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Proses Berpikir Siswa SMP dalam Pemecahan Masalah Matematika Soal Cerita Ditinjau dari Gaya Kognitif Reflektif dan Impulsif
Full text linkThe thought process is very important in learning mathematics, especially in problem solving. By knowing the thought process didwa then the teacher can design an efficient learning model. The purpose of this study was to determine the thinking of students MTsN Rukoh Banda Aceh in solving the problem about the story in terms of cognitive style reflective and impulsive. This study uses a qualitative method. This research was conducted in Banda Aceh MTsN Rukoh in class VII. Sources of data obtained from observation, MFFT, tests and interviews. Examination of the validity of the data is done by triangulation of time. Data analysis was carried out through several stages of data reduction, data presentation and conclusion. Based on the results obtained: (1) the thinking of students who styled cognitive reflective as follows: (a) the students are able to understand the problem; (b) the students have been able to make a plan or a way to solve problems and create a relationship between the known data with data asked in question; (c) the student is capable of running plans have been made, by operating the known data on the matter to the steps that have been made, and then execute the plan. Having obtained the results of the plan and then operate on the issues in question; (d) look back at what has been done or checked back in. (2) the thinking of students whose cognitive style Impulsiveness as follows: (a) the students are able to understand the problem; (b) students make settlement by relying intiusi so that the answer given was one of the students to operate on a mathematical concept; (C) the student is capable of running plans have been made, but in running student plan is still lacking precision in understanding the steps to resolve the matter in question; (d) a student can not make a conclusion on the question of
Pelaksanaan Matrikulasi Untuk Meningkatkan Penguasaan Operasi Hitung Dasar Matematika Siswa SMKN 2 Langsa
Full text linkStudent mastery of the basic arithmetic operations of mathematics is still low, especially for students who received school education background before heterogens. This research was conducted to determine the type of error that made the students in doing mathematics basic arithmetic operations, increase students' ability to perform basic arithmetic operations through the implementation of the mathematics matriculation, and suitability scores obtained by students with a score of predetermined targets. This research is a descriptive qualitative research subjects were 27 students of class X SMK 2 Langsa. Data were analyzed using the concept of Miles and Huberman: includes the step of data reduction, data presentation, and conclusion. The results showed that the errors made by the students in solving basic math arithmetic operations are procedural and conceptual errors. Procedural errors do end results is a mistake, an error in the operations of addition, subtraction, multiplication, and division of integers. Conceptual error committed is a mistake to equate the denominator in the operation of addition and subtraction of fractions, simplifying error in root form, and errors in rationalizing the denominator
Validitas Lembar Kerja Siswa pada Pembelajaran Pecahan dengan Pendekatan Matematika Realistik Berbantuan Manuskrip Faraidh
Full text linkRealistic approach is a learning approach that examines topics / concepts of mathematics through contextual problems. The goal is to create a memorable and meaningful learning through experience. This mathematical experience gained from the experience of mathematics. The experience can be obtained from the culture. Etnomatematika is a form of mathematics were influenced or based on the culture that exists in the community, either in the form of religion, artifacts and customs. One etnomatematika that develops in the people of Aceh and close to the students is about science faraidh (the division of the estate). Faraidh etnomatematika utilization of science is in accordance with the purpose of education in Aceh that are nuanced Islamic education as an area that bersyariat Islam. However, etnomatematika-based learning tools that are not available, so it needs to be an effort to help teachers to develop devices based learning etnomatematika. This study aims to determine the process and outcome-based learning software development etnomatematika valid, practical, and effective. The development method used for unmet valid, practical and effective is the method Plomp, which includes the initial assessment phase, the design / prototyping, and assessment. The subjects were a group of junior high school students in grade VIID Al-Fityan IT as a subject limited test and one class graders from junior IT VIIB Al-Fityan Aceh Besar as subjects to test the practicalities and effectiveness of the learning. The results of this study obtained etnomatematika based learning tools that meet the criteria for a valid, practical, and effective
Keterampilan Bertanya Guru SMP dalam Pembelajaran Matematika
Full text linkQuestioning skills is one of the basic skills taught are important to master teachers. Lack of good questioning skills possessed by teachers can lead students in an attention too. This study aimed to describe the questioning skills junior high school teacher in mathematics. This study used a qualitative approach with descriptive research. Subjects in this study are two mathematics teachers from two different schools: one teacher MTsN Matangglumpangdua and one teacher SMP N 5 Peusangan. Qualitative data analysis performed on both the teacher to see the questioning skills of teachers in learning. In general, teachers questioning skills include aspects of pausing, prompting and probing in mathematics has been done, but not all of the indicators on each aspect met for each meeting in both schools. In a study in MTsN during two meetings, at the prompting aspect is not done once the indicator solve the question into several sub-questions of the original question and the probing aspects of displacement indicators do not turn. Furthermore, in a study in junior high school for two meetings, on aspects prompting two indicators do not solve the question into several sub-questions of the original question and review (repeat) information previously provided
Pembelajaran Matematika yang Berorientasi Multiple Intelligences pada Persamaan dan Pertidaksamaan Linier Satu Variabel
Full text linkThe results of students' mathematics learning are still not optimally.Low learning outcomes due to learning that implemented by teacher not yet accommodate aspects of students intelligences. Teachers only focus on the logical mathematical and language intelligences. Whereas every student has another kind of intelligences with different capacities are referred asMultiple Intelligences.Multiple Intelligences should be utilized in the learning process so that students engage actively trying to achieve learning objectives so as to optimize student achievement. Therefore, teachers need to be familiarized implementing of orientedMultiple Intelligences learning.The purpose of this research was to describe theimplementation of Multiple Intelligences oriented learning that teachers on the of Linear Equations and Inequalities One Variable.The study also aimed to describes the activities of students during the implementationof Multiple Intelligences oriented learning on Linear Equations and Inequalities One Variable.The study included a math teacher and 24 students of class VII in SMP Negeri 16 Banda Aceh.The implementation data of learning and student activities gathered through observation.The results showed that the enforceability ofMultiple Intelligencesoriented learning conducted by the teacher in Equality and Linear Inequality One Variable for the first meeting is (84.2%),the third meeting is (89.47%) and the fourth meeting is (89.47%), which include on very high criteria, while the second meeting is (57.84%), include on sufficient criteria.So on the student's activity during the mathematics Multiple Intelligences oriented learningin Equality and Linear Inequality One Variable for the first meeting is (68.4%),and second is (57.89%), which includes the fairly criteria.While the third and the fourth meetings obtained respectively (89.47%), including very high criteria. The implications of this study i.e. teachers need to understand the nature of Multiple Intelligences which is an important aspect to help enable students in an effort to achieve learning objectives
Hasil Belajar Geometri Siswa SMP dengan Menerapkan PembelajaranBerbasis E-learning
Full text linkThe purpose of this study was to determine the learning outcomes of junior high school students to Geometry that Flat SideSpaceBuild (BRSD) and the students' response to e-learning based learning. Subjects in this study were students of class VIII-2 SMPN 9 Banda Aceh totaling twenty-two people. Data collected through observation during the implementation of learning and test that consists of an online quiz at each meeting and tests at the end of the implementation of learning to determine the ability of students to understand and master the material BRSD. The result was that 73% of students scored in the top of 60, while a value above 70 was only ten students (45%). Of the whole matter, it turns out there were some students have difficulty in linking formula surface area or volume formula to obtain the value of one unknown. In addition, students still have difficulty in understanding the material prism and pyramid. This was because both of these materials have many kinds. Because of this, e-learning based learning was apt used as one method to improve understanding and learning outcomes of students in mastering the subject matter, especially mathematics. Besides being attractive, e-learning-based learning can help students in mastering the use of computers
Peningkatan Prestasi dan Motivasi Belajar Siswa melalui Model Pembelajaran Kooperatif Tipe Group Investigation di SMA Negri 8 Banda Aceh
Full text linkIn mathematics a lot of complaints from teachers because of lack of achievement and motivation of one of the earliest achievements to improve learning outcomes and student motivation is a cooperative learning model typegroupinvestigation.This study aims to determine the increase in student achievement and learning motivation among students who learn through cooperative learning modeltype Group Investigationwith students who learn through conventional learning models.This study is a quasi-experiment study research designof pre-test post-test control group design.The population is all students of class XI SMA Negeri 8 Banda Aceh by taking samples of two classes (the experimental class and control class) viarandom samplingof eight parallel classes available.The data collection was done using two kinds of instruments that test and non test.Tests include pretest and posttest, while non-test includes a questionnaire to students' motivation.To see the difference in achievement and increase students' motivation between experimental class and control class used the t-test.Based on the survey results revealed that 1) the increase in student achievement which acquire learning through cooperative learning model typeGroup Investigationbetter than students who received conventional learning, and 2) increase students' motivation obtain cooperative learning typeGroup Investigationbetter than in students who obtain conventional learning.The use of cooperative learning model typeGroup Investigationin learning proven to improve student achievement and motivation to learn, so it is suggested that other researchers can apply in mathematics learning another topic
Meningkatkan Kemampuan Representasi dan Pemecahan Masalah Matematis Siswa melalui Pendekatan Problem Posing dalam Pembelajaran Matematika
Full text linkPerkembangan di bidang teknologi informasi dan komunikasi dilandasi oleh perkembangan matematika di bidang teori bilangan, aljabar, analisis, teori peluang dan matematika diskrit. Untuk menguasai dan mencipta teknologi di masa depan diperlukan penguasaan matematika yang kuat sejak dini. kemampuan representasi dan kemampuan pemecahan masalah termuat pada kemampuan standar menurut Depdiknas dan NCTM dan merupakan kemampuan penting yang harus ditingkatkan oleh siswa. kemampuan representasi matematis diperlukan siswa untuk menemukan dan membuat solusi atau cara berfikir dalam mengkomunikasikan gagasan matematis dari yang sifatnya abstrak menuju konkret. Proses berfikir dalam pemecahan masalah memerlukan kemampuan mengorganisasikan strategi. Untuk meningkatkan kedua kemampuan matematis ini perlu adanya pembaharuan Pendekatan mengajar. Salah satu pendekatan pembelajaran matematika yang ditawarkan yaitu pendekatan problem posing. Populasi dalam penelitian ini adalah seluruh siswa SMA kelas X pada SMA Negeri Unggul Harapan Persada Kabupaten Aceh Barat Daya, dengan sampel dua kelas. Berdasarkanhasil penelitian menunjukkan bahwa: (1) peningkatan kemampuan representasi matematis siswa yang menggunakan pendekatan problem posing lebih baik daripada siswa yang menggunakan pendekatan konvensional (0,005 0,05); (2) peningkatan kemampuan pemecahan masalah matematis siswa yang menggunakan pendekatan problem posing lebih baik daripada siswa yangmenggunakan pembelajaran konvensional (0,026 0,05); (3) terdapat perbedaan yang signifikan peningkatan kemampuan representasi matematis yang menggunakan pendekatan problem posing dengan menggunakan pendekatan konvensional ditinjau dari kemampuan awal matematis siswa [tinggi (0,145 0,05), sedang (0,001 0,05), rendah (0,035 0,05)]; (4) terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis yang menggunakan pendekatan pembalajaran problem posing dan siswa yang menggunakan pendekatan konvensional ditinjau dari kemampuan awal matematis siswa [tinggi (0,000 0,05), sedang (0,000 0,05), rendah (0,392 0,05)
Pengembangan Perangkat Pembelajaran Geometri dengan Pendekatan Realistic Mathematics Education (RME) Berbantuan Cabri 3D
Full text linkInterest geometry are taught is to develop spatial ability so as to impart knowledge to support other materials. As NCTM specify one of five content standards in mathematics, namely geometry measurement an important element involves the use of visualization and modeling. This shows that modeling is the demands of the curriculum that must be accommodated in the classroom. Therefore, teachers should be able to apply the learning object model that abstracts from geometry into real situations imaginable learners. One lesson that applies the use of models that help learners build their own knowledge is Realistic Mathematics Education (RME). Shaped media selection Information and Computer Technology (ICT) can also meet the demands of the curriculum on the use of visualization to teach geometry. One of ICTs to facilitate learners to imagine something abstract geometry of the object is Cabri 3D software. But in reality there is no learning device that integrates Cabri 3D geometry once using RME approach. This study aims to develop and produce devices RME-assisted learning Cabri 3D is valid, practical, and effective. This research is a research development refers to the model of Dick and Carey consisting of nine steps, namely the identification of learning objectives, learning analysis, identification of the characteristics of learners, formulate learning objectives, develop test items, develop learning strategies, develop learning materials, design and implement formative evaluation, and revising instructional materials. The trial in this study conducted in SMP 19 Pilot Banda Aceh. The result showed that the learning device geometry with Cabri 3D-assisted RME approach memenui valid criteria, practical andeffective
Meningkatkan Kemampuan Berpikir Kreatif Matematis dan Kemampuan Pemecahan Masalah Siswa SMP melalui Model Pembelajaran Koeperatif Tipe STAD Berbantuan Slide Master
Full text linkThis study aimed to examine the differences in the increase in the ability to think kreatif mathematical and mathematical problem solving significant difference between students who obtain mathematical learning model STAD learning model koeperatif assisted Slide Master and students who obtain teaching with conventional approaches. This study was an experimental group and a control group. The experimental group gained learning by using learning model STAD koeperatif and gain control group of conventional learning. To get the research data used instrument in the form of creative thinking ability tests of mathematical and mathematical problem solving. This research was conducted in SMP Negeri 1 Kuala Bireuen. The study population was all students in grade VIII SMP Negeri 1 Kuala Bireuen with sample is a class VIII student of two classes were selected purposively from the existing nine classes. The data were analyzed quantitatively. Quantitative analysis is performed against the average gain is normalized between the two sample groups using t-test. The results showed that the study of mathematics by using learning model STAD koeperatif aided Slide Master can upgrade mathematical creative thinking and problem solving mathematical kemempuan students overall. Learning mathemathics using models koeperatif STAD Slide Master aided significantly better in improving the mathematical ability of creative thinking and mathematical problem solving ability of students compared to conventional learning. Learning to use the model STAD koeperatif can be an alternative model of learning approaches that can be used in Junior High