Articles
<![CDATA[Mathematical Creative Thinking and Student Self-Confidence in the Challenge-Based Learning Approach ]]>
<![CDATA[Nufus, Hayatun]]>;
<![CDATA[Duskri, M.]]>;
<![CDATA[Bahrun, Bahrun]]>
<![CDATA[ JRAMathEdu (Journal of Research and Advances in Mathematics Education) Vol. 3, No. 2, July 2018 ]]>
Publisher : <![CDATA[Department of Mathematics Education, Universitas Muhammadiyah Surakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/jramathedu.v3i2.6367
<![CDATA[The new curriculum (K13) requires a teacher to develop students’ ability in order to learn and fully understand Mathematics. The important abilities needed for a student in understanding Mathematics are the creative thinking and self-confidence. The certain study is essential in order to enhance students’ ability of mathematical creative thinking and self-confidence. Challenge-Based Learning is not only demanding a student to discover a solution to a problem, but also to be confident in what he has done. The qualitative method is used in this research to describe the students’ mathematical creative thinking ability and self-confidence. The subjects are six students chosen from 21 students of seventh grade at one of Junior High Schools in Aceh, Indonesia. They are the student with high, moderate, and low creative thinking ability. The research instrument is a test for creative thinking ability, a questionnaire of self-confidence and an interview guideline. The result indicates that the students with high and moderate level meet at least three indicators of creative thinking ability. They are also confident in solving the problem. In contrast, the student with low level did not reach any indicators of creative thinking ability and have poor self-confidence.   ]]>
<![CDATA[Implementation of Situation-Based Learning Model To Improve The Junior High School Students’ Critical Thinking And Self-Regulated Learning Skills ]]>
<![CDATA[Mulia, Siti]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Duskri, M]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 1 (2021): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/kreano.v12i1.28098
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Situation-Based Learning (SBL) dalam meningkatkan keterampilan berpikir kritis matematis dan kemandirian belajar matematika siswa. Penelitian ini merupakan penelitian kuantitatif menggunakan desain penelitian kuasi eksperimen, dengan sampel penelitian siswa kelas VIII SMPN 1 Samudera, kelas eksperimen (VIII-1) diterapkan model SBL dan kelas kontrol (VIII-2) diterapkan pembelajaran konvensional. Analisis statistik uji mann-whitney untuk ketrampilan berpikir kritis diperoleh rk=0,835 dan nilai sig <0,0001, untuk kemandirian belajar diperoleh rk=0,611 dan nilai sig <0,0001. Hal ini menunjukkan bahwa terdapat perbedaan yang signifikan peningkatan keterampilan berpikir kritis dan kemandirian belajar siswa kelas eksperimen bila dibandingkan dengan kelas kontrol. Besaran nilai efek keterampilan berpikir kritis sebesar d = 1.87, dan kemandirian belajar sebesar d = 1.43, hal ini menunjukkan bahwa perbedaan peningkatan kelas eksperimen dan kelas kontrol sangat signifikan.The aim of the research was determining the effect of the Situation-Based Learning (SBL) learning model in improving students' mathematical critical thinking skills and self-regulated learning in mathematics. This research is quantitative research using a quasi-experimental research design, the research sample are the eighth grade of junior high school students, the experimental class (eighth-1) applied the SBL model and the control class (eighth-2) applied conventional learning. The statistical analysis of the Mann-Whitney test for critical thinking skills obtained rk = 0.835 and a sig value <0.0001, for self-regulated learning rk = 0.611 and a sig value <0.0001 and the effect size of critical thinking skills is d = 1.87, and self-regulated learning is d = 1.43. This shows that their difference in the increase in critical thinking skills and self-regulated learning between the experimental class and the control class is very significant]]>
<![CDATA[Implementation of Situation-Based Learning Model To Improve The Junior High School Students’ Critical Thinking And Self-Regulated Learning Skills ]]>
<![CDATA[Mulia, Siti]]>;
<![CDATA[Ikhsan, M.]]>;
<![CDATA[Duskri, M]]>
<![CDATA[ Kreano, Jurnal Matematika Kreatif-Inovatif Vol 12, No 1 (2021): Kreano, Jurnal Matematika Kreatif-Inovatif ]]>
Publisher : <![CDATA[Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/kreano.v12i1.28098
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Situation-Based Learning (SBL) dalam meningkatkan keterampilan berpikir kritis matematis dan kemandirian belajar matematika siswa. Penelitian ini merupakan penelitian kuantitatif menggunakan desain penelitian kuasi eksperimen, dengan sampel penelitian siswa kelas VIII SMPN 1 Samudera, kelas eksperimen (VIII-1) diterapkan model SBL dan kelas kontrol (VIII-2) diterapkan pembelajaran konvensional. Analisis statistik uji mann-whitney untuk ketrampilan berpikir kritis diperoleh rk=0,835 dan nilai sig 0,0001, untuk kemandirian belajar diperoleh rk=0,611 dan nilai sig 0,0001. Hal ini menunjukkan bahwa terdapat perbedaan yang signifikan peningkatan keterampilan berpikir kritis dan kemandirian belajar siswa kelas eksperimen bila dibandingkan dengan kelas kontrol. Besaran nilai efek keterampilan berpikir kritis sebesar d = 1.87, dan kemandirian belajar sebesar d = 1.43, hal ini menunjukkan bahwa perbedaan peningkatan kelas eksperimen dan kelas kontrol sangat signifikan.The aim of the research was determining the effect of the Situation-Based Learning (SBL) learning model in improving students' mathematical critical thinking skills and self-regulated learning in mathematics. This research is quantitative research using a quasi-experimental research design, the research sample are the eighth grade of junior high school students, the experimental class (eighth-1) applied the SBL model and the control class (eighth-2) applied conventional learning. The statistical analysis of the Mann-Whitney test for critical thinking skills obtained rk = 0.835 and a sig value 0.0001, for self-regulated learning rk = 0.611 and a sig value 0.0001 and the effect size of critical thinking skills is d = 1.87, and self-regulated learning is d = 1.43. This shows that their difference in the increase in critical thinking skills and self-regulated learning between the experimental class and the control class is very significant]]>
<![CDATA[Penerapan Model Eliciting Activities untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis dan Self Confidence Siswa SMA ]]>
<![CDATA[Yuli Amalia]]>;
<![CDATA[M. Duskri]]>;
<![CDATA[Anizar Ahmad]]>
<![CDATA[ Didaktik Matematika Vol 2, No 2 (2015): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (357.53 KB)
<![CDATA[The ability of mathematical creative thinking and self-confidence are ones of the targets in mathematics learning. Therefore, learners need a relevant model to have them be active in searching information themselves, group working, building self-confidence, and improving creative thinking in perceiving and understanding the information to resolve a problem. One of the models is model-eliciting activities to improve students’ mathematical creative thinking and self-confidence to have students organize their own knowledge in learning. Applying this model, this research was to investigate (1) the differences of students’ mathematical creative thinking improvement through dividing into low, medium, and high subgroups, (2) the description of students’ self-confidence in mathematics learning, and (3) the correlation of creative thinking ability and self-confidence in mathematics learning. This experiment used one-group pretest-posttest design. The population was all first year students of SMA Negeri 5 Banda Aceh, and the sample was all students in Class X-IA3. The instruments applied in the research were mathematical creative thinking ability test and self-confidence questionnaire. The statistic testing applied in data analysis was the average difference test, whereas the questionnaire was counted based on the percentage. The result obtained showed that the improvement in students’ mathematical creative thinking exists in those who applied model-eliciting activities. While, the result from the questionnaire proves that the majority of the students (74.6%) establish positive view toward mathematics learning using model-eliciting activities. In contrast, there was no any correlation between creative thinking ability and self-confidence in mathematics learning.]]>
<![CDATA[Kemampuan Koneksi Matematis dan Peta Konsep Siswa SMP melaluiModel Pembelajaran Advance Organizer ]]>
<![CDATA[Samsul Bahri]]>;
<![CDATA[Rahmah Johar]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Didaktik Matematika Vol 1, No 2 (2014): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (32.982 KB)
<![CDATA[Mathematics is structured that any material science related. To understand the interrelated mathematical material this needs the capability mathematics. Connection ability mathematical connection is very important and is one of the capabilities that must be owned by a person and the unavoidable presence when someone studying mathematics. This study aims to determine: Is the increase in mathematical connection ability of students who obtain advance learning through learning model organizer better than students who received conventional learning, interaction learning model initial advance organizer with the ability of students to increase the ability of students' mathematical connections, and describes the ability to make map concept of junior high school students who acquire learning through advanced learning model organizer. This research uses an experimental quantitative methods approach. The population in this study were all seventh grade students of SMP Negeri 5 Lhokseumawe consisting of ten classes. As a sample of randomly selected classes will be the subject of study chosen as an experimental class VII1 class and class VII5 control. Instrumen elected as class research in this study is testing the ability to connect mathematical description shaped totaled about 5 grains soal. Koefisien the reliability test of 0.672 koefisien reliabilitas tests showed high levels. The results showed that: (1) Increased ability of students being taught mathematical connection with the advance organizer learning model is better than the students who obtain conventional overall learning and based on the level of the student. (2) There is no interaction learning model initial advance organizer with the ability of students to increase the ability of students' mathematical connections. (3) The ability of the students create concept maps in learning mathematics through advanced learning model organizer adalah well. Keywords: Learning Model Advance Organizer, Ability Mathematical Connections, and Concept Map]]>
<![CDATA[Upaya Meningkatkan Kreativitas dan Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Menengah Pertama melalui Model Pembelajaran Treffinger ]]>
<![CDATA[Isnaini Isnaini]]>;
<![CDATA[M. Duskri]]>;
<![CDATA[Said Munzir]]>
<![CDATA[ Didaktik Matematika Vol 3, No 1 (2016): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (386.743 KB)
<![CDATA[Students are often confronted with problems related to mathematics in their daily life. Problem solving is one of the competencies that are the focus of mathematics learning. Solving the problem needs creativity in order to develop the imagination of the students to avoid a single answer and uniforms to students. Creativity is a process to produce something new that can be accepted as useful and defensible. The research objective of this experiment was to determine: (1) the effect of Treffinger learning model to increase of mathematical creative thinking abilities of students at SMPN 16 Banda Aceh, (2) the effect of Treffinger learning model to increase of mathematical problem solving abilities of students at SMPN 16 Banda Aceh, and (3) the description of students' response to Treffinger learning model in mathematics. The population in this study was all students of class VII SMP 16 Banda Aceh and the subject of research was selected as the experimental class was VII2. The instrument of this research was to test the ability of creative thinking and problem solving skills have the form mathematical problems of three questions, have the reliability of 0.592. The results show that: (1) there was an effect of Treffinger learning model to increase of mathematical creative thinking abilities of students at SMPN 16 Banda Aceh, (2) there was an effect of Treffinger learning model to increase of mathematical problem solving abilities of students at SMPN 16 Banda Aceh, and (3) the students of class VII-2 SMP Negeri 16 Banda Aceh have responded positively to the Treffinger learning model]]>
<![CDATA[Pengembangan Soal Higher Order Thinking Skills (HOTS) pada Materi Aljabar di Sekolah Menengah Pertama ]]>
<![CDATA[Septiya Wulandari]]>;
<![CDATA[Hajidin Hajidin]]>;
<![CDATA[M Duskri]]>
<![CDATA[ Didaktik Matematika Vol 7, No 2 (2020): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (861.817 KB)
|
DOI: 10.24815/jdm.v7i2.17774
<![CDATA[The Indonesian curriculum year 2013 requires students to have Higher Order Thinking Skills (HOTS) that match the competence needs in 21st century. Based on international assessment, Indonesia’s student rank is insufficient because the student is not familiar with solving problems requiring reasoning and analysis, including topic of algebra. This research aims to produce HOTS questions about algebra at Junior High School, which is valid, practical, and effective. This research is development research which consists of two stages, namely preliminary and formative evaluation. The participants in this study were grade 7 and 8 students in one Junior High School at Banda Aceh, Indonesia. The instruments were validation sheets, student response questionnaires, practicality test questionnaires, and HOTS questions. The result shows that the HOTS algebraic questions were meet the criteria: valid because all validators stated that the HOTS questions are suitable to use and the average value of the validation was reach very valid criteria; practical because all validators suggested that the learning tools can be applied in the class; effective because students’ response toward problems was positive dan the ability of students to solve questions is diverse. Thus, these HOTS questions can be used at the junior high school level.]]>
<![CDATA[Kecerdasan Logis Matematis Siswa melalui Model Pembelajaran Berbasis Proyek di SMA ]]>
<![CDATA[Decy Pramita Sari Yusna]]>;
<![CDATA[Bahrun Bahrun]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Didaktik Matematika Vol 6, No 1 (2019): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (15.335 KB)
|
DOI: 10.24815/jdm.v6i1.9607
<![CDATA[This research aimed is to describe students' logical-mathematical intelligence through project-based learning. This study was descriptive qualitative research. Participants in this research are students of class XI school in Meulaboh for one class that is class XI-1. The data is students answer that was obtained from the logical-mathematical intelligence test. The data collected by using multiple intelligence tests and student answers results obtained from the task of logical-mathematical intelligence during the project-based learning process. The results show that in general logical-mathematical intelligence during project-based learning each group meets a minimum of four out of five aspects of logical-mathematical intelligence. Thus, the logical-mathematical intelligence of students developing after the implementation of the project-based learning.]]>
<![CDATA[Meningkatkan Kemampuan Representasi Matematis melalui Penerapan Model Problem Based Learning ]]>
<![CDATA[Nurul Fitri]]>;
<![CDATA[Said Munzir]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Didaktik Matematika Vol 4, No 1 (2017): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (520.623 KB)
|
DOI: 10.24815/jdm.v4i1.6902
<![CDATA[The ability of representation is one of the important components to develop students' thinking skills, because this capability is instrumental in helping students to transform abstract ideas into real idea and it can train students to improve problem solving skills with a variety of forms including pictures, diagrams, mathematical expressions, or words or written text. One model of learning that increases the ability of the mathematical representation is a learning model of problem-based learning. This research aims to: 1) determine a mathematical representation increased ability of students taught with problem based learning models 2) the interaction between the learning model of problem-based learning and grouping of students to increase the ability of the mathematical representation. This research is a quantitative research with an experimental method, that has pretest-posttest group design. The population was all students of class X SMA UnggulPidie Jaya by samples of two classes, namely class X3 as an experimental class and class X2 as the control class. The data collection was done by using test. Then analyzed by t -test and ANOVA at the 0.05 significance level after testing prerequisites are met. Based on the analysis we can conclude that: 1) to improve the mathematical representation of students who applied learning model of problem based learning is better than an increase in the ability of the mathematical representation of students who received conventional learning. 2) there is no interaction between the learning model and grouping of students to increase the ability of mathematical representation.]]>
<![CDATA[Pengembangan Lembar Self-Assessment untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa SMP melalui Pendekatan Saintifik ]]>
<![CDATA[Ismi Amalia Sari]]>;
<![CDATA[Yusrizal Yusrizal]]>;
<![CDATA[M. Duskri]]>
<![CDATA[ Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (2206.559 KB)
|
DOI: 10.24815/jdm.v5i2.11975
<![CDATA[Students’ ability to solve mathematics problems, especially problem-solving questions, is still relatively low despite the 2013 curriculum requiring students to be able to solve such questions and expecting the learning process to apply a scientific approach. This learning process requires students to be more engaged and teachers to facilitate students experiencing difficulties during the learning process. However, teachers have a little knowledge of the difficulties experienced by students in the learning process because the learning process conducted in the classroom does not provide enough information concerning the students’ difficulties. Students’ self-assessment can help students in identifying their difficulties, and the teacher can choose the right strategies to overcome them. Therefore, it is necessary to develop learning instruments encouraging students to engage more in assessing their abilities which in turn improving their problem-solving abilities. This study aimed to develop and produce the valid, practical and effective self-assessment sheet and student worksheet to improve students’ problem-solving skills employing scientific approach. This study was development research referring to the Dick and Carey model. The learning instruments trials were conducted at one of the junior high schools in Banda Aceh. The results of the study found that the self-assessment sheet and student worksheet employing the scientific approach satisfied the criteria of being valid, practical and effective. Thus, teachers and students can use this self-assessment sheet and worksheet to improve the quality of learning in schools.]]>
