1,721,022 research outputs found
Pemecahan Masalah Matematika
No full textMasalah matematika
adalah soal matematika tidak rutin atau belum pernah secara
eksplisit dipelajari dalam kelas dan memerlukan serangkaian
aturan atau penggabungan beberapa aturan yang digunakan
untuk memecahkan soal tersebut. Aturan-aturan yang
dirangkai/digabungkan itu telah dipelajari di kelas oleh siswa
yang bersangkutan. Sedangkan Pemecahan yang dibatasi pada
pemecahan masalah matematika adalah proses yang
dilakukan oleh siswa dalam memecahkan suatu masalah
matematika berdasarkan empat langkah Polya yaitu: (a)
memahami masalah (understand the problem), (b)
merencanakan pemecahan (devise a plan), (c) melaksanakan
rencana pemecahan (carry out the plan), dan (d) mengevaluasi
hasil pemecahan (look back)
Scaffolding Metakognitif
No full textScaffolding adalah pemberian
bantuan kepada siswa sesuai dengan tingkat kebutuhan siswa
untuk mengatasi hambatan yang dialami, namun bantuan itu
dikurangi atau dihentikan manakala siswa sudah mulai atau
sudah mampu melanjutkan tugas yang dikerjakan secara
mandiri. Sedangkan Metakognisi adalah berpikir tentang
berpikir (thinking about thinking) atau belajar bagaimana
belajar (learn how to learn) yang meliputi pengetahuan dan
kesadaran peserta didik dalam merancang (planning),
memantau (monitoring), dan mengevaluasi (evaluating)
proses dan hasil berpikirnya. Dengan rangkaian kedua kata
tersebut, maka Scaffolding metakognitif adalah scaffolding
yang diberikan oleh guru dalam rangka membantu peserta
didik melibatkan metakognisinya terhadap proses dan hasil
berpikirnya
A Small Scale Study: The Metacognitive Scaffoldings in Mathematics Problem Solving for Senior High Students with High Mathematics Ability
Full text linkTo describe the kinds of metacognitive scaffolding which are necessary given, we carried out a test in the topic of three dimensional space to three senior high school students
with high mathematics ability. The metacognitive scaffolding was given when they worked with the problems of which they refer to the four steps of Polya. An interview was also
conducted to the students for the data triangulation. The findings suggest that, although the three respondents basically understand the problems, they have difficulties in setting a plan for problem solving as they are unaccustomed. In contrast, they relatively have no difficulties in applying the third step of Polya, i.e. applying the plan of problem solving as well as the fouth step because there was no MS given to them. Concerning the kinds of the given MS,
monitoring is the most used, followed by planning, and evaluating. Moreover, based on the Polya’s steps of which the MS given, the most frequently used MS is the second step, followed by consecutively the first step, the fourth step, and the third step
PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI PENERAPAN PEMBELAJARAN KOOPERATIF TIPE NHT
Full text linkPenelitian ini adalah penelitian tindakan kelas (classroom action research). Adapun tujuan penelitian ini adalah untuk meningkatkan hasil belajar matematika siswa kelas VIIIB SMP Negeri 3 Bajeng Kabupaten Gowa setelah di ajar dengan menggunakan pembelajaran kooperatif tipe NHT. Subjek penelitian ini adalah siswa kelas VIIIB SMP Negeri 3 Bajeng Kabupaten Gowa sebanyak 40 orang yang terdiri dari 20 orang laki-laki dan 20 orang perempuan. Data diperoleh dengan menggunakan lembar observasi, tanggapan siswa, dan tes hasil belajar dalam bentuk essay pada setiap akhir siklus sesuai materi yang diajarkan. Data yang diperoleh selanjutnya dianalisis dengan menggunakan analisis statistik deskriptif. Hasil yang dicapai adalah (1) skor rata-rata hasil belajar siklus I sebesar 76,80 dari skor ideal 100 dengan standar deviasi 20,37, (2) skor rata-rata hasil belajar siklus II sebesar 88,60 dari skor ideal 100 dengan standar deviasi 11,14, (3) banyak siswa yang tuntas belajar pada siklus I adalah 31 orang (77,50%) dari 40 orang siswa, (4) banyak siswa yang tuntas belajar pada siklus II adalah 37 orang (92,50%) dari 40 orang siswa, (5) pada siklus I kehadiran siswa 95% meningkat menjadi 95,63% pada siklus II, (6) yang serius menerima pelajaran dari siklus I ke siklus II yaitu 86,25% menjadi 90,63% atau mengalami peningkatan 4,38%, (7) siswa yang belum memahami materi yang diajarkan pada saat proses pembelajaran dari siklus I ke siklus II yaitu 10,63% menjadi 6,88% atau mengalami penurunan 3,75%. (8) keaktifan siswa mencari jawaban LKS meningkat dari 86,88% menjadi 89,38% atau mengalami peningkatan sebesar2,5%. (9) Siswa yang meminta bimbingan dalam menyelesaikan LKS mengalami penurunan sebesar 7,5% yaitu dari 15,63% ke 8,13%. (10) siswa yang nomornya terpanggil atau berani dan memiliki rasa tanggung jawab terhadap persentase kelompok mengalami peningkatan dari 16,25% ke 16,88%, atau sebesar 0,63%. (11) siswa yang berani mengajukan tanggapan terhadap persentase kelompok lain mengalami peningkatan dari 3,13% ke 6,25%, yaitu sebesar 3,12%. (12) siswa yang dapat menjawab pertanyaan/tanggapan dari kelompok lain dari 2,5% menjadi 3,75% atau mengalami peningkatan sebesar 1,25%, (13) siswa yang melakukan kegiatan lain saat proses pembelajaran berlangsung mengalami penurunan dari 8,75% menjadi 3,75% atau mengalami penurunan sebesar 5%. (14) siswa yang mengerjakan PR dari guru mengalami peningkatan dari 73,75% ke 93,75% atau mengalami peningkatan sebesar 20%
A Small Scale Study: The Metacognitive Scaffoldings in Mathematics Problem Solving for Senior High Students with High Mathematics Ability
Full text linkTo describe the kinds of metacognitive scaffolding which are necessary given, we carried out a test in the topic of three dimensional space to three senior high school students with high mathematics ability. The metacognitive scaffolding was given when they worked with the problems of which they refer to the four steps of Polya. An interview was also conducted to the students for the data triangulation. The findings suggest that, although the three respondents basically understand the problems, they have difficulties in setting a plan for problem solving as they are unaccustomed. In contrast, they relatively have no difficulties in applying the third step of Polya, i.e. applying the plan of problem solving as well as the fouth step because there was no MS given to them. Concerning the kinds of the given MS, monitoring is the most used, followed by planning, and evaluating. Moreover, based on the Polya's steps of which the MS given, the most frequently used MS is the second step, followed by consecutively the first step, the fourth step, and the third step
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
PENGEMBANGAN INSTRUMEN ASSESSMENT FOR LEARNING (AFL) PADA MATERI KEKONGRUENAN DAN KESEBANGUNAN UNTUK PESERTA DIDIK KELAS IX SMP: PENGEMBANGAN INSTRUMEN ASSESSMENT FOR LEARNING (AFL) PADA MATERI KEKONGRUENAN DAN KESEBANGUNAN UNTUK PESERTA DIDIK KELAS IX SMP
Full text linkThis study aims to (1) know the development process assessment for learning (AfL) instruments on congruence and similarity subjects for grade IX junior high school students; (2) produce an assessment for learning (AfL) instruments on congruence and similarity subjects for grade IX junior high school students that are valid and reliable. This present study is development research involving 126 grade IX students of SMP Islam Athirah 2 Makassar. The results showed that: (1) the process of developing assessment for learning (AfL) instruments on congruence and similarity subject for grade IX junior high school students was carried out through the stages of compiling instrument specifications (including determining the purpose of the instrument, compiling the instrument grid, choosing the shape and format of the instrument, determining the length of the instrument, and determining the instrument scales and scoring systems), writing instruments, reviewing instruments (content validity test and instruments improvement), conducting instrument trials, interpreting measurement results, analyzing instruments (construct validity and reliability tests), and assembling instruments; (2) the results of the development of assessment for learning (AfL) instruments on congruence and similarity subject for grade IX junior high school students consisted of a learning process assessment test, a learning outcome assessment test, and a rubric for assessing cognitive aspects, psychomotor aspects, and affective aspects.Penelitian ini bertujuan untuk (1) mengetahui gambaran pengembangan instrumen assessment for learning (AfL) pada materi kekongruenan dan kesebangunan untuk peserta didik kelas IX SMP; (2) menghasilkan instrumen assessment for learning (AfL) pada materi kekongruenan dan kesebangunan untuk peserta didik kelas IX SMP yang valid dan reliabel. Jenis penelitian ini adalah Research and Development yang melibatkan 126 peserta didik kelas IX SMP Islam Athirah 2 Makassar. Hasil penelitian menunjukkan bahwa: (1) gambaran pengembangan instrumen assessment for learning (AfL) pada materi kekongruenan dan kesebangunan untuk peserta didik kelas IX SMP dilaksanakan melalui tahapan menyusun spesifikasi instrumen (mencakup menentukan tujuan, menyusun kisi-kisi, memilih bentuk dan format, menentukan panjang, serta menentukan skala dan sistem penskoran), menulis instrumen, menelaah instrumen (uji validitas isi dan memperbaiki instrumen), melakukan uji coba instrumen, menafsirkan hasil uji coba, menganalisis instrumen (uji validitas konstruk dan reliabilitas), dan merakit instrumen; (2) hasil pengembangan instrumen assessment for learning (AfL) pada materi kekongruenan dan kesebangunan untuk peserta didik kelas IX SMP terdiri dari tes penilaian proses belajar, tes penilaian hasil belajar, dan rubrik penilaian aspek kognitif, keterampilan, dan sikap
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