Taufiqurrohman, Erik
IKIP SILIWANGI

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COMPARISON OF THE ABILITY OF MATHEMATICAL REASONING OF SMK STUDENTS USING A METACOGNITIVE SKILL APPROACH THROUGH ADVANCE ORGANIZER LEARNING MODELS WITH A SAINTIFIC APPROACH THROUGH DISCOVERY LEARNING Rolina, Rosalina; Aryani, Sri; Taufiqurrohman, Erik
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 3 (2018): VOLUME 1 NUMBER 3, SEPTEMBER 2018
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.257 KB) | DOI: 10.22460/jiml.v1i3.p233-238

Abstract

This research is motivated by the low level of mathematical reasoning ability students. This study aims to determine the comparison of mathematical reasoning abilities students between those who learn using the metacognitive skills approach through advance organizer and the scientific approach through discovery learning. The method is an experimental method with a pretest-posttest control group design involving two groups and random sampling. At the beginning and end of learning, the two classes are given a test. The population in this study were State Vocational High School students in Cimahi, while the sample consisted of two randomly selected classes. Obtained class XI TEK A  which was given a metacognitive skill approach through advanced organizer and class XI TOI A  is given a scientific approach through discovery learning. The instrument used was a 5-item mathematical reasoning ability test description, then the data mathematical reasoning students were analyzed with descriptive and inferential statistics using the help of SPSS 21 software. Based on the results of the study, it was concluded that the improvement of students' mathematical reasoning using skills the metacognitive skills approach through advance organizer is better than students who use a scientific approach through discovery learning.
MATHEMATICAL COMMUNICATION AND CONNECTIONS STUDENTS’ ABILITY THROUGH PROBLEM-BASED LEARNING Taufiqurrohman, Erik; Sabandar, Jozua; Tapilouw, Marthen
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 2 (2018): Volume 1 Number 2, June 2018
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (315.325 KB)

Abstract

The problem in this research is still the low of communication ability and mathematics connection and the independence of student learning MTs. This study aims to determine and examine whether the achievement and improvement of communication skills and mathematical connections and student learning independence using a problem-based approach is better than the learning by using ordinary learning, knowing the association between communication skills with mathematical connections, mathematical communication with learning independence and ability mathematical connection with the independence of learning both groups of students. This research uses quasi experimental research method with non equivalent control group design and using purposive sampling technique. The population of the research were the students of class VIII in one of MTs in Subang. The sample used was the students of class VIII E as the experimental class and VIII G as the control class. The data collection from this research is in the form of test and non-test. Both groups were given pretest and postes the ability of mathematical communication and questionnaires to measure students' learning independence. The form of test used is a test of the ability of communication and mathematical connections while to measure student learning independence using non-test instruments. The results showed that: the achievement and improvement of communication skills and mathematical connections and learning independence of students who received learning by using a problem-based approach is better than students who received regular learning. There is a strong association between communication skills with mathematical connections, mathematical communication with learning independence and mathematical connection ability with learning independence.