and mathematics teachers. The analysis of the students' spatial perception ability was obtained based on the results of instrument tests, in-depth interviews, and document analysis. The results of this study showed that most students experienced didactical obstacles in solving geometric problems based on their spatial perception ability. Penelitian ini bertujuan untuk menghasilkan gambaran dari hambatan didaktis siswa dalam penyelesaian masalah geometri berdasarkan kemampuan persepsi ruang. Hambatan didaktis diperoleh melalui hasil analisis dari kemampuan persepsi ruang siswa yang diperoleh dari uji instrumen geometri yang dikaitkan dengan kemampuan persepsi ruang. Metode penelitian ini adalah kualitatif deskriptif. Partisipan penelitian ini adalah siswa SMP dan guru matematika. Analisis kemampuan persepsi ruang siswa diperoleh berdasarkan hasil uji instrumen, wawancara yang mendalam, dan analisis dokumen. Hasil penelitian ini menunjukkan sebagian besar siswa mengalami hambatan didaktis dalam menyelesaikan masalah geometri berdasarkan kemampuan persepsi ruang.
本研究旨在以空间知觉能力为基础，描述学生解决几何问题的教学障碍。通过分析几何仪器测试中学生空间感知能力与空间感知能力的关系，得出教学障碍。本研究方法为描述性定性研究。本研究以初中生和数学教师为研究对象。学生空间感知能力的分析是基于仪器测试、深度访谈和文献分析的结果。本研究结果显示，大多数学生在解决几何问题时遇到了基于空间感知能力的教学障碍。Penelitian ini bertujuan untuk menghasilkan gambaran dari hambatan didaktis siswa dalam penyelesaian masalah geometri berdasarkan kemampuan persepsi ruang。Hambatan didaktis diperoleh melalui hasil分析dari kemampuan perperoleh ruang siswa yang diperoleh dari uji仪器几何，yang dikaitkan登高kemampuan perpersi ruang。方法penelitian的翻译结果:党派间的相互影响是不稳定的。分析kemampuan persepi ruang siswa diperoleh berdasarkan hasil uji仪器，wanancara yang mendalam, dan分析dokumen。这是我最喜欢的，我最喜欢的，我最喜欢的，我最喜欢的，我最喜欢的。
{"title":"Hambatan Didaktis Siswa SMP dalam Penyelesaian Masalah Geometri Berdasarkan Kemampuan Persepsi Ruang","authors":"N. Nurjanah, Anggi Juliana","doi":"10.15294/KREANO.V11I2.26752","DOIUrl":"https://doi.org/10.15294/KREANO.V11I2.26752","url":null,"abstract":"This study aims to produce a description of students' didactical obstacles in solving geometric problems based on their spatial perception ability. Didactical obstacles were obtained through the results of the analysis of the students' spatial perception obtained ability from the test of geometric instruments associated with the spatial perception ability. This research method is descriptive qualitative. The participants of this study were junior high school students and mathematics teachers. The analysis of the students' spatial perception ability was obtained based on the results of instrument tests, in-depth interviews, and document analysis. The results of this study showed that most students experienced didactical obstacles in solving geometric problems based on their spatial perception ability. Penelitian ini bertujuan untuk menghasilkan gambaran dari hambatan didaktis siswa dalam penyelesaian masalah geometri berdasarkan kemampuan persepsi ruang. Hambatan didaktis diperoleh melalui hasil analisis dari kemampuan persepsi ruang siswa yang diperoleh dari uji instrumen geometri yang dikaitkan dengan kemampuan persepsi ruang. Metode penelitian ini adalah kualitatif deskriptif. Partisipan penelitian ini adalah siswa SMP dan guru matematika. Analisis kemampuan persepsi ruang siswa diperoleh berdasarkan hasil uji instrumen, wawancara yang mendalam, dan analisis dokumen. Hasil penelitian ini menunjukkan sebagian besar siswa mengalami hambatan didaktis dalam menyelesaikan masalah geometri berdasarkan kemampuan persepsi ruang.","PeriodicalId":53318,"journal":{"name":"Kreano Jurnal Matematika KreatifInovatif","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78765977","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 : 2020-12-01DOI: 10.15294/KREANO.V11I2.26583
S. Saminanto, Y. Romadiastri
Penelitian ini bertujuan menghasilkan perangkat pembelajaran reflektif kuliah micro teaching Berbasis Unity of Science (UoS) yang valid, praktis, dan efektif untuk menciptakan calon guru matematika profesional. Penelitian pengembangan dengan modivikasi model Plomp menghasilkan perangkat perkuliahan Micro Teaching reflektif berbasis UoS baik RPS, SAP, bahan ajar dan instrumen penilaian. Uji kevalidan RPS sebesar 3,70, SAP sebesar 3,78, Bahan Ajar 4,00, Instrumen penilaian sebesar 3,83 dengan kriteria baik. Hasil uji kepraktisan RPS sebesar 4,75, SAP sebesar 4,53, Bahan Ajar sebesar 4,78, Instrumen penilaian sebesar 4,61 dengan kriteria sangat baik. Hasil uji keefektifan diperoleh =4,384 dan =1,671 maka dengan taraf signifikansi 5% dan dk= 55 dikatakan efektif. Berdasarkan analisis disimpulkan perangkat pembelajaran reflektif kuliah Micro Teaching berbasis UoS valid, praktis, dan efektif menciptakan calon guru matematika profesional. This research aims to produce reflective instuments for micro teaching lecture based on Unity of Science (UoS) that is valid, practical, and effective to get professional mathematics teacher candidates. This development research used a modification of Plomp Model to produce reflective equipments based on UoS that is RPS, SAP, teaching materials and assessment instruments. The results of validty test were RPS 3.71, SAP 3.78, teaching materials 4.00 and assessment instruments 3.83 in good criteria. The results of practically test were RPS 4.75, SAP 4.53, teaching materials 4.78 and assessment instruments 4.61 in very good criteria. The effectivenes is obtained t count = 4.384 and t table = 1.671 then t count > t table with level significance of 5% and dk = 55, that is to be effective. Based on data, it can be concluded that reflective equipments based on UoS is valid, practical, and effective in producing professional mathematics teacher candidates.
{"title":"Pengembangan Perangkat Pembelajaran Reflektif Berbasis Unity of Sciences untuk Menciptakan Calon Guru Matematika Profesional","authors":"S. Saminanto, Y. Romadiastri","doi":"10.15294/KREANO.V11I2.26583","DOIUrl":"https://doi.org/10.15294/KREANO.V11I2.26583","url":null,"abstract":"Penelitian ini bertujuan menghasilkan perangkat pembelajaran reflektif kuliah micro teaching Berbasis Unity of Science (UoS) yang valid, praktis, dan efektif untuk menciptakan calon guru matematika profesional. Penelitian pengembangan dengan modivikasi model Plomp menghasilkan perangkat perkuliahan Micro Teaching reflektif berbasis UoS baik RPS, SAP, bahan ajar dan instrumen penilaian. Uji kevalidan RPS sebesar 3,70, SAP sebesar 3,78, Bahan Ajar 4,00, Instrumen penilaian sebesar 3,83 dengan kriteria baik. Hasil uji kepraktisan RPS sebesar 4,75, SAP sebesar 4,53, Bahan Ajar sebesar 4,78, Instrumen penilaian sebesar 4,61 dengan kriteria sangat baik. Hasil uji keefektifan diperoleh =4,384 dan =1,671 maka dengan taraf signifikansi 5% dan dk= 55 dikatakan efektif. Berdasarkan analisis disimpulkan perangkat pembelajaran reflektif kuliah Micro Teaching berbasis UoS valid, praktis, dan efektif menciptakan calon guru matematika profesional. This research aims to produce reflective instuments for micro teaching lecture based on Unity of Science (UoS) that is valid, practical, and effective to get professional mathematics teacher candidates. This development research used a modification of Plomp Model to produce reflective equipments based on UoS that is RPS, SAP, teaching materials and assessment instruments. The results of validty test were RPS 3.71, SAP 3.78, teaching materials 4.00 and assessment instruments 3.83 in good criteria. The results of practically test were RPS 4.75, SAP 4.53, teaching materials 4.78 and assessment instruments 4.61 in very good criteria. The effectivenes is obtained t count = 4.384 and t table = 1.671 then t count > t table with level significance of 5% and dk = 55, that is to be effective. Based on data, it can be concluded that reflective equipments based on UoS is valid, practical, and effective in producing professional mathematics teacher candidates.","PeriodicalId":53318,"journal":{"name":"Kreano Jurnal Matematika KreatifInovatif","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79220480","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 : 2020-12-01DOI: 10.15294/KREANO.V11I2.25569
M. Utomo, H. Pujiastuti, Anwar Mutaqin
Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika yang ditinjau dari gaya kognitif siswa. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kualitatif. Subyek penelitian ini terdiri dari 4 siswa kelas X IPA 4 MAN 2 Kota Serang semester genap tahun ajaran 2019/2020. Instrumen yang digunakan pada penelitian ini adalah tes kemampuan literasi matematika, tes Group Embedded Figure Test (GEFT) untuk mengetahui jenis gaya kognituif siswa, dan pedoman wawancara. Hasil penelitian ini menunjukkan bahwa Siswa dengan gaya kognitif field independent dan field dependent secara bersamaan mampu menjawab dengan tepat dan memenuhi pencapaian indikator soal dengan baik pada level 1, 2, dan 5. Siswa field independent yang telah mampu menggunakan aspek penalaran spasial dan menggunakan representasinya dengan baik. Siswa field dependent belum mampu menggunakan aspek penalaran spasial dan belum dapat menggunakan representasinya dengan baik. Siswa field independent dan siswa field dependent belum mampu menggunakan konsep generalisasi.This study aims to describe the ability of mathematical literacy in terms of students' cognitive styles. This research is a type of descriptive research with a qualitative approach. The subjects of this study consisted of 4 students of Class X IPA 4 MAN 2 Serang City in the even semester of the 2019/2020 school year. The instrument used in this study was a test of mathematical literacy ability, a Group Embedded Figure Test (GEFT) test to find out the types of students' cognitive style, and interview guidelines. The results of this study indicate that students with field independent and field dependent cognitive styles simultaneously are able to answer appropriately and meet the achievement of problem indicators well at levels 1, 2, and 5. Field independent students who have been able to use aspects of spatial reasoning and use their representations with well. Field dependent students have not been able to use aspects of spatial reasoning and have not been able to use their representations properly. Field independent students and field dependent students have not been able to use the concept of generalization.Â
{"title":"Analisis Kemampuan Literasi Matematika Ditinjau dari Gaya Kognitif Siswa","authors":"M. Utomo, H. Pujiastuti, Anwar Mutaqin","doi":"10.15294/KREANO.V11I2.25569","DOIUrl":"https://doi.org/10.15294/KREANO.V11I2.25569","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan kemampuan literasi matematika yang ditinjau dari gaya kognitif siswa. Penelitian ini merupakan jenis penelitian deskriptif dengan pendekatan kualitatif. Subyek penelitian ini terdiri dari 4 siswa kelas X IPA 4 MAN 2 Kota Serang semester genap tahun ajaran 2019/2020. Instrumen yang digunakan pada penelitian ini adalah tes kemampuan literasi matematika, tes Group Embedded Figure Test (GEFT) untuk mengetahui jenis gaya kognituif siswa, dan pedoman wawancara. Hasil penelitian ini menunjukkan bahwa Siswa dengan gaya kognitif field independent dan field dependent secara bersamaan mampu menjawab dengan tepat dan memenuhi pencapaian indikator soal dengan baik pada level 1, 2, dan 5. Siswa field independent yang telah mampu menggunakan aspek penalaran spasial dan menggunakan representasinya dengan baik. Siswa field dependent belum mampu menggunakan aspek penalaran spasial dan belum dapat menggunakan representasinya dengan baik. Siswa field independent dan siswa field dependent belum mampu menggunakan konsep generalisasi.This study aims to describe the ability of mathematical literacy in terms of students' cognitive styles. This research is a type of descriptive research with a qualitative approach. The subjects of this study consisted of 4 students of Class X IPA 4 MAN 2 Serang City in the even semester of the 2019/2020 school year. The instrument used in this study was a test of mathematical literacy ability, a Group Embedded Figure Test (GEFT) test to find out the types of students' cognitive style, and interview guidelines. The results of this study indicate that students with field independent and field dependent cognitive styles simultaneously are able to answer appropriately and meet the achievement of problem indicators well at levels 1, 2, and 5. Field independent students who have been able to use aspects of spatial reasoning and use their representations with well. Field dependent students have not been able to use aspects of spatial reasoning and have not been able to use their representations properly. Field independent students and field dependent students have not been able to use the concept of generalization. ","PeriodicalId":53318,"journal":{"name":"Kreano Jurnal Matematika KreatifInovatif","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86421141","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 : 2020-12-01DOI: 10.15294/KREANO.V11I2.26540
M. Mulyono, A. Ardiansyah, Regilsa Fariz, Karima Khoirunnisa
Tujuan penelitian ini adalah untuk mengkaji kemampuan berpikir kreatif dilihat dari perbedaan gender pada Blended Learning berbantu Google Classrooms (BL-GC). Penelitian mix methods dilakukan dengan strategi concurrent embedded dimana subjek penelitian dipilih dengan teknik purpose sampling sehingga diperoleh 5 mahasiswa laki-laki dan 5 mahasiswa perempuan. Untuk meninjau kemampuan berpikir kreatif digunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa implementasi BL-GC efektif terhadap kemampuan berpikir kreatif tanpa melihat perbedaan gender. Hal tersebut diperoleh berdasarkan hasil temuan secara kualiatatif dan kuantitatif yang menyebutkan bahwa kemampuan berpikir kreatif, peningkatan kemampuan berpikir kreatif, dan ketercapaian indikator kemampuan berpikir kreatif tidak berbeda secara signifikan. Temuan lain menunjukkan bahwa kefasihan merupakan langkah awal dari kemampuan berpikir kreatif, sehingga jika ingin mengembangkan kemampuan berpikir kreatif, maka langkah awalnya adalah mengembangkan kefasihan siswa. The aim of this study was to examine creative thinking skills viewed by gender differences in Blended Learning with Google Classrooms assisted (BL-GC). The mix methods research was carried out with a concurrent embedded strategy. The research subjects consist of 5 male and 5 female students. To review differences in creative thinking skills, tests and interviews are used. The results showed that the implementation of BL-GC was effective on creative thinking skills regardless of gender. This was obtained based on the qualitative and quantitative findings which stated that creative thinking skills, gain creative thinking skills, and the achievement of creative thinking skills’s indicators did not differ significantly. Other findings show that fluency is the first step in the ability to think creatively, so that if you want to develop creative thinking skills, the first step is to develop student fluency.
{"title":"Prespektif Gender terhadap Kemampuan Berpikir Kreatif Mahasiswa pada Blended Learning berbantu Google Classrooms","authors":"M. Mulyono, A. Ardiansyah, Regilsa Fariz, Karima Khoirunnisa","doi":"10.15294/KREANO.V11I2.26540","DOIUrl":"https://doi.org/10.15294/KREANO.V11I2.26540","url":null,"abstract":"Tujuan penelitian ini adalah untuk mengkaji kemampuan berpikir kreatif dilihat dari perbedaan gender pada Blended Learning berbantu Google Classrooms (BL-GC). Penelitian mix methods dilakukan dengan strategi concurrent embedded dimana subjek penelitian dipilih dengan teknik purpose sampling sehingga diperoleh 5 mahasiswa laki-laki dan 5 mahasiswa perempuan. Untuk meninjau kemampuan berpikir kreatif digunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa implementasi BL-GC efektif terhadap kemampuan berpikir kreatif tanpa melihat perbedaan gender. Hal tersebut diperoleh berdasarkan hasil temuan secara kualiatatif dan kuantitatif yang menyebutkan bahwa kemampuan berpikir kreatif, peningkatan kemampuan berpikir kreatif, dan ketercapaian indikator kemampuan berpikir kreatif tidak berbeda secara signifikan. Temuan lain menunjukkan bahwa kefasihan merupakan langkah awal dari kemampuan berpikir kreatif, sehingga jika ingin mengembangkan kemampuan berpikir kreatif, maka langkah awalnya adalah mengembangkan kefasihan siswa. The aim of this study was to examine creative thinking skills viewed by gender differences in Blended Learning with Google Classrooms assisted (BL-GC). The mix methods research was carried out with a concurrent embedded strategy. The research subjects consist of 5 male and 5 female students. To review differences in creative thinking skills, tests and interviews are used. The results showed that the implementation of BL-GC was effective on creative thinking skills regardless of gender. This was obtained based on the qualitative and quantitative findings which stated that creative thinking skills, gain creative thinking skills, and the achievement of creative thinking skills’s indicators did not differ significantly. Other findings show that fluency is the first step in the ability to think creatively, so that if you want to develop creative thinking skills, the first step is to develop student fluency.","PeriodicalId":53318,"journal":{"name":"Kreano Jurnal Matematika KreatifInovatif","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79937274","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 : 2020-12-01DOI: 10.15294/KREANO.V11I2.26228
Isna Khairunnisa, Kartono Kartono, Amin Suyitno
This study aims to determine and analyze the quality of learning by applying oral feedback in Problem Based Learning model to students' mathematical reasoning abilities. This research used a mixed method research. The population is X grade of SMA Negeri 8 Semarang. The sample selection used probability sampling technique with X MIPA 4 as the experimental class and X MIPA 5 as the control class. Based on the data analysis, the average value of the final test of mathematical reasoning ability in the experimental class was 76.05 with the completeness of the proportion 88.5%. The results of the analysis found that students' mathematical reasoning abilities could be categorized into 3, namely high, medium, and low according to the abilities of each student. Giving oral feedback to students also gives a positive response, so that giving oral feedback can improve students' mathematical reasoning abilities. Penelitian ini bertujuan untuk mengetahui dan menganalisis kualitas pembelajaran dengan menerapkan oral feedback dalam model Problem Based Learning terhadap kemampuan penalaran matematis siswa. Penelitian ini menggunakan jenis penelitian mix methode. Populasinya kelas X SMA Negeri 8 Semarang. Pemilihan sampel dengan teknik probability sampling dengan X MIPA 4 sebagai kelas eksperimen dan X MIPA 5 sebagai kelas kontrol. Berdasarkan analisis data diperoleh nilai rata-rata tes akhir kemampuan penalaran matematis pada kelas eksperimen adalah 76,05 dengan ketuntasan proporsi 88,5%. Hasil analisis menemukan bahwa kemampuan penalaran matematis siswa dapat dikategorikan dalam 3 kategori yaitu tinggi, sedang, dan rendah sesuai dengan kemampuan masing-masing siswa. Pemberian oral feedback kepada siswa juga memberikan respon yang positif, sehingga pemberian oral feedback dapat meningkatkan kemampuan penalaran matematis siswa.
本研究旨在将问题基础学习模式中的口头反馈应用于学生的数学推理能力，以确定和分析学生的学习质量。本研究采用混合研究方法。人口是SMA Negeri 8三宝垄的X级。样本选择采用概率抽样技术，X MIPA 4为实验类，X MIPA 5为控制类。通过数据分析，实验班学生数学推理能力期末测试均值为76.05，完成度占比为88.5%。分析结果发现，学生的数学推理能力可以根据每个学生的能力分为高、中、低3个等级。对学生进行口头反馈也会产生积极的反应，因此口头反馈可以提高学生的数学推理能力。基于问题的学习(Problem - Based Learning)，即基于问题的学习(Problem - Based Learning)。penpentitian的用法和样例:Populasinya kelas X SMA Negeri 8三宝垄。样品概率抽样，样品质量检验，样品质量检验，样品质量检验，样品质量检验，样品质量检验。Berdasarkan的分析数据显示，在不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件下，不同的实验条件。Hasil分析menemukan bahwa kemampuan penalaran matmatatis siswa dapat dikategorikan dalam 3 kategorii yitu tinggi, sedang, dan rendah sesuai dengan kemampuan masing siswa。Pemberian oral feedback kepada siswa juga memberikan response yang positive, sehinga Pemberian oral feedback dapat meningkatkan kemampuan penalaran matmatatis siswa。
{"title":"Bagaimana Oral Feedback Meningkatan Kemampuan Penalaran Matematis? (Studi pada Pembelajaran Problem Based Learning)","authors":"Isna Khairunnisa, Kartono Kartono, Amin Suyitno","doi":"10.15294/KREANO.V11I2.26228","DOIUrl":"https://doi.org/10.15294/KREANO.V11I2.26228","url":null,"abstract":"This study aims to determine and analyze the quality of learning by applying oral feedback in Problem Based Learning model to students' mathematical reasoning abilities. This research used a mixed method research. The population is X grade of SMA Negeri 8 Semarang. The sample selection used probability sampling technique with X MIPA 4 as the experimental class and X MIPA 5 as the control class. Based on the data analysis, the average value of the final test of mathematical reasoning ability in the experimental class was 76.05 with the completeness of the proportion 88.5%. The results of the analysis found that students' mathematical reasoning abilities could be categorized into 3, namely high, medium, and low according to the abilities of each student. Giving oral feedback to students also gives a positive response, so that giving oral feedback can improve students' mathematical reasoning abilities. Penelitian ini bertujuan untuk mengetahui dan menganalisis kualitas pembelajaran dengan menerapkan oral feedback dalam model Problem Based Learning terhadap kemampuan penalaran matematis siswa. Penelitian ini menggunakan jenis penelitian mix methode. Populasinya kelas X SMA Negeri 8 Semarang. Pemilihan sampel dengan teknik probability sampling dengan X MIPA 4 sebagai kelas eksperimen dan X MIPA 5 sebagai kelas kontrol. Berdasarkan analisis data diperoleh nilai rata-rata tes akhir kemampuan penalaran matematis pada kelas eksperimen adalah 76,05 dengan ketuntasan proporsi 88,5%. Hasil analisis menemukan bahwa kemampuan penalaran matematis siswa dapat dikategorikan dalam 3 kategori yaitu tinggi, sedang, dan rendah sesuai dengan kemampuan masing-masing siswa. Pemberian oral feedback kepada siswa juga memberikan respon yang positif, sehingga pemberian oral feedback dapat meningkatkan kemampuan penalaran matematis siswa.","PeriodicalId":53318,"journal":{"name":"Kreano Jurnal Matematika KreatifInovatif","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80246201","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 : 2020-12-01DOI: 10.15294/KREANO.V11I2.26804
Z. Abidin, Nida Jarmita
In solving divergent mathematical problem, there is a different mental activity of formal cognitition. The activity is wel known as intuitive cognition or intuition. This study aims at exploring students’ intuition styles of Field Independent and Field Dependent when they solve divergent mathematical problems. The subjects of this study were GEEFT-test-selected students of MAN Model Banda Aceh who had intuition styles of Field Independent and Field Dependent. The findings of this study showed that field independent students used direct affirmatory intuition in understanding problems, direct and global anticipatory intuition in making plans for solutions, and global anticipatory intuition in solving divergent mathematical problems. On the other hand, field dependent students used direct affirmatory intuition in understanding problems, direct and global anticipatory intuition in making problem-solving plans, and anticipatory global intuition in re-examining divergent mathematical problem solving. Penelitian ini bertujuan untuk mengeksplorasi intuisi siswa yang bergaya kognitif Field Independent dan Field Dependent saat memecahkan masalah matematika divergen. Dalam penelitian ini subjeknya adalah siswa MAN Model Banda Aceh yang memiliki gaya kognitif field independent dan field dependent, dipilih menggunakan tes GEEFT. Temuan dalam penelitian ini diperoleh bahwa siswa field independent menggunakan intuisi afirmatori yang bersifat langsung dalam memahami masalah, dalam membuat rencan pemecahan menggunakan intuisi antisipatori bersifat langsung dan global, dan dalam memecahkan masalah matematika divergen menggunakan intuisi antisipatori yang bersifat global. Sedangkan siswa field dependent menggunakan intuisi afirmatori yang bersifat langsung dalam memahami masalah, dalam membuat rencana pemecahan masalah menggunakan intuisi antisipatori yang besifat langsung dan global, dan dalam memeriksa kembali pemecahan masalah matematika divergen menggunakan intuisi antisipatori yang bersifat global.
在解发散性数学问题时，有一种不同于形式认知的心理活动。这种活动被称为直觉认知或直觉。本研究旨在探讨学生在解决发散性数学问题时，场独立与场依赖的直觉风格。本研究的对象是由geeft测验选出的具有场独立和场依赖直觉风格的班达亚齐MAN模型学生。本研究发现，领域独立学生在理解问题时使用直接肯定直觉，在制定解决方案时使用直接和全局预期直觉，在解决发散性数学问题时使用全局预期直觉。另一方面，领域依赖型学生在理解问题时使用直接肯定直觉，在制定问题解决方案时使用直接和全局预期直觉，在重新审视发散性数学问题解决时使用预期全局直觉。Penelitian ini bertujuan untuk mengeksplorasi intuisi siswa yang bergaya kogniif Field Independent and Field Dependent(场独立的，场依赖的)。Dalam penelitian ini subjeknya adalah siswa MAN模型Banda Aceh yang memiliki gaya kognitif field independent dan field dependent, dipilih menggunakan tes GEEFT。Temuan dalam penelitian ini diperoleh bahwa siswa field独立的menggunakan intuisi afirmatori yang bersilit langsung dalam memahami masalah, dalam member rencan pemecahan menggunakan intuisi antisipatori bersilit langsung dan global, dan dalam memecahkan masalah matmatatika divergen menggunakan intuisi antisipatori yang bersilit global。Sedangkan siswa field dependent menggunakan intuisi afirmatori yang bersifat langsung dalam memahami masalah, dalam member rencana pemecahan masalah menggunakan intuisi antisipatori yang besifat langsung dan global, dan dalam memeriksa kembali pemecahan masalah matmatatika divergen menggunakan intuisi antisipatori yang bersifat global。
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Pub Date : 2020-12-01DOI: 10.15294/KREANO.V11I2.26211
Prihatina Hikmasari, T. Asih, Ardhie Prabowo
This research aims to analyze the quality of audience feedback learning in the Problem Based Learning model with a blended learning environment against problem solving capabilities. The research design uses a one-shot case study of 2 classes namely experiment and control classes at SMA Negeri 8 Semarang. Data collection techniques in research using test methods, polls, observations, interviews, and documentation. The results showed that audience feedback in the Problem Based Learning model with a blended learning environment towards quality mathematical problem solving capabilities. This is demonstrated by the average validity of instruments and the performance of quality learning in good categories. The suitability of providing feedback on learning results makes students more independent in learning so as to solve problem solving of mathematics problems. Penelitian ini bertujuan untuk menganalisis kualitas pembelajaran audience feedback dalam model Problem Based Learning dengan lingkungan blended learning terhadap kemampuan pemecahan masalah matematika. Desain penelitian menggunakan one-shot case study terhadap 2 kelas yaitu kelas eksperimen dan kontrol di SMA Negeri 8 Semarang. Teknik pengumpulan data dalam penelitian menggunakan metode tes, angket, observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa audience feedback dalam model Problem Based Learning dengan lingkungan blended learning terhadap kemampuan pemecahan masalah matematika berkualitas. Hal ini ditunjukkan dengan rata-rata validitas instrumen dan keterlaksanaan pembelajaran berkualitas dalam kategori baik. Kesesuaian pemberian feedback hasil belajar menjadikan peserta didik lebih mandiri dalam belajar sehingga mampu menyelesaikan soal pemecahan masalah matematika.
本研究旨在分析基于问题的学习模式下，基于问题解决能力的混合学习环境下听众反馈学习的质量。本研究设计采用SMA Negeri 8三宝垄实验班和对照班两个班的一次性案例研究。在研究中使用测试方法、民意调查、观察、访谈和文件的数据收集技术。结果表明，在基于问题的学习模式和混合学习环境下，听众对数学问题解决能力的反馈是对的。这可以通过工具的平均效度和良好类别中质量学习的表现来证明。学习结果反馈的适宜性使学生在学习上更加独立，从而解决数学问题的解题能力。Penelitian ini bertujuan untuk menganalis kualitas pembelajaran观众反馈dalam模型基于问题的学习(Problem - Based Learning)邓甘lingkungan混合学习(混合式学习)kemampuan pemecahan masalah matmatatika。Desain penelitian menggunakan一次性案例研究，在SMA Negeri 8三宝垄进行了2次实验和控制。技术上的人口普查数据，包括penelitian menggunakan方法，angket, observasi, wawancara, dandokumentasi。Hasil penelitian menunjukkan bahwa观众反馈dalam模型基于问题的学习邓根lingkungan混合学习模式kemampuan pemecahan masalah matmatatika berkualitas。Hal ini ditunjukkan dengan rata-rata validitas instrumitas dan keterlaksanaan penbelajaran berkualitas dalam kategori baik。kessuian pemberian反馈hasil belajar menjadikan peserta didik lebih mandiri dalam belajar seingga mampu menelesaikan soal pemecahan masalah matematika。
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Pub Date : 2020-12-01DOI: 10.15294/KREANO.V11I2.25930
Nurfaidah Nurfaidah, S. Sudirman, Mellawaty Mellawaty
Each child has their own characteristics, including mild mentally retarded students. There are several ways to help the mild mentally retarded students in learning mathematics. One of the ways is by using square geometry puzzle media. This study aimed to explore the learning process of mild mental retardation students in solving division count operations using square geometry puzzle media. The research design was an exploratory case study of 2 male mild mentally retarded students in a special school in Indramayu Regency. Data collection techniques used in this were used observation, interviews, and documentation which were analyzed by using data analysis techniques from Bogdan and Biklen. The research findings illustrated that the use of square geometry puzzle media can make students more active and expressive. It was because there was body movement that makes students do not feel bored in the learning process. In addition, according to the ability of students in solving division questions, it is found that mentally retarded students are able to solve division questions until the numbers divided that reached 30 and 40. Setiap anak memiliki karakteristik sendiri, termasuk siswa tunagrahita ringan. Banyak cara yang bisa dilakukan untuk membantu siswa tunagrahita ringan belajar matematika. Salah satu cara yakni menggunakan media kotak puzzle geometri. Fokus penelitian ini mengeksplorasi cara siswa dalam menyelesaikan soal operasi hitung pembagian bilangan bulat sampai 40 menggunakan media kotak puzzle geometri. Desain penelitian menggunakan exploratory case study terhadap 2 siswa tunagrahita laki-laki di salah satu SLB di Kabupaten Indramayu. Teknik pengumpulan data dalam penelitian ini menggunakan observasi, wawancara, dan dokumentasi yang dianalisis menggunakan teknik analisis data dari Bogdan dan Biklen. Hasil temuan penelitian menggambarkan bahwa penggunan media kotak puzzle geometri dapat membuat siswa menjadi lebih aktif dan ekspresif. Hal tersebut karena semua anggota badan bergerak dan tidak menimbulkan kebosanan dalam mengikuti proses pembelajaran. Selain itu, jika dilihat dari kemampuan siswa dalam menyelesaiakan soal pembagian diperoleh bahwa siswa tunagrahita mampu menyelesaikan soal pembagian sampai angka yang dibagi mencapai 30 dan 40.
每个孩子都有自己的特点，包括轻度弱智学生。有几种方法可以帮助轻度弱智学生学习数学。其中一种方法是使用方形几何谜题媒体。摘要本研究旨在探讨轻度智障学生使用方形几何谜题媒介解决除数运算的学习过程。本研究设计为探索性个案研究，对象为因德拉玛尤县一所特殊学校2名男性轻度智障学生。数据收集技术采用观察法、访谈法和文献法，并采用Bogdan和Biklen的数据分析技术对其进行分析。研究结果表明，使用方形几何拼图媒体可以提高学生的主动性和表现力。正是因为有了肢体动作，学生在学习过程中才不会感到无聊。此外，根据学生解除法问题的能力，发现弱智学生解除法问题的能力一直到被除数达到30和40为止。设置一个完整的记忆库，一个完整的记忆库，一个完整的记忆库。Banyak cara yang bisa dilakukan untuk membantu siswa tunagrahita ringan belajar matmatatika。Salah satu cara yakni menggunakan media kotak puzzle geometri。重点是penelitian ini mengeksplorasi cara siswa dalam menyelesaikan soaloperashitung penbagian bilangan bulat sampai 40 menggunakan媒体kotak拼图几何。Desain penelitian menggunakan探索性案例研究terhadap 2 siswa tunagrahita laki-laki di salah satu Kabupaten Indramayu。北京气象台的人口普查数据，北京气象台的人口普查数据，北京气象台的人口普查数据，北京气象台的人口普查数据。哈西尔·特曼·佩内利特，孟甘巴坎，巴哈，彭古南媒体，科塔克拼图，几何图形，几何图形，几何图形，几何图形，几何图形，几何图形，几何图形，几何图形，几何图形，几何图形。Hal tersebut karena semua anggota badan bergerak dan tidak menimbulkan kebosanan dalam mengikuti promebelajaran。【中文译文】【中文译文】【中文译文】【中文译文】【中文译文】【中文译文】【中文译文】
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Pub Date : 2020-07-14DOI: 10.15294/KREANO.V11I2.25029
Betty Kusumaningrum, Zainnur Wijayanto
Pandemi Covid-19 yang terjadi diberbagai negara membeikan dampak yang luas pada semua sektor penting seperti pendidikan. Sistem pendidikan diberbagai tingkatan pendidikan telah berubah drastis dari pembelajaran tatap muka menjadi pembelajaran daring. Penelitian ini diadakan untuk mengetahui efektivitas perkuliahan dasring berdasarkan persepsi mahasiswa selama masa pandemi Covid-19 . Data penelitian diperoleh dengan menggunakan kuesioner yang diberikan secara online kepada 100 orang mahasiswa pendidikan matematika. Subyek penelitian tersebut dipilih dengan metode random sampling . Berdasarkan hasil penelitian, diperoleh bahwa perkuliahan daring sering terkendala jaringan internet yang sulit dijangkau. Aktivitas perkuliahan daring menjadi tidak lancar. Akibatnya, mahasiswa tidak dapat memahami materi dengan baik. Mahasiswa menginginkan adanya video pembelajaran dan diskusi daring yang dilakukan melalui aplikasi WhatsApp atau Google Classroom . The Covid-19 pandemic that occurred in various countries caused extensive impacts in various important sectors such as education. The education system at various levels of education has changed dramatically from in-class learning to online learning. This research was conducted to determine the effectiveness of online learning based on students' perceptions during the Covid-19 pandemic. The research data were obtained using a questionnaire given online to 100 mathematics education students. The research subjects were selected by random sampling method. Based on research results, it was found that online lectures are often constrained by internet networks that are difficult to reach. Online lecture activities are not smooth. As a result, students cannot understand the material well. Students want online learning videos and discussions through the WhatsApp application or Google Classroom.
{"title":"Apakah Pembelajaran Matematika Secara Daring Efektif? (Studi Kasus pada Pembelajaran Selama Masa Pandemi Covid-19)","authors":"Betty Kusumaningrum, Zainnur Wijayanto","doi":"10.15294/KREANO.V11I2.25029","DOIUrl":"https://doi.org/10.15294/KREANO.V11I2.25029","url":null,"abstract":"Pandemi Covid-19 yang terjadi diberbagai negara membeikan dampak yang luas pada semua sektor penting seperti pendidikan. Sistem pendidikan diberbagai tingkatan pendidikan telah berubah drastis dari pembelajaran tatap muka menjadi pembelajaran daring. Penelitian ini diadakan untuk mengetahui efektivitas perkuliahan dasring berdasarkan persepsi mahasiswa selama masa pandemi Covid-19 . Data penelitian diperoleh dengan menggunakan kuesioner yang diberikan secara online kepada 100 orang mahasiswa pendidikan matematika. Subyek penelitian tersebut dipilih dengan metode random sampling . Berdasarkan hasil penelitian, diperoleh bahwa perkuliahan daring sering terkendala jaringan internet yang sulit dijangkau. Aktivitas perkuliahan daring menjadi tidak lancar. Akibatnya, mahasiswa tidak dapat memahami materi dengan baik. Mahasiswa menginginkan adanya video pembelajaran dan diskusi daring yang dilakukan melalui aplikasi WhatsApp atau Google Classroom . The Covid-19 pandemic that occurred in various countries caused extensive impacts in various important sectors such as education. The education system at various levels of education has changed dramatically from in-class learning to online learning. This research was conducted to determine the effectiveness of online learning based on students' perceptions during the Covid-19 pandemic. The research data were obtained using a questionnaire given online to 100 mathematics education students. The research subjects were selected by random sampling method. Based on research results, it was found that online lectures are often constrained by internet networks that are difficult to reach. Online lecture activities are not smooth. As a result, students cannot understand the material well. Students want online learning videos and discussions through the WhatsApp application or Google Classroom.","PeriodicalId":53318,"journal":{"name":"Kreano Jurnal Matematika KreatifInovatif","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87078079","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 : 2020-06-26DOI: 10.15294/KREANO.V11I2.24198
M. Hafidz, Masriyah Masriyah
Tujuan penelitian ini adalah mendeskripsikan pengembangan media pembelajaran dan menghasilkan media pembelajaran berbasis android yang berkualitas baik pada materi permutasi dan kombinasi kelas XII SMA, serta mendeskripsikan keefektifannya. Subjek penelitian untuk kelas uji coba adalah 5 siswa kelas XII dan 30 siswa kelas XI dengan 15 siswa kelas implementasi dan 15 siswa kelas nonimplementasi. Media pembelajaran yang dikembangkan dalam penelitian ini adalah media pembelajaran berbasis android untuk pembelajaran permutasi dan kombinasi. Media pembelajaran dikembangkan menggunakan model pengembangan ADDIE. Berdasarkan hasil analisis deskriptif diperoleh bahwa media pembelajaran yang dikembangkan berkualitas baik karena memenuhi kriteria valid, praktis, dan efektif. Berdasarkan analisis deskriptif pada tahap implementasi media pembelajaran berbasis android merupakan media pembelajaran yang efektif karena hasil tes peningkatan pemahaman siswa tuntas secara klasikal, serta terdapat perbedaan signifikan dengan siswa yang tidak menggunakan media pembelajaran. The aim of the research was d escrib ing the develop ment of instructional media and produc ing good quality Android-based learning media on permutation and combination material of class XII high school, as well as describing the effectiveness. The research subjects for the pilot class were 5 students of class XII and 30 students of class XI with 15 students in the implementation class and 15 students in the non-implementation class. The Instructional media developed in this study are android-based instructional media for permutation and combination learning. Instructional media are developed using the ADDIE. Based on the results of descriptive analysis, it is found that the instrutional media developed are of good quality because they meet valid, practical, and effective criteria. Based on descriptive analysis at the implementation stage, android-based instructional media are effective because the test results of increasing students' understanding of classical completeness, and there are significant differences with students who do not use instructional media.
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