AKSIOMA: Jurnal Program Studi Pendidikan Matematika
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KECEMASAN DAN KEMAMPUAN ANALOGI MATEMATIS DALAM MODEL PEMBELAJARAN TREFFINGER BERDASARKAN KEPRIBADIAN
No full textTujuan penelitian ini adalah untuk mengukur tingkat kecemasan dan kemampuan analogi matematis siswa dalam pembelajaran menggunakan model treffinger berdasarkan kepribadian mereka. Penelitian ini merupakan penelitian kuantitatif dengan melibatkan 39 orang siswa MTsN 1 Aceh Tengah kelas VII. Data dalam penelitian ini diperoleh dari tes analogi, angket kecemasan, dan angket kepribadian siswa. Analisis dilakukan dengan menggunakan uji t dan uji Mann-Whitney. Berdasarkan analisis yang dilakukan diketahui bahwa terdapat 23 siswa dengan kepribadian ekstrovert dan 16 siswa dengan kepribadian introvert. Setelah diterapkan model pembelajaran treffinger, diketahui bahwa siswa berada pada tingkat kecemasan matematis sedang dengan rentang , dan tidak terdapat perbedaan kecemasan matematis antara siswa dengan kepribadian ekstrovert dan introvert. Pada kemampuan analogi matematis, terdapat perbedaan kemampuan antara siswa dengan kepribadian ekstrovert dan introvert. Siswa dengan kepribadian ekstrovert menguasai semua tahapan encoding, infering, mapping, dan applying, sedangkan siswa dengan kepribadian introvert hanya menguasai tahapan encoding, infering dan applying.The purpose of this study was to measure the level of anxiety and mathematical analogy ability of students in learning using the treffinger model based on their personality. This research is a quantitative research involving 39 students of MTsN 1 Aceh Tengah class VII. The data in this study were obtained from analogy tests, anxiety questionnaires, and student personality questionnaires. The analysis was performed using the t test and the Mann-Whitney test. Based on the analysis, it is known that there are 23 students with extroverted personalities and 16 students with introverted personalities. After applying the Treffinger learning model, it is known that students are at a moderate level of mathematical anxiety with a range of 83.2<X<108.8, and there is no difference in mathematical anxiety between students with extroverted and introverted personalities. In mathematical analogy ability, there are differences in abilities between students with extroverted and introverted personalities. Students with extroverted personalities master all stages of encoding, infering, mapping, and applying, while students with introverted personalities only master the stages of encoding, infering and applyin
TRUTH-SEEKING MAHASISWA DALAM MEMECAHKAN MASALAH NON-RUTIN DITINJAU DARI GAYA KOGNITIF
No full textPenelitian ini dilatarbelakangi oleh pentingnya disposisi berpikir kritis matematis terutama pada indikator truth-seeking. Selain itu, dalam proses berpikir individu akan dipengaruhi oleh gaya kognitif yang dimiliki. Oleh sebab itu, penelitian ini bertujuan untuk mendeskripsikan truth-seeking mahasiswa pendidikan matematika yang mempunyai gaya kognitif Field Dependent dan Field Independent dalam memecahkan masalah non-rutin. Metode yang digunakan adalah metode deskriptif dengan penelitian kualitatif dengan subjek penelitian yaitu mahasiswa semester 3 Program Studi Pendidikan Matematika FKIP Universitas Muhammadiyah Surakarta yang sedang menempuh mata kuliah Geometri Analitik Ruang. Indikator truth-seeking yang digunakan meliputi: (1) menemukan beberapa alternatif jawaban, (2) menemukan beberapa alternatif cara penyelesaian, dan (3) memeriksa kembali kebenaran masalah dan jawaban. Teknik pengumpulan data berupa teknik tes, wawancara, dan obeservasi. Teknik analisis data yang digunakan adalah mereduksi data, analisis tes, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa truth-seeking mahasiswa pendidikan matematika dengan gaya kognitif Field Independent dalam memecahkan masalah non-rutin pada tingkat baik dengan mampu memenuhi semua indikator truth-seeking meliputi mampu menemukan beberapa alternatif jawaban, menemukan beberapa alternatif cara penyelesaian, serta melakukan pemeriksaan kembali kebenaran masalah jawaban. Sedangkan truth-seeking mahasiswa pendidikan matematika bergaya kognitif Field Dependent dalam memecahkan masalah non-rutin masih kurang baik yang hanya memenuhi satu indikator truth-seeking yaitu memeriksa kembali jawaban. Truth-seeking mahasiswa bergaya kognitif Field Independent lebih baik dibandingkan mahasiswa bergaya kognitif Field Dependent. This research is motivated by the importance of mathematical critical thinking disposition, especially on truth-seeking indicators. In addition, the individual's thought process will be influenced by the cognitive style they have. Therefore, this study aims to describe the truth-seeking of mathematics education students who have Field Dependent and Field Independent cognitive styles in solving non-routine problems. The method used is a descriptive method with qualitative research with the research subject being 3rd semester students of the Mathematics Education Study Program at the Muhammadiyah University of Muhammadiyah Surakarta who are taking the Spatial Analytical Geometry course. The truth-seeking indicators used include: (1) finding several alternative answers, (2) finding several alternative ways of solving it, and (3) re-examining the truth of the problem and answer. Data collection techniques in the form of test, interview, and observation techniques. The data analysis technique used is data reduction, test analysis, data presentation and conclusion drawing. The results showed that the truth-seeking of mathematics education students with Field Independent cognitive style in solving non-routine problems at a good level by being able to meet all truth-seeking indicators including being able to find several alternative answers, finding several alternative solutions, and re-examining the truth. problem answer. Meanwhile, truth-seeking students of mathematics education with Field Dependent cognitive style in solving non-routine problems are still not good, which only fulfills one truth-seeking indicator, namely re-examining answers. Truth-seeking students with Field Independent cognitive style were better than students with Field Dependent cognitive style
ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI BANGUN DATAR DITINJAU DARI GAYA BELAJAR
No full textPenelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa pada materi bangun datar ditinjau dari gaya belajar. Jenis penelitian ini adalah deskriptif kualitatif. Subjek penelitian adalah siswa kelas VIII SMPN 1 Jereweh, Kabupaten Sumbawa Barat. Subjek penelitian sebanyak 8 dengan masing-masing dua siswa dari visual, auditori, kinestetik dan visual-auditori. Data penelitian diambil dari kuesioner gaya belajar, lembar tes siswa, dan wawancara. Teknik analisis data pada penelitian ini yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Data kuesioner dilakukan untuk menentukan kecendrungan gaya belajar siswa, sedangkan lembar tes untuk mengetahui kemampuan berpikir krtitis siswa. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada masing-masing gaya belajar memiliki tingkatan yang berbeda. Siswa dengan gaya belajar visual memiliki kemampuan berpikir kritis pada kategori cukup kritis, siswa dengan gaya belajar auditorial memiliki kemampuan berpikir kritis pada kategori kurang kritis, siswa dengan gaya belajar kinestetik memiliki kemampuan berpikir kritis pada kategori cukup kritis, sedangkan siswa dengan gaya belajar visual-auditori memiliki kemampuan berpikir kritis pada kategori kritis. Dari 3 gaya belajar tersebut didapatkan bahwa gaya belajar visual memiliki kemampuan berpikir kritis lebih baik dari auditori dan kinestetik. This study aims to describe students' critical thinking ability on two-dimentional figure material in terms of learning styles. This type of research is descriptive qualitative. The research subjects were students of class VIII SMPN 1 Jereweh, West Sumbawa Regency. The research subjects were 8 with two students each from visual, auditory, kinesthetic and visual-auditory. The research data were taken from learning style questionnaires, student test sheets, and interviews. Data analysis techniques in this study are data reduction, data presentation, and drawing conclusions. Questionnaire data was conducted to determine the tendency of students' learning styles, while the test sheet was to determine students' critical thinking ability. The results showed that students' critical thinking ability in each learning style had different levels. Students with visual learning styles have critical thinking ability in the moderately critical category, students with auditory learning styles have critical thinking ability in the less critical category, students with kinesthetic learning styles have critical thinking ability in the moderately critical category, while students with visual-auditory learning styles have the ability to think critically in the critical category. From the 3 learning styles, it was found that the visual learning style has better critical thinking ability than auditory and kinesthetic
KOMPETENSI BERPIKIR KRITIS SISWA DALAM MEMECAHKAN PERSOALAN HOTS BERDASARKAN GAYA BELAJAR
No full textKompetensi penting yang wajib dimiliki setiap siswa yakni berpikir kritis. Siswa dalam memecahkan persoalan kontekstual membutuhkan proses berpikir untuk menentukan hasilnya. Tujuan penelitian ini guna mendeskripsikan kompetensi berpikir kritis siswa dalam memecahkan persoalan HOTS berdasarkan gaya belajar. Jenis penelitian ini yakni penelitian kualitatif yang bersifat deskripsi. Subjek pada penelitian ini sebanyak enam siswa yang terdiri dua siswa untuk setiap gaya belajar. Teknik pengumpulan data berupa angket, tes soal HOTS, dan wawancara. Data angket dianalisis dengan menghitung skor untuk mengklasifikasikan gaya belajar siswa. Data hasil tes soal HOTS dianalisis mengacu pada indikator kompetensi berpikir kritis yakni focus, reason, inference, situation, clarify, dan overview (FRISCO). Berdasarkan hasil penelitian dapat disimpulkan bahwa kompetensi berpikir kritis dalam memecahkan persoalan HOTS pada siswa kategori gaya belajar visual dan kinestetik mampu memenuhi indikator kompetensi berpikir kritis pada soal level kognitif menganalisis, mengevaluasi, dan mencipta. Kompetensi berpikir kritis pada siswa kategori gaya belajar auditorial pada subjek A1 hanya mampu memenuhi indikator kompetensi berpikir kritis pada persoalan HOTS menganlisis dan mengevaluasi. Subjek A1 mengalami kesulitan dalam memecahkan persoalan HOTS mencipta. Sedangkan subjek A2 mampu memenuhi indikator kompetensi berpikir kritis pada persoalan HOTS menganalisis, mengevaluasi, dan mencipta.An important competency that every student must have is critical thinking. Students in solving contextual problems need a thought process to determine the results. The purpose of this research is to describe students’ critical thinking competence in solving HOTS problems based on learning styles. This type of research is descriptive qualitative research. The subjects in this research were six students consisting of two students for each learning style. Data collection techniques in the form of questionnaires, HOTS test questions, and interviews. Questionnaire data were analyzed by calculating scores to classify the types of student learning styles. The data from the HOTS test result were analyzed by referring to the critical thinking competence indicators are focus, reason, inference, situation, clarify, and overview (FRISCO). Based on the results of the research, it can be concluded that critical thinking competence in solving HOTS problems in the visual and kinesthetic learning styles category students are able to meet the indicators of critical thinking competence at the cognitive levels of analyzing, evaluating, and creating. Critical thinking competence in auditory learning style category students on subject A1 is only able to meet the indicators of critical thinking competence on HOTS problems analyzing and evaluating questions. Subject A1 has difficulty solving the HOTS problem in creating. Meanwhile, subject A2 is able to meet the indicators of critical thinking competence on the HOTS problems analyzing, evaluating, and creating
IMPLEMENTASI MODEL PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA
No full textTujuan dilakukan penelitian ini adalah untuk mengidentifikasi, memaparkan dan menganalisa hasil beberapa studi terkait implementasi model Problem Based Learning terhadap kemampuan koneksi matematis siswa. Metode systematic literature review (SLR) digunakan dalam penelitian ini. Data dikumpulkan dengan cara menyeleksi beberapa studi berdasarkan kriteria inklusi dana diperoleh sebanyak 20 artikel yang qualified. Penelitian ini mengklasifikasikan studi primer yang qualified berdasarkan kategori seperti jenjang pendidikan, materi ajar, metode penelitian serta efektivitas penerapan model Problem Based Learning terhadap kemampuan koneksi matematis siswa. Hasilnya adalah secara keseluruhan implementasi pembelajaran dengan model PBL berpengaruh positif terhadap kemampuan koneksi matematis siswa terutama pada siswa jenjang SMP dengan materi ajar bangun datar maupun bangun ruang. Selain itu, metode kuantitatif merupakan metode penelitian yang sering digunakan untuk melihat efektivitas penerapan model PBL terhadap kemampuan koneksi matematis dengan desain penelitian adalah eksperimen atau kuasi eksperimen. The goal of this research is to identify, describe and analyze the results of several studies related to the implementation of Problem Based Learning on students' mathematical connection abilities. The systematic literature review (SLR) method was applied in this investigation. The data were collected by selecting several studies based on the inclusion criteria and qualified as many as 20 articles. This research classifies qualified primary studies based on categories such as education level, teaching materials, research methods, and the effectiveness of the application of problem-based learning models toward mathematical connection abilities. The result of this study is the model of problem-based learning, which has a positive impact on the ability of students' mathematical connection, especially for junior high school students with teaching materials of flat shapes and spatial shapes. In addition, the quantitative method is often used to get information about the effectiveness of model problem-based learning towards the ability of mathematical connection with research design experimental or quasi-experimental methods..
ANALISIS KESALAHAN SISWA DALAM MENGERJAKAN SOAL BANGUN DATAR SEGIEMPAT
No full textMatematika dianggap sebagai salah satu pembelajaran yang sulit dan membosankan bagi siswa, karna melibatkan banyak rumus. Maka dari itu disini peran seorang guru sangat penting dalam membimbing siswa nya dalam pembelajaran matematika ini. Pemahaman yang tidak tuntas menjadi kendala untuk mempelajari materi selalanjutnya. Dalam menyelesaikan soal matematika masih banyak siswa yang menganggap bahwa matematika itu sulit. Kebanyakan siswa merasa kesulitan dalam memahami maksud dari soal yang diberikan, apa yang ditanyakan dalam soal tersebut, dan masih banyak pula terdapat kesalahan dalam menyelesaikan persoalan yang diberikan. Penelitian ini bertujuan untuk mengetahui jenis-jenis kesalahan yang dilakukan siswa dalam menyelesaikan soal bangun datar segiempat dengan subjek siswa kelas VIII SMP Negeri 1 Inuman Kabupaten Kuantan Singingi sebanyak 16 orang. Penelitian ini menggunakan pendekatan deskriptif kualitatif yang mendeskripsikan kesalahan siswa dalam menyelesaikan soal bangun datar segi empat. Instrument tes yang diberikan berupa tes uraian. Berdasarkan hasil analisis data berupa hasil tes yang diberikan ditarik kesimpulan bahwa ditemukan kesalahan-kesalahan yang dilakukan siswa dalam menyelesaikan soal-soal terkait dengan materi bangun datar segiempat yaitu kesalahan konseptual, kesalahan prosedural dan kesalahan teknikal. Kesalahan yang paling banyak dilakukan siswa dari menjawab soal adalah kesalahan konsep yaitu sebesar 43,73%. Sedangkan untuk kesalahan teknikal sebanyak 30,32% dan kesalahan prosedural sebanyak 25,94%. This study aims to determine the types of errors made by students in solving quadrilaterals. The subjects in this study were 16 students of class VIII SMP Negeri 1 Inuman, Kuantan Singingi Regency. This study uses a qualitative descriptive approach that describes students' errors in solving quadrilaterals. The test instrument given in the study was in the form of a description test. Based on the results of data analysis in the form of test results, it was concluded that there were errors made by students in solving questions related to the rectangular shape material, namely conceptual errors, procedural errors and technical errors. The most mistakes made by students in answering the questions were conceptual errors, which amounted to 43.73%. As for technical errors as much as 30.32% and procedural errors as much as 25.94%
IMPROVED PROBLEM SOLVING SKILLS SLOW LEARNER STUDENTS IN ELEMENTARY SCHOOL THROUGH THE USE OF CONSTRUCTIVISM LEARNING MODEL
No full textTujuan penelitian ini adalah untuk mempelajari peningkatan kemampuan pemecahan masalah siswa SD yang termasuk dalam kategori lambat belajar yang menerapkan pembelajaran dengan menggunakan model pembelajaran konstruktivisme dan konvensional. Peneliti mengolah data menggunakan program SPSS 16 for Windows dan Microsoft Office Excel 2007 untuk mencapai tujuan tersebut. Subjek dalam penelitian ini adalah siswa slow learner kelas V SDN Adabiah Padang. Teknik pengumpulan data dengan observasi dan wawancara dengan pedoman observasi dan wawancara. Hasil penelitian menunjukkan bahwa melalui pre-test dan post-test keterampilan pemecahan masalah pada akhir pembelajaran menggunakan Model Pembelajaran Konstruktivisme dan pembelajaran konvensional. Data tes keterampilan pemecahan masalah diperoleh dari 16 siswa, 8 siswa kelas eksperimen yang menerapkan Model Pembelajaran Konstruktivisme, dan 8 siswa kelas kontrol yang menerapkan pembelajaran konvensional. Data tes keterampilan pemecahan masalah diperoleh dari 16 siswa, 8 siswa kelas eksperimen yang menerapkan Model Pembelajaran Konstruktivisme, dan 8 siswa kelas kontrol yang menerapkan pembelajaran konvensional. Penerapan model pembelajaran ini terjadi peningkatan keterampilan pemecahan masalah, termasuk pemahaman perencanaan masalah untuk pemecahan masalah berupa pemecahan masalah dari penerapan beberapa konsep pembelajaran matematika. Bukti dari data skor gain yang dinormalisasi (N-gain) antara kedua kelas dapat dilihat.The purpose of this study is to study the improvement of problem-solving skills of elementary students who fall into the category of slow learners who apply to learn using constructivism and conventional learning models. Researchers processed data using the SPSS 16 for Windows and Microsoft Office Excel 2007 programs to achieve these goals. The subjects in this study were students of slow learner class V Adabiah Padang Elementary School. Data collection techniques with observations and interviews with observation and interview guidelines. The results showed that through pre-test and post-test problem-solving skills at the end of learning using the Constructivism Learning Model and conventional learning. The problem-solving skills test data were obtained from 16 students, 8 experimental class students applying the Constructivism Learning Model, and 8 control class students who applied conventional learning. The problem-solving skills test data were obtained from 16 students, 8 experimental class students applying the Constructivism Learning Model, and 8 control class students who applied conventional learning. The application of this learning model occurs an increase in problem-solving skills, including understanding problem planning for problem-solving in the form of problem-solving from the application of several mathematical learning concepts. The evidence from data on normalized gain scores (N-gain) between the two classes may be seen
STUDENTS’ THINKING PROCESS IN INVESTIGATING MATHEMATICAL STATEMENT
Full text linkThe statement is a declaratif sentence that can be true or false. It can’t do both at the same time so it needs an investigation through proving process. This research aims to explore the students’ thinking process in investigating the truth value of matematical statement. This research is conducted to seventeen students of mathematical education whom are taking the Abstract Algebra Course. The subject selecting in this reasearch is based on the students’ ability in doing the investigating by using formal proof. The data collecting uses the written test and the interview. Meanwhile, the data analysis is conducted through three steps: data reduction, data interpretation, and taking a conclusion. Based on the result of the research, it is found that students do the thinking process in investigating the matematical statements’ truth value through four steps. The first step, students understand the statements by reading them and classifying them to be a number of objects. The second one, students determine the proof startegies based on the definition or axiom. The third one, students do the algebraic operation by using symbol manipulation. The last one, students provide justification as the form of their belief of the proof results
ANALISIS KEMAMPUAN ANALISIS KEMAMPUAN PENALARAN MATEMATIS SISWA SMA PADA MATERI MATRIKS
No full textPenelitian ini bertujuan untuk menganalisis tingkat kemampuan penalaran matematis siswa dalam menyelesaikan masalah matriks. Penelitian ini merupakan penelitian deskriptif kualitatif dengan teknik analisis data dimodifikasi dari Sumaryanta (2015) yang kemudian digolongkan mengikuti kategori oleh Riduwan (2018). Subjek penelitian ini adalah siswa kelas XI IPA 1 sesi B di SMA Negeri 4 Kota Jambi sebanyak 17 siswa. Instrumen yang digunakan adalah lembar tes kemampuan penalaran matematis siswa dan pedoman wawancara. Berdasarkan hasil analisis diperoleh bahwa kemampuan penalaran matematis dalam menyajikan pernyataan matematika secara tertulis mencapai; 80,59%; penalaran matematis siswa dalam melakukan manipulasi matematis mencapai 99,41%; penalaran matematis siswa dalam memeriksa kesahihan dari suatu argumen mencapai 93,72%; dan penalaran matematis siswa dalam menarik kesimpulan mencapai 69,41%. Rerata kemampuan penalaran matematis siswa mencapai 85,78%. tergolong sangat baik.This study aims to analyze the level of students' mathematical reasoning ability in solving matrix problems. This research is a qualitative descriptive study with data analysis techniques modified from Sumaryanta (2015) which was then classified by category by Riduwan (2018). The subjects of this study were students of class XI IPA 1 session B at SMA Negeri 4 Jambi City as many as 17 students. The instrument used is a student's mathematical reasoning ability test sheet and interview guidelines. Based on the results of the analysis, it was found that the ability of mathematical reasoning in presenting mathematical statements in writing reached; 80.59%; students' mathematical reasoning in performing mathematical manipulations reached 99.41%; students' mathematical reasoning in checking the validity of an argument reached 93.72%; and students' mathematical reasoning in drawing conclusions reached 69.41%. The average mathematical reasoning ability of students reached 85.78%. classified as very good
IMPLEMENTATION OF PBL-HOTS MODEL TO STUDENTS MATHEMATICAL LITERACY SKILL
Full text linkThe purpose of this study was to determine the mathematical literacy ability of students in solving HOTS questions before and after applying the PBL-HOTS model on gradient of perpendicular line. In addition, the purpose of this article is to find out student responses to the PBL-HOTS model learning implemented. This research is descriptive research with a qualitative approach. Data collection techniques were used tests, questionnaires, and documentation. The subjects of this study were 25 students of class VIII SMP Lab school UPI who had high, medium, and low mathematical abilities. This study uses 15 test questions and 19 statements in the questionnaire consisting of 7 negative statements and 12 positive statements. The analysis technique in this study consists of three stages, namely 1) data reduction; 2) data display; 3) drawing conclusions and verification. The results showed that students' mathematical literacy skills in solving HOTS questions before the implementation of PBL-HOTS were 18 students identified as failing, 1 student identified as lacking, 4 students identified as adequate, and 2 students identified as very good. Meanwhile, the students' mathematical literacy skills after implementing the PBL-HOTS model were 9 students identified as failing, 1 less, 8 enough, 3 good, and 4 very good. In addition, from the results of the percentage of students' attitude questionnaires towards the learning carried out, it shows that on average 25 students of class VIII SMP Lab school UPI have a good attitude towards the teaching carried out or on intermediate students like or match learning using the PBL-HOTS model in improving their mathematical literacy ability. The results of this study are expected to be used as information about the mathematical literacy skills of junior high school students. They can be helpful in education, especially mathematics teaching, which can use the PBL-HOTS model in improving the mathematical literacy skills of junior high school students