KadikmA
Not a member yet
395 research outputs found
Sort by
IDENTIFIKASI PROSES BERPIKIR KRITIS SISWA BERBASIS TUGAS PROYEK PADA SUBPOKOK BAHASAN PERSAMAAN LINIER SATU VARIABEL KELAS VII A SMPN 1 GLENMORE
Get PDFAbstract. This research described the process of critical thinking students based on project task for students with high mathematical ability, medium mathematical ability and low mathematical ability. The research is based on indicators critical thought process students by Jacob and Sam which includes phases of clarification, assessments, inference and strategy. Clarification, namely the stage where students formulate problems with precisely and clearly. Assessments, namely stage where the students find important question from problem. Inference, namely the stage where students make conclusion based on information that has been obtained. Strategy, namely the stage where students think in the open in resolving problems. This research using the instruments about the test projects and guidelines interview to obtain information deeper related to critical thinking students process. The results showed that subject with high mathematical ability of being through all stages of critical thinking process. To subject to medium mathematical ability being able to metamorphosis clarification, and inference assessments. To subject with low mathematical ability of being through all stages of critical tihinking process for first task, but not through strategy stages for second task.
Keywords: Jacob and Sam Step, Critical Thinking Process, Project Tas
PENGEMBANGAN SOAL PELEVELAN LITERASI MATEMATIKA KONTEKS PERSONAL UNTUK SISWA KELAS VIII SMP
Get PDFAbstract. The purposes of this research are developing mathematical literacy test items of personal context for eight grade students which are valid and reliable. This type of research is a development study consisting of 4 stages, namely: (1) preliminary stage that determines the area and the subject of trial. The area of ​​the test subject in SMP Nuris Jember is the students of class VIII C and 6 students of class VIII B. (2) stage self evaluation is designing the problem. Problems are developed as many as 5 questions, 2 questions at the first level, 2 questions at the second level,, and 1 question at the third level. Design of the questions at this stage is prototype 1. (3) prototyping stage, prototype 1 will be validated by validator. Problems that have been validly named prototype 2. Prototype 2 will be tested to 6 students of class VIII B in small group stage. In the small group stage there was only one student who commented on the questionnaire and 5 students had understood the math literacy questions. Problems are revised based on readability test recommendations. The result of the revision based on the test is called prototype 3. (4) field test stage is the test phase on the students of class VIII C. The results of the stage are analyzed to meet the criteria reliable. Problem that has been reliably named prototype 4. Based on the results of the validation data analysis in the average (Va) is 2.2 with the category is quite valid so it needs to be revised. After the problem is revised, the validator validates again with the average result (Va) is 3 with very valid category. Reliability test results by dividing the test subject into 2 parts randomly with reliabilty value is 0.64 and 0.63 with high category. From the results of the analysis, the problems that have been developed have valid and reliable criteria.
Keywords: Test items development, mathematical literacy, PISA, personal contex
PENGEMBANGAN INDIKATOR 4C’S YANG SELARAS DENGAN KURIKULUM 2013 PADA MATA PELAJARAN MATEMATIKA SMA/MA KELAS XI SEMESTER 1
Get PDFAbstract. This research will be conducted to describe process and result of development of 4C's indicators which appropriate for curriculum 2013 on mathematics subject in the first semester of senior high school grade XI. Development process which used in this research is Plomp Development model which consist of four stages, they are preliminary implementation phase, design phase, realization/construction phase, and test, evaluation, and revision. The result of the development of indicators amounted to 94 indicators 4C's which consist of five materials and 14 KD at mathematics lesson. The result of assessment by five validators are then calculated and analyzed. The 4C's indicators is categorized well, because the total average calculation result for each aspect is 3.77. It is that the resulting product is valid. The productcan be valid if the total average calculation result for each aspect is more than equal to 3.25.
Keywords: 4C's Indicators, Curriculum 2013, Plomp's Development Mode
PEWARNAAN TOTAL R-DINAMIS DENGAN TEKNIK FUNGSI PEWARNAAN BERPOLA PADA HASIL OPERASI COMB SISI DARI GRAF CYCLE SERTA KAITANNYA DALAM KETERAMPILAN BERPIKIR TINGKAT TINGGI
Get PDFAbstract. If G = (E,V) is a simple graph, connective and undirected graph that has a set of vertex (V), set the edge (E), d(v) is the degree of a v Є V(G) and d(u) is the degree of an edge u Є E(G). The number of maximum and minimum degree of the graph G is denoted respectively by Δ(G) dan δ(G). Proper k-coloring graph G is c : V(G) ᴜ E(G) to a colored set which have to fulfill the conditions of : [1.] for each v Є V(G), |c(N(v))| ≥ min[r,d(v)+ |N(v)|] dan [2.] for each e = uv Є E(G), |c(N(e))| ≥ min[r,d(v)+d(u)]. R-dynamic color number of a graph G is denoted a minimum color of k in graph. This article discuss about total r-dynamic coloring of graph . The result shows that the total r-dynamic coloring of the graph for r =1, 2, 3, ..., n.
Keywords : Total Coloring R-dynamic, Edge Comb Product, High Order Thinking Skil
ANALISIS MISKONSEPSI SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA BERSTANDAR PISA DENGAN MENGGUNAKAN CERTAINTY OF RESPONSE INDEX (CRI)
Get PDFAbstract. This study aims to identify student misconception in solving PISA standard mathematic problems using CRI (Certainty of Responses Index), to describe and determine the percentage of forms of student misconception. The instrument used in this study is reasonable multiple choice test and interview guidelines. To answer the question, students are required to write the process in solving the question and choose the answer, besides the students are asked to put CRI value (0-5) based on their level of confidence in answering the question. A student can be declared to understand the concept, misconception and ignorance of the concept by comparing the answer with CRI value which is filled by the students, and the misconception form that occurred can be determined by checking the process in solving the question. Based on the research result, the misconception percentage on the aspect of the process of formulating the situation mathematically on PISA problem is 18, 25%, on the aspect of the process of using concept, fact, procedure and mathematic reasoning the misconception percentage is 7,76% and on the aspect of the process of interpreting, applying, and evaluating mathematic result, the misconception percentage is 13,8%. The misconception forms that occurred are 13,6% of translation misconception, 7,7% misconception of concept, 10,6% of misconception of strategy, 9,1% of systematical misconception, 4,5% of misconception sign.and 4,5% of misconception on calculation.
Keyword: Misconception, Certainty of Response Index (CRI), PISA, Students’ Misconceptio
PROSES BERPIKIR SISWA YANG MENGIKUTI EKSTRAKULIKULER BRIDGE PADA PENYELESAIAN SOAL CERITA TEORI PELUANG BERDASARKAN RANAH KOGNITIF TAKSONOMI BLOOM REVISI
Get PDFAbstrak. This research aims to discover Students’ thinking process who follow extracurricular bridge in Senior High School 1 Arjasa in solving mathematical probability word problems, then describe and determine students’ thinking process. Intrument which were used in this research are mathematical word problems test and interview guidelines with indicators of revised bloom’s taxonomy cognitive domain. Students answered the problems then analyzed, if indicators did not appear in students answers then the interview is done according to the guideline. Based on the result of this research students who follow the extracurricular bridge belong to the level of thinking process C2 (understand) especially interpreting and explaining and belong to the level of thinking process C3 (apply) especially executing.
Keywords: Bloom's Taxonomy Revised, bridge, thingking proces
PROFIL BERPIKIR KRITIS SISWA KELAS VII-A SMP NEGERI 1 JEMBER DALAM MENYELESAIKAN SOAL ARITMETIKA SOSIAL
Get PDFAbstract. This study aims to describe the critical thinking ability of students of class VII-A SMP Negeri 1 Jember in solving the problem of social arithmetic. The type of this research is descriptive research with qualitative approach. Data collection methods used were tests and interviews. The subjects of the study were students of class VII A SMP Negeri 1 Jember which amounted to 36 students. Thinking ability of students can be seen from the ability to analyze the information contained in the question, the ability to analyze the intended purpose in question, able to provide assumptions or opinions about the problem, able to determine the solution contained in the problem, able to develop other reasonable ways of completion, able to write down the answers or solutions of the problems, able to determine the conclusions of the solution problems that have been obtained. The results show that students are able to analyze the problem well and can meet 6 of the 7 indicators of critical thinking. One unfulfilled indicator is the ability to find alternative ways to find solutions of the problems. From the answers obtained from students can be concluded that the students of class VII-A are able to think critically well by analyzing the information contained in the question, although not yet can use alternative other ways of completion.
Keywords: Social Arithmetic,Critical Thinking, Critical Thinking Skills, Problem Solving
KEMAMPUAN REPRESENTASI MATEMATIS SISWA GAYA KOGNITIF REFLEKTIF-IMPULSIF DALAM MENYELESAIKAN MASALAH OPEN-ENDED
Get PDFAbstract.This research aims to describe mathematics representation ability of students’ with impulsive and reflective cognitive style in solving open-ended problem. Instruments which were used are MFFT, open-ended question, and interview. MFFT test used to categorize reflective-impulsive cognitive style. From MFFT test result obtained 2 reflective students and 2 impulsive students who then tested with open-ended problem and interview in order to knowing subjects’ mathematics representation ability in solving open-ended problem. Based on analysis and discussion can be concluded that students with reflective style fulfilled all of the mathematis representation indicators which are visual representation, expression or mathematics equation and words or written text. Students with impulsive cognitive style only fulfilled some of the mathematics representation indicators which are expression or mathematics equations and words or written text.
Keywords: Mathematical representation,reflective, impulsif, open-Ende
PROSES BERPIKIR SISWA TUNANETRA DALAM MEMECAHKAN MASALAH KUBUS DAN BALOK KELAS IX DI SMPLB-A TAMAN PENDIDIKAN DAN ASUHAN JEMBER
Get PDFAbstract. The sense of sight is very important for human to dalily activities. Learning process needs the sense of sight to recognize beginning of an object and stimulus but different with blind students just use their sense of touch. Therefore blind students using Braille in learning process. This research aims to describe the thinking process of grade nineth blind students in resolving problem cubes and block at SMPLB-A Wildlife Education and Upbringing Jember. Solving the problem is a crucial aspect in the learning process. Solving the problems in this research used Polya's steps such that understanding the problem, making a plan, carrying out a plan, and looking back at the completed solution. The instrument which is used in this research are mathematics problem solving test and in depth interview. Subjects in this research are all students of grade IX SMPLB-A which are two children totally blind. Based on the results of research that both subjects with disequilibrium, assimilation, accommodation and equilibrium when solve mathematics problems but, the emergence of disequilibrium, assimilation, accommodation and equilibrium on each different subjects.
Keywords:Problem Solving, Thinking Process, Blind Studen
PROSES BERPIKIR KREATIF BERDASARKAN KOMPONEN KREATIVITAS PEMECAHAN MASALAH SISWA PADA MATERI SPLDV
Get PDFAbstract. This research aims to describe students’ thinking process based on creativity components of problem solving in linear equation systems with two variables. This research type is descriptive with qualitative approach. Data collection methods which were used are test and interview. This research subject are 4 students who randomly chosen from a class. Creativity components are fluency, flexibility, and novelty. Result of the research showed that 1 student fulfilled all of three components of creativity, 2 students only fulfilled flexibilty and fluency component and 1 student did not fulfill any of the creativity components.
Keywords: Creative thinking process, creativity components of problem solving, linear equation systems with two variable