1,720,972 research outputs found
PENINGKATAN KEMAMPUAN KOMUNIKASI, PEMECAHAN MASALAH MATEMATIS DAN SELF-EFFICACY SISWA SMP MELALUI PENDEKATAN PROBLEM-CENTERED LEARNING DENGAN STRATEGI SCAFFOLDING
Full text linkHasil survey yang dilakukan oleh TIMSS tahun 2011 menunjukkan peserta siswa SMP dari Indonesia mengalami penurunan capaian prestasi pada hampir semua domain matematika. Fakta ini menuntut perlu adanya usaha perbaikan antara lain pada aspek pembelajaran dan peninjauan intensitas bobot kemampuan matematika yang dibelajarkan di kelas. Penelitian eksperimen ini hendak mengkaji peningkatan kemampuan komunikasi, pemecahan masalah matematis dan self-efficacy siswa SMP, setelah intervensi pembelajaran dengan pendekatan Problem-Centered Learning (PCL) yang disertai strategi scaffolding. Dengan teknik stratified sampling pada populasi siswa di 16 sekolah SMP/MTs Negeri Kota Gorontalo, terpilih 3 (tiga) sekolah sebagai sampel penelitian mewakili kelompok sekolah level tinggi, sedang dan rendah. Pada masing-masing sekolah dipilih 2 kelas yakni satu kelas sebagai kelas eksperimen dengan yang diberi perlakuan pembelajaran dengan pendekatan PCL disertai strategi scaffolding, dan satu kelas sebagai kelas kontrol dengan perlakuan pembelajaran konvensional. Instrumen penelitian yang digunakan adalah pretes dan postes untuk mengukur kemampuan komunikasi matematis (KKM), kemampuan pemecahan masalah matematis (KPPM) dan skala self-efficacy (SE) siswa. Melalui analisis statistik parametrik dan non parametrik, yakni uji beda rata-rata, uji analisis varians, dan uji beda lanjut, diperoleh informasi bahwa: (1) siswa yang diberi pembelajaran pendekatan PCL dengan strategi scaffolding memperoleh peningkatan KKM, KPMM dan SE yang lebih tinggi daripada siswa yang mendapat pembelajaran pendekatan konvensional, baik dilihat dari sisi level sekolah, level kemampuan awal matematika (KAM) maupun secara keseluruhan. Semua kategori yang dikomparasikan menunjukkan perbedaan yang siginifikan; (2) perolehan rata-rata n-gain untuk KKM, KPMM dan SE masih dalam kategori sedang; (3) ada interaksi antara pendekatan pembelajaran dengan level sekolah terhadap peningkatan KKM dan KPMM; (4) tidak ada interaksi antara pendekatan pembelajaran dengan KAM terhadap peningkatan KKM dan KPMM; (5) Tidak ada interaksi antara pendekatan pembelajaran dengan level sekolah ataupun KAM terhadap peningkatan SE siswa.
Kata Kunci:Problem-Centered Learning (PCL), Strategi Scaffolding, kemampuan komunikasi matematis, kemampuan pemecahan masalah matematis, Self-Efficacy siswa
The results of a survey conducted by TIMSS in 2011 showed that junior high school students from Indonesia decreased their performance in almost all domains of mathematics. This fact requires the need for improvement including aspects of learning and reviewing math skills intensity that are taught in class. This experimental study examines the improvement of mathematical communication ability, mathematical problem solving ability and self-efficacy of junior high school students, as a result of the learning intervention by Problem-Centered Learning (PCL) approach and a scaffolding strategy. With stratified sampling technique on a population of students in 16 schools SMP/MTs Gorontalo City, three schools are selected as a sample representing the high, medium and low school level. From each school, two classes are selected: one class as an experiment class which are treated by PCL approach with scaffolding strategy and one class as a control class with conventional learning treatment. The research instrument used is a pretest and posttest to measure students’ mathematical communication ability (MCA), mathematical problem solving ability (MPSA) and self-efficacy (SE). Through the analysis of parametric and non-parametric statistics, t-test, analysis of variance test, and the continuation main different test, it can be concluded that: (1) students who received PCL approach with scaffolding strategies obtain higher MCA, MPSA and SE than students who received conventional learning approach, both in terms of school level, Mathematical Prior Ability (MPA) or as a whole. All compared categories showed a significant difference; (2) the acquisition of the n-gain mean for MCA, MPSA and SE is in the medium category; (3) there is an interaction between school-level and learning approach toward the MCA and MPSA improvement; (4) there is no interaction between learning approaches and MPA toward the MCA and MPSA improvement; (5) there is no interaction between learning approach and school level or between learning approach and MPA enhancement on students’ SE.
Keywords: Problem-Centered Learning (PCL), Scaffolding Strategy, mathematical communication ability, mathematical problem-solving ability, Students’ Self-Efficacy
PEMECAHAN MASALAH DALAM PEMBELAJARAN MATEMATIKA MELALUI PROBLEM POSING
Full text linkOne of the ways that the teacher can do to give students experience in mathematics is by Problem posing. Problem posing can be means as reformation or reformulation of the tests by the students or by the teacher. Problem posing is one thing that should get a big attention in mathematics teaching. Teacher is an important element to increase the students ability to form the test or the questions. Problem posing should be introduced to the students, because by having the skills to form the test or the questions the students can be creative, smart, responsible also they can solve the problem that they will find
BUKTI DAN PEMBUKTIAN DALAM PENGAJARAN MATEMATIKA DI SEKOLAH MENENGAH
Full text linkPengajaran matematika pada dasarnya dititikberatkan pada perubahan tingkah laku yang berorientasi pada tiga aspek menurut Taksonomi Bloom, yaitu aspek kognirif, afektif dan psikomotorik. Dengan tidak mengecilkan aspek lain, aspek penalaran matematika menjadi fokus utama karena penalaran matematika ini merupakan semacam benang merah yang mendasari dan menjiwai seluruh matematika. Salah satu hal yang terpenting dalam kegiatan bernalar dan penalaran adalah perlunya penguasaan akan prinsip-prinsip logika. Prinsip-prinsip logika ini sangat penting dipahami terutama disaat akan memahami konsep bukti dan pembuktian dalam matematika. Konsep bukti dan pembuktian dalam matematika pada dasarnya telah dikenal siswa sekolah menengah. Strategi pembuktian dalam matematika yang telah dikenal siswa tersebut secara umum dapat dibagi atas dua kelompok besar yaitu pembuktian secara langsung dan pembuktian secara tidak langsung
Implementasi Program Action Methods (PAM) untuk Meningkatkan Kemampuan Siswa dalam Menyelesaikan Soal Program Linear
No full textThis study was designed to improve students' ability in completing the test refering to the linear program. It focused on the implementation of the Program Action Method (PAM). Applying an action research design, the study involved the third-grader of SMUN I Bolaang, North Sulawesi. The results showed that this implementation of Program Action Method (PAM) managed to improve the students' ability in doing the tests
RASIONALISME DAN EMPIRISME Kontribusi dan dampaknya pada perkembangan filsafat matematika
Full text linkSecara epistemologis paling tidak ada dua aliran filsafat pengetahuan yang berkembang mengkaji tentang bagaimana timbulnya, prosedur dan apa yang disebut kebenaran itu, yakni aliran rasionalisme dan empirisme. Kedua aliran ini berkontribusi terhadap perkembangan filsafat matematika. Rasionalisme adalah suatu aliran filsafat yang berupaya untuk memperluas metodologi yang dipersepsi dari matematika ke seluruh ilmu pengetahuan, sementara pada kutub yang lain empirisme berpandangan bahwa sumber pengetahuan adalah pengalaman indrawi, bukan penalaran murni. Dua aliran tersebut di atas berbeda dalam hal status penalaran tentang idea-idea. Tetapi terdapat kesamaan dan kesepakatan dalam pernyataan filosofis tentang matematika. Baik kaum rasionalis maupun empiris memandang matematika berhubungan dengan besaran-besaran fisik, atau objek-objek yang diperluas. Objek-objek ini dialami secara empirik. Demikian pula seorang empiris akan sepakat dengan rasionalis bahwa setelah idea-idea yang relevan didapatkan, maka pemerolehan pengetahuan matematis akan bersifat independen dari sebarang pengalaman yang lebih lanjut
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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe 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
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