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IDENTIFIKASI PROSES BERPIKIR KRITIS SISWA BERBASIS TUGAS PROYEK PADA SUB POKOK BAHASAN PERSAMAAN LINIER SATU VARIABEL KELAS VII A SMPN 1 GLENMORE
No full textDalam proses pembelajaran di kelas terjadi dua kegiatan inti yaitu belajar dan mengajar. Mengajar
adalah kegiatan yang dilaksanakan oleh guru sedangkan murid sebagai obyek yang menerima perlakuan
dari guru melakukan kegiatan belajar. Matematika merupakan ilmu pasti yang erat kaitannya dengan
proses penalaran. Matematika sebagai suatu disiplin ilmu yang secara jelas mengandalkan proses
berpikir dipandang sangat baik untuk diajarkan pada anak didik. Matematika juga merupakan pelajaran
yang diajarkan dari jenjang pendidikan dasar, menengah sampai tinggi.
Proses berpikir kritis siswa terbagi menjadi 4 tahapan, yaitu Tahap Klarifikasi, Tahap Asesmen,
Tahap Inferensi, dan Tahap Strategi. Klarifikasi diartikan sebagai kemampuan siswa dalam
menyebutkan informasi yang diketahui dari soal dengan tepat dan jelas. Asesmen diartikan formula
penggunaan informasi-informasi yang relevan dalam soal dan atau pengetahuan sebelumnya yang
diperoleh untuk menyelesaikan soal. Inferensi diartikan sebagai penentuan langkah-langkah untuk
menyelesaikan soal. Strategi diartikan sebagai kemampuan siswa dalam menemukan jabawan lain
berdasarkan soal yang diberikan.
Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Penelitian ini
menggunakan instrumen tugas proyek dan pedoman wawancara. Penelitian ini bertujuan mengidentifikasi
proses berpikir kritis siswa berkemampuan matematika tinggi, sedang dan rendah berbasis tugas
proyek pada pokok bahasan persamaan linier satu variabel pada kelas VII A SMP Negeri 1 Glenmore.
Data yang dianalisis adalah data hasil tugas proyek yang dikerjakan dan hasil wawancara terhadap
jawaban siswa.
Penentuan subjek penelitian diawali dengan pemilihan kelas VII dari subjek yang akan diteliti.
Selanjutnya subjek penelitian ditetapkan tiga siswa masing masing siswa berkemampuan matematika
tinggi (S1), siswa berkemampuan matematika sedang (S2), dan siswa berkemampuan matematika rendah
(S3) dengan mempertimbangkan kemampuan komunikasi yang baik. Untuk pengklasifikasian subjek yang
termasuk dalam kategori tinggi, sedang dan rendah dalam hal kemampuan
matematika didasarkan pada skor rerata ̅ dan simpangan baku (SB).
Dalam hal validitas konstruksi, soal dibuat terkait permasalahan sehari-hari dan
disesuaikan dengan kategori proses berpikir kritis. Hasil uji validasi soal tugas proyek
terhadap validator diperoleh nilai = 4,51 sehingga masuk dalam kategori valid dan
bisa digunakan sebagai salah satu instrumen penelitian. Hasil uji validitas pedoman
wawancara diperoleh nilai = 4,66 , sehingga masuk dalam kategori valid. Validator
menyampaikan perlu adanya sedikit revisi pada pemilihan kata yang digunakan untuk
menjadikan kalimat yang baku.
Berdasarkan hasil penelitian yang relevan, hubungan kemampuan matematika dengan proses berpikir
kritis dari siswa dengan kemampuan matematia tinggi, sedang dan rendah diketahui bahwa siswa dengan
kemampuan matematika tinggi dapat melalui seluruh tahapan proses berpikir kritis. Hal ini sejalan
dengan hasil penelitian ini yang menunjukkan bahwa S1 juga melewati seluruh tahapan proses berpikir
kritis yang digunakan. Untuk siswa dengan kemampuan matematika sedang diketahui telah dapat melalui
beberapa tahapan proses berpikir kritis yaitu tahap klarifikasi, asesmen dan inferensi. Hal ini
selaras dengan hasil penelitian ini yang menunjukkan bahwa S2 hanya mampu melewati tahapan
klarifikasi, asesmen dan inferensi. Sedangkan untuk siswa berkemampuan matematika rendah, diketahui
bahwa siswa tidak dapat melalui tahapan inferensi dan strategi. Dalam penelitian ini, S3 yang
merupakan siswa dengan kemampuan matematika rendah dapat melalui seluruh tahapan proses berpikir
kritis termasuk tahapan strategi untuk soal nomor 1. Sedangkan untuk soal nomor 2, S3 tidak dapat
melalui tahapan strategi. Hal ini menunjukkan bahwa S3 lebih baik daripada S2 dalam melewati proses
berpikir kritis yang tidak mampu melewati tahap strategi
Identifikasi Proses Berpikir Kritis Siswa Berbasis Tugas Proyek pada Subpokok Bahasan Persamaan Linier Satu Variabel Kelas VII A SMPN 1 Glenmore
No full textThis 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
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
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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