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Investigating Students' Mathematical Creative Thinking Process through Eliciting Activities Learning Model (MEAs)
No full textMathematical creative thinking is needed by students to construct their thinking ideas in solving mathematical problems. Creative thinking processes can be stimulated through certain learning models, one of which is the Eliciting Activities Learning Model (MEAs). Learning motivation is one of the factors that can be the basis for students in developing mathematical creative thinking processes through the MEAs. In fact, the studies to investigate mathematical creative thinking processes in solving mathematical problems are minimal, especially in terms of high, medium, and low motivated students. This study aims to explore students' mathematical creative thinking processes through the MEAs for students who have high, medium, and low motivation. Through a qualitative approach, this research was conducted at SMP Inshafuddin Banda Aceh, Indonesia. The participants were 5 students who were selected from 21 students based on the level of learning motivation (1 high, 2 medium, and 2 low), which were obtained from the results of a learning motivation questionnaire. Furthermore, at the end of every 4 times of the learning mathematics that applies MEAs, participants were interviewed based on the rubric that meets the creative thinking rubric score. The results showed that the thinking process of students who had high learning motivation dominantly produced higher fluency and flexibility than students who had medium and low motivation. Apart from that, students who have high learning motivation are able to go through 4 stages of the creative thinking process, namely the preparation, incubation, illumination, and verification stages. Meanwhile, the thinking process of students who have moderate motivation is dominant to produce fluency and flexibility from students with low motivation. Moderately motivated students also go through 4 stages of the creative thinking process. Low-motivated students are only able to achieve fluency and only go through the preparation stage in the mathematical creative thinking process
Analisis Kesalahan Siswa dalam Menyelesaikan Masalah Kontekstual Materi Sistem Persamaan Linear Tiga Variabel SMK Negeri 1 Bireuen
Full text linkErrors in solving problems related to Three-Variable Linear Equation Systems (TVLES) frequently occur during the learning process, especially in contextual problems. This study aims to analyze the errors made by students in solving contextual problems of TVLES in Grade XI at SMK Negeri 1 Bireuen. A qualitative descriptive method was used in this research. The subjects were Grade XI students at SMK Negeri 1 Bireuen, selected through a purposive sampling technique. Data collection techniques included an initial understanding test, problem-solving ability test, interviews, and documentation. The results of the analysis on the initial understanding test revealed that 6 students were classified as high-performing, 13 as medium-performing, and 2 as low-performing. In the proble-solving ability test, 2 students were in the high-performing group, 17 in the medium-performing group, and 2 in the low-performing group. Based on interviews, it was found that students made more factual and procedural errors. It can be concluded that students' understanding of TVLES material is relatively low
Efektivitas Pendekatan Matematika Realistik Untuk Meningkatkan Literasi Numerasi Siswa SMP
Full text linkPembelajaran matematika sering didominasi oleh hafalan rumus dan prosedur yang tidak terkait dengan dunia nyata. Akibatnya, siswa kurang termotivasi dan mengalami kesulitan dalam mengaitkan konsep matematika dengan kehidupan sehari-hari. Pendekatan Matematika Realistik (PMR) memberi kesempatan kepada siswa untuk menemukan sendiri konsep pemecahan masalah matematika yang terdapat dalam situasi nyata, dengan memadukan literasi numerasi dalam pembelajaran matematika, siswa dapat memahami relevansi matematika dalam kehidupan sehari-hari. Tujuan penelitian ini adalah untuk mengukur efektivitas Pendekatan Matematika Realistik (PMR) untuk meningkatkan literasi numerasi siswa SMP. Penelitian ini menggunakan metode experiment dengan desain penelitian One-Group Pretest-Posttest Design. Subjek penelitian adalah siswa kelas IX di SMP IT Nurul Ishlah. Pengumpulan data dilakukan melalui hasil tes kemampuan literasi numerasi siswa dalam bentuk pre-test dan post-test, lembar aktivitas siswa, lembar observasi guru dan lembar refleksi siswa. Data dianalisis menggunakan uji N-Gain dan uji-t, serta persentase rata-rata dari lembar observasi dan refleksi. Hasil penelitian menunjukkan bahwa: 1) Pendekatan Matematika Realistik (PMR) dapat meningkatkan kemampuan literasi numerasi siswa. 2) Pendekatan Matematika Realistik (PMR) dapat meningkatkan aktivitas belajar siswa. 3) Kemampuan guru dalam mengelola pembelajaran dengan Pendekatan Matematika Realistik (PMR) termasuk dalam kategori sangat baik. 4) Refleksi siswa setelah pelaksanaan pembelajaran dengan Pendekatan Matematika Realistik (PMR) menunjukkan respon yang positif
Analisis Penggunaan Aplikasi Geo Math dalam Pembelajaran Matematika di SMA Berdasarkan Technology Acceptance Model (TAM)
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Analisis Kesulitan Pemecahan Masalah Matematika Berdasarkan Tingkat Kemampuan Siswa di SMPN 1 Kuta Baro Aceh Besar
Full text linkIn solving mathematical problems, certain intellectual abilities are used to organize strategies in solving mathematical problems. However, in fact, the level of students' problem-solving abilities is still relatively low. This study is a qualitative descriptive study with the aim of identifying difficulties in solving mathematical problems on comparative material based on students' problem solving ability levels. With a purposive-sampling technique, three research subjects were taken from one of Year 8 classes from a junior high school in Aceh Besar, Indonesia. Data were collected through problem-solving tests and interviews. Data acquisition was analyzed according to Miles and Huberman's stages, namely data collection, data reduction, data presentation and drawing conclusions. The results of the research show that students with a high level of ability do not experience difficulties in solving problems both in understanding concepts, applying principles and verbal problems, while students with medium and low levels of ability experience difficulties in each indicator, namely difficulties in understanding concepts, applying principles and verbal problems
Gender-Based Analysis of Students' Critical Thinking in Solving Trigonometric Problems
Full text linkKemampuan Spasial Siswa SMP melalui ELPSA Framework
Full text linkSpatial ability is essential in learning geometry, as it involves visual interpretation. To understand geometric relationships and properties, students need to develop their spatial skills. However, many students struggle with low spatial abilities, especially in constructing and visualizing geometric shapes. One reason for this is that students are rarely required to think critically about geometric transformations; instead, they often rely on rote learning and calculations. The ELPSA framework, which emphasizes active learning, is proposed as a way to enhance spatial abilities. This study aims to: 1) assess students' spatial abilities through the online ELPSA framework, and 2) describe their spatial profiles. The research involved 15 eighth-grade students at Banda Aceh, using a mixed-methods approach with sequential explanatory design. The subjects included four students with varying levels of spatial ability: high, medium, and low. The research instruments were spatial ability tests for quantitative data and interview guidelines for qualitative data. Quantitative data were analyzed using descriptive statistics, while qualitative data underwent data reduction, presentation, and conclusion drawing. Results showed that 62.22% of students demonstrated good spatial abilities. High-ability students excelled in at least two spatial indicators, indicating strong skills. Medium-ability students struggled to represent geometric shapes, and low-ability students showed poor spatial skills overal
Penerapan Model Problem-Based Learning Terhadap Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa
Full text linkA student-centered pedagogical approach called problem-based learning (PBL) tries to develop students' creative thinking skills and their ability to solve problems to learn. In order to ascertain if the PBL model at one of the junior schools in Banda Aceh, Indonesia, has improved student mathematic creative thinking skills, this study employed the model to examine how students' creative thinking skills in math have improved. This research used a pre-experimental design with a pre-test and post-test group. With a sample size of 17 Year 8 students, the population of interest is all students enrolled in the 20232024 academic year at one of the junior high schools in Banda Aceh. Testing methods were used to get data. A one-tailed t-test was used to assess the data. The findings show that the students may use Problem-Based Learning to enhance their mathematical creative thinking skills in the linear equation system with two variables
Kemampuan Berpikir Reflektif Matematis Siswa Pada Materi Aritmatika Sosial
Full text linkReflective mathematical thinking skills are essential for students, enabling them to analyze information before concluding. Students who lack these skills may struggle with solving mathematical problems due to their inability to connect information effectively. This research aims to assess eighth-grade students' reflective mathematical thinking abilities at a public junior high school in Banda Aceh. The study employed a mixed-method approach using a Sequential Explanatory Design. The quantitative phase involved 29 students, while the qualitative phase focused on six students categorized based on their reflective mathematical thinking abilities. The categorization identified two students with high abilities, two with medium abilities, and two with low abilities. Data collection methods included assessments and interviews. Data analysis combined quantitative and qualitative approaches. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined using Miles and Huberman's methodologies, involving data reduction, presentation, and conclusion drawing. The quantitative analysis results indicate that students' reflective mathematical thinking abilities are distributed as follows: 14% high, 10% medium, and 76% low. The qualitative analysis reveals that students in the high category mastered all indicators, those in the medium category mastered two indicators, and those in the low category mastered one indicator
Kemampuan Problem Solving Siswa melalui Pembelajaran Problem Based Learning pada Materi Statistika
Full text linkStudents' problem-solving ability is a very important and most basic ability in mathematics. One of the learning models that can improve students' mathematical problem-solving skills is the Problem Based Learning modelThe purpose of this study was to determine the improvement of students' problem-solving skills through PBL learning on Statistics material at one of the junior high school in Banda Aceh, Indonesia. The research method used is a quantitative approach with a pre-experimental design research design type one group pre-test and post-test. The type of sampling technique uses simple random sampling method. The instruments used were tests, namely pretest and posttest testsData analysis with t-test statistics showed that there was an increase in students' problem-solving skills through PBL learning on Statistics