Kalamatika: Jurnal Pendidikan Matematika
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LITERASI NUMERASI SISWA DALAM PEMECAHAN MASALAH TIDAK TERSTRUKTUR
No full textThis study aims to explore the numeracy literacy of students in ill-structured problem-solving on the matter of numbers. This study involved 34 students of the 4th grader in one Madrasah Ibtidaiyah in Bandung. The research approach used is qualitative with the case study method. The type of data collected is test results about ill structured problem-solving. The data were collected from tests, document analysis, and interviews. After that, the data were analysed using thematic analysis, while the validity of data using triangulation, member checking, and reflexivity. The results of the research showthat students' numeracy literacy in ill structured problem-solving are (1) students are able to solve ill structured problem in the context of daily life; (2) students are able to analyze the information obtained from the problem then use the interpretation analysis to predict and draw conclusions. The difficulties experienced by students are (1) the difficulty in understanding the problem; (2) lack of students' understanding of the prerequisite material; (3) the difficulty in developing a settlement strategy; and (4) the difficulty in drawing conclusions
KONTRIBUSI MODEL PEMBELAJARAN M-APOS TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA
Full text linkThe aim of this research is to find contribution of M-APOS model to the students’ mathematical understanding ability. This study is quantitative research and use quasi experimental with the post-test only design with nonequivalent groups. The sample of this research is 73 students gathered by using cluster random sampling. Instrument used in this research is essay test which valid and reliable. The data are from populations that are normally distributed but not homogeneous. Hypothesis test was using t’-test at significant level of 5%, obtained t’ of 1,981. This study concluded that there is the effect of M-APOS models to the students’ mathematical understanding ability, with a contribution of 0,411 which is classified as being moderate
SPEKTRUM SYMBOL DAN STRUCTURE SENSE MATEMATIKA SISWA MADRASAH TSANAWIYAH
No full textThe purpose of this study is to determine the symbol sense and structure of mathematical sense in terms of students' ability to solve algebraic problems or other mathematical problems that require symbol expression or structure. Difficulties experienced by students in solving mathematical or algebraic problems may be due to the ability of symbol sense and low structure sense or didactic design that the teacher conveyed is not in accordance with the category of symbols and structure sense that students have. A student with good symbols and structure sense is able to appreciate the power of symbols, knowing when to use the right symbols and being able to manipulate and understand symbols in various contexts. The method used in the study used a qualitative descriptive method. The population of this study was seventh grade students of the Islamic junior high school, the instruments used were symbol and structure sense tests, questionnaires, and interview forms. The results of the study indicate that the ability of symbol sense and student structure sense is still low because of a lack of conceptual knowledge and algebraic manipulation, for this reason it is necessary to have an appropriate learning model to improve both of these abilities
PEMBELAJARAN KALKULUS BERBASIS 4K UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA
No full textThis article describes the application of 4C (Critical, Creative, Communicative, and Collaborative) in Calculus learning to improve students' ability to solve mathematical problems. This research was classroom action research. Subjects of this study were students of IKIP Budi Utomo Malang Mathematics Education program. Steps of 4C learning that can improve problem solving skills were (1) students were given problems that encourage critical and creative thinking, (2) they were asked to collaborate and communicate in groups, (3) demonstration activities that require each student to communicate in front of classmates, (4) students asked to make problems that encourage creative thinking. The results of the study indicate that there was an increase in student’s ability to solve problems after being given 4C learning. In the preliminary study, most students were able to understand problem, but few students were able to make plan and implement plan. The average score of students’ problem solving skill improved from 22.5 in the preliminary study to 60 in the first cycle and 79.75 in the second cycle. So 4C learning can improve students’ problem solving skills.Artikel ini mendeskripsikan penerapan pembelajaran Kalkulus berbasis 4K (Kritis, Kreatif, Komunikatif, dan Kolaboratif) untuk meningkatkan kemampuan mahasiswa dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian tindakan kelas. Subjek penelitian ini adalah mahasiswa program studi Pendidikan Matematika IKIP Budi Utomo Malang. Langkah-langkah pembelajaran berbasis 4K yang dapat meningkatkan kemampuan pemecahan masalah yaitu (1) mahasiswa diberikan permasalahan yang mendorong untuk berpikir kritis dan kreatif, (2) mereka diminta untuk berkolaborasi dan berkomunikasi dalam kelompok, (3) dilakukan kegiatan demonstrasi yang menuntut setiap mahasiswa berkomunikasi di hadapan teman sekelas, (4) mahasiswa diminta membuat permasalahan yang mendorong untuk berpikir kreatif. Berdasarkan hasil penelitian menunjukkan bahwa terdapat peningkatkan kemampuan mahasiswa dalam memecahkan masalah setelah diberikan pembelajaran berbasis 4K. Pada studi pendahuluan, sebagian besar mahasiswa mampu memahami masalah, namun hanya sedikit mahasiswa yang mampu membuat rencana dan melaksanakan rencana. Pada siklus I, untuk tahap memahami masalah sudah memenuhi kriteria penilaian yaitu lebih dari 70, tetapi untuk tahap yang lain masih kurang dari 70. Dikarenakan pada siklus I belum memenuhi kriteria keberhasilan, dilakukanlah siklus II. Sesuai dengan hasil penelitian siklus II diperoleh informasi bahwa skor rata-rata untuk setiap tahapan pemecahan masalah telah memenuhi kriteria lebih dari 70 yaitu dengan rincian untuk tahapan memahami masalah 88, membuat rencana 80, melaksanakan rencana 76, dan memeriksa kembali 75. Dengan demikian pembelajaran 4K dapat meningkatkan kemampuan pemecahan masalah mahasiswa
MENINGKATKAN KEMAMPUAN SPASIAL MATEMATIS SISWA DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN GEOGEBRA
No full textStudents’ spatial ability of MA Al-Hanif is very low. This is because the students rarely use mathematics learning media which helps learning process. One of learning media that can help imagination is Geogebra. This study aims to determine the improvement of mathematical spatial abilities of students with problem-based learning model assisted with Geogebra. The research method used is Classroom Action Research which implemented in 3 action cycles. Population in this study is students of class XI MA Al-Hanif in academic year 2016-2017, with sample as many as 17 people with Geometry course. The instrument used a matter of spatial ability test in each cycle, teacher and student observation sheet used in learning and student attitude questionnaire. The results showed that, by applying the learning model of problem-based learning problem assisted geogebra can improve spatial ability of the students. This is shown by the results of spatial ability tests in each cycle. In the cycle I, the classical absorption of students reaches 53%, the second cycle action goes up the classical absorption of 76% students and the third cycle action almost 82% of the classical absorption increases from the results of the study concluded that the problem-based learning model assisted geogebra can improve the students’ spatial ability. Furthermore, student and teacher activity toward geogebra assisted Problem-Based Learning model went run effectively and conducive. The response of students in geometry learning with Geogebra assisted problem-based learning model generally produces a positive impression
MENINGKATKAN KONEKSI MATEMATIS SISWA SMP MELALUI PENDEKATAN OPEN-ENDED DENGAN SETTING KOOPERATIF TIPE NHT
Full text linkThe problem raised in this research is that students' ability in making mathematical connections is still relatively low. This is because some of the theories in the learning of teachers still enjoy this way of learning, meaning that the students are only recipient of information without inspiration to active. Therefore, the authors are interested to conduct research by applying an NHT cooperative model setting to improve mathematical connection ability of junior high school students. This study aims to determine whether the knowledge of mathematical connections of junior high school students using learning methodology is better than junior high school students using ordinary learning. This research was conducted in SMP Krida Utama Padalarang Class VII, with research method the research used is quasi-experimental method. The sample of this research is taken two classes namely class VII A as experiment class and class VII B as control class. The research instrument is a set of mathematical connection test questions consisting of 5 test questions, and then tested by using a statistical test of differential. Based on the results of research and data processing, the authors conclude that the ability of mathematical connections of junior high school students whose learning using open-ended approach with learning model setting NHT type cooperative learning is better than the mathematical connection ability of junior high school students whose learning using ordinary learning
MODEL PEMBELAJARAN MATEMATIKA KNISLEY UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEPTUAL MATEMATIS SISWA SMP
No full textMathematical conceptual understanding is a provision in solving problems and finding other concepts. Therefore, this research should be conducted to determine the mathematical learning model that can enhance these capabilities. The main objective is to investigate and describe the achievement as well as an increase in the mathematical ability of conceptual understanding both got teaching Knisley mathematics learning model and direct learning model. The method used mixed method (mixed methods) with the incorporation of quantitative and qualitative models. The study design used concurrent embedded design. The population in this research is class VIII SMP with sample class VIII A and B. Class selected as sample using purposive sampling technique. Quantitative data analysis in this study using the samples Independent-T test and Mann-Whitney. Results of descriptive statistical analysis showed the experimental class =0.83, =14.92 and =0.58. And a control class shows = 0.89, = =10.27 and =0.39. Based on the test results of the samples Independent-T test to determine achievement and test scores N-gain KPKM each student obtained the data with sig (one-tailed) and =0.05 is 0.000. Because of sig < 0.05 then rejected that hypothesis is accepted. Thus, the research concludes that the attainment and improved conceptual understanding of mathematical ability of students who get teaching mathematics learning model Knisley better than who received direct instruction
PENGARUH PENDEKATAN VISUAL THINKING TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA
Full text linkThis study aims to see the effect of visual thinking approach on improving students' mathematical connection ability. This is a quasi-experimental research with nonequivalent control group design. The sample is students on class VIII in Madrasah Tsanawiyah which is chosen by using purposive sampling technique. The research instruments used are a test of mathematical connection ability and an observation sheet. The results of the observations showed an increase in the activity of students and teachers in each meeting in the classroom that obtained learning by using visual thinking approach. The data of increased connection ability is not normally distributed, so the data analysis is done using U non-parametric test of Mann Whitney. From the data analysis, it can be concluded that there is no significant effect of learning by using visual thinking approach to students’ mathematical connection ability improvement
PEMAHAMAN KONSEP DALAM PEMBELAJARAN MATEMATIKA
No full textThis article discusses about what conceptual understanding is in learning of mathematics and how conceptual understanding could be developed in a student’s thinking. As we know, generally, at least there are two types of learning that we have already experienced until right now, they are rote learning and meaningful learning, where each type has itself characteristic different from each other. The fundamental difference between the two types of learning is that rote learning emphasizes on memorizing structurally meanwhile meaningful learning focusing on understanding concepts learned. Therefore, teachers should carefully consider suitable strategies of teaching before deciding which types of learning could be developed in students’ thinking, and teachers need to pay attention to the effectiveness of teaching and learning in order to help students achieving a conceptual understanding
RANCANGAN MASALAH MATEMATIKA UNTUK MENGIDENTIFIKASI BERPIKIR GEOMETRIS SISWA
No full textGeometric thinking has a very important role in developing students' mathematical thinking. To find out geometric thinking students needed a problem that could identify geometric thinking. The problem must be in accordance with the objectives to be measured, to meet validity and reliability as a valuation tool. The purpose of this research was to obtain the design of geometry problems to be able to identify valid and reliable geometric thinking. The descriptive method was used in this research. There are 6 people as validators and 3 junior high school students for testing. The results obtained prototype problems designed to pay attention to aspects of the material in accordance with the level of junior high school students and bring visualization, construction and reasoning activities. The construction aspect in which the problem does not lead to multiple interpretations. is clear and uses a question word/ command whose completion is a description. Aspects of language where the language is communicative easily understood and in accordance with the rules of the Indonesian language is good and true and meets the criteria of legibility