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EFEKTIVITAS PENDEKATAN INDUKTIF DEDUKTIF BERBANTUAN GEOGEBRA TERHADAP PENINGKATAN KEMAMPUAN BERPIKIR KREATIF SISWA PADA MASA PANDEMI Asep Ikin Sugandi; Deddy Sofyan; Siti Maesaroh; Linda Linda; Utari Sumarmo
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 10, No 1 (2021)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Penelitian ini bertujuan untuk menelaah efektivitas menggunakan pendekatan induktif deduktif berbantuan Geogebra terhadap peningkatan kemampuan berpikir kreatif matematis siswa. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen. Populasi penelitian ini adalah seluruh siswa kelas XI SMA Negeri 1 Batujajar, sedangkan sampelnya dipilih dua kelas, yaitu kelas XI IPA 5 dan XI IPA 2 yang banyaknya 68 siswa. Instrumen yang digunakan dalam penelitian ini adalah seperangkat tes kemampuan berpikir kreatif yang berbentuk soal uraian sebanyak 4 soal. Soal tersebut sudah memenuhi soal yang baik berdasarkan validitas, reliabilitas, daya pembeda dan indeks kesukaran. Teknik analisis data yang digunakan pada penelitian ini antara lain analisis deskriptif dan analisis inferensial meliputi uji N-gain, uji normalitas, uji homogenitas, dan uji T-test (Independent Samples T-test) atau uji Mann-Whitney. Berdasarkan hasil perhitungan menggunakan SPSS 18 diperoleh hasil bahwa pendekatan induktif deduktif berbantuan Geogebra dengan pendekatan biasa memiliki nilai sign. sebesar 0,000, karena nilai sign. < 0,05, maka dapat disimpulkan bahwa pembelajaran menggunakan pendekatan induktif deduktif berbantuan Geogebra lebih efektif dibandingkan pendekatan biasa ditinjau dari kemampuan berpikir matematis siswa.

Mathematical Reasoning and Self Regulated Learning According to Student’s Cognitive Stage Gunawan Gunawan; Ambar Prawoto; Utari Sumarmo
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 2, No 1 (2019): VOLUME 2 NUMBER 1, MARCH 2019
Publisher : IKIP Siliwangi

This study was a descriptive survey having a goal to examine attainment of student’s mathematical reasoning (MR) and self regulated learning(SRL) according to student’s cognitive stage. The survey implicate 36 eleventh grade students of 17... years old, test of logical thinking (TOLT), an essay MR test,a SRL scale. By using TOLT, the survey investigated many students with 17 years old had not reached formal cognitive stage, namely 19 % students at formal stage, 25 % students at transition stage, and rest 56% students at concrete stage. In addition, survey invented that entirely students obtained MR at very low grade level, and according to student’s cognitive stage, formal students obtained higher grade MR than the grade of transisiton students and concrete students. Even if, those grades were still at low and very low level. Either entirely or based on student’s cognitive stage there were no different grades on student’s SRL and those grade were fairly good level. SRL at fairly good grade level, transistion stage students attained MR and SRL at medium grade Other finding, there was medium association between cognitive stage and MR, but therewere no association between cognitive stage and MR, and SRL and between MR and SRL. In general, these findings were, that in normal condition formal cgnitive stage will reach by students in 12 -13 years old, or in 13-14 years old, even in specific condition in 19 – 20 years old; and that formal students possess higher abilities than concrete students on completing HOT tasks such as MR tasks which needed formal operational thinking.

The Role of Metaphorical Thinking on Student’s Mathematical Reasoning Ability and Self Confidence Pitria Susanti; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p121-132

This research is a pretest-posttest experimental control group design having a goal to investigate the role of metaphorical thinking approach (MTA) toward students’ mathematical reasoning ability (MRA) and self-confidence (MSC). The research involves 64 eighth grade students of a Junior High School in Garut Indonesia, an MRA test, and an MSC scale. The findings of this research were: students getting treatment with MTA reached MRA at a moderate grade level, and students taught by problem based learning (PBL) learning obtained MRA at a low grade level. However, there were no different grades on students’ MSC in both teaching approaches, and those grades were at a moderate level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about determine the value of the function, solving two linear variable equations, and writing down mathematical models involved in a calculation. Besides that, there was an association between MRA and MSC, students posed positive opinions toward implementation of MTA, and they performed active learning during MTA lessons.

IMPROVING STUDENT’S MATHEMATICAL REASONING AND SELF CONCEPT BY USING RECIPROCAL TEACHING Dani Agung Prasetio; Utari Sumarmo; Asep Ikin Sugandi
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 3 (2018): VOLUME 1 NUMBER 3, SEPTEMBER 2018
Publisher : IKIP Siliwangi

This study is a pretest-postest experiment control group design having a goal to analyze the role of Previous Mathematical Ability and Reciprocal Teaching in mathematics (RTM) on students’ mathematical reasoning ability (MRA) and self concept in mathematics (SCM). The study involves 66 seventh grade students, a PMA test, a MRA test, and a SCM scale, and student’s perception on RTM. The study revealed that RTM took better role than PMA on obtaining MRA and SCM. For entirely students and of students with high PMA in both teaching approaches and the grades of MRA and SCM were at high level. Besides that, study found there were no association between MRA and SCM and there were no interaction between PMA and teaching approaches toward RMA and SCM. Like that, students expressed positive opinion on RTM, even if, student still realized few difficulties in solving MRA,

IMPROVING THE ABILITY OF MATHEMATIC STUDY PROBLEMS AND DISPOSITIONS SMP STUDENTS THROUGH IMPROVE METHOD Rijaya Rijaya; Utari Sumarmo; Rudy Kurniawan
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 1 (2018): VOLUME 1 NUMBER 1, MARCH 2018
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v1i2.p86-94

This study aims to: 1) know the achievement of problem-solving abilities and mathematical disposition of students, 2) the interaction between the learning model and the level of students' abilities to the achievement of problem-solving abilities and mathematical dispositions and 3) the association of problem ability and mathematical disposition students. This research uses the quantitative approach with the experimental method. The instrument used is a type of description test. Data analysis was done quantitatively by using t-test and two-track ANOVA test. The result of this research concludes that the achievement of problem-solving ability and mathematical disposition of students who gain learning with method Improve is better than students who get conventional learning either reviewed based on the whole students and based on students' early math ability. There is no interaction between learning method factors and the level of students' early mathematical ability toward the achievement of mathematical problem-solving abilities. There is no interaction between the learning method and the students' early mathematical ability towards achieving mathematical disposition abilities. Students have a positive attitude towards the learning of mathematics and Improve Method.

Improving Students Mathematical Critical Thinking Ability and Self Regulated Learning Using Open-Ended Approach Yanti Yulianti; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p133-144

This study is an experiment with pretest postest control group design having a goal to examine the role of open-ended approach (OEA) on enchancing student’s mathematical critical thinking ability (MCTA) and mathematical self regulated learning (MSRL). Sample of this study are 59 seventh grade students from two classes selected randomly from 5 classess in in a Junior High School in Garut. Instruments of this study were an essay MCTA test, and a MSRL Likert model scale. The study found on MCTA and on MSRL students getting treatment with OEA obtained higher grades than the grades of students taught by SA. The first group students attained MSCA and MSRL at fairly good grade level, while the second group students obtained at medium grade level, and they still encountered some difficulties on solving MCTA tasks. Besides that, the study also found there is high asociation between MCTA and MSRL and student performed active learning during OEA lessons.Keywords: mathematical critical thinking ability, self-regulated learning, open-ended approach

Mathematical Reasoning Ability and Resilience (Experiment With Senior High Students Using Inductive and Deductive Approach and Based On Student’s Cognitive Stage) Siti Maesaroh; Utari Sumarmo; Wahyu Hidayat
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p87-101

The background of this study is that the unsatisfactory student’s grade on mathematical reasoning ability (MRA) tasks. Even though MRA is an ability that needs to be possessed by high school students. To overcome this problem, we carried out an experiment for improving students' MRA and mathematical resiliency (MR) through Inductive -deductive approach (IDA) and based on student’s cognitive stage (CS). The research involved 68 eleventh grade students with 16.5 years old from a high school in Bandung Indonesia. The instruments of this study were the MRA, TOLT and MR scale. The study found that as many as 29.4% student were at concrete stage, 51.5 % at transition stage, and 19.1% at formal stage. Overall and based on student’s cognitive stage, the study found that the grades of MRA and MR of students who obtained IDA were better than the grades of students who taught by discovery learning approach (DLA). Based on students' cognitive stages, there was no difference grades of MRA and MR in the two teaching approaches. Beside that, study found that there were no interaction between teaching approaches and cognitive stage on student’s MRAand MR and the IDA took higher role than the cognitive stage on obtaining student’s MRA, and MR. It was also found that students taught by DLA experienced more difficulty in completing MRA tasks. Beside that, there was moderate association between MRA, and MR, but there were no association between MRA and CS and between MR and CS. In addition, students performed active learning during the IDA lessons such as to discuss acitvely, to solve problems enthutiastically, and to present their work in front of the class voluntary

Mathematical Problem Solving and Disposition: Experiment with Tenth Grade Students Using MEAs Mellyana Mellyana; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p145-157

This reseach is a pre test-post test experimental control group design having a goal to examine the role of Model Eliciting Activities (MEAs) approach, on student’s mathematical problem solving ability (MPSA) and disposition (MD). The research involved 59 tenth grade students of a Senior High School in Garut Inodonesia, a MPSA test, and a MD scale. The research found MEAs took greater role than SA on improving student’s MPSA and its N<Gain>. Students getting treatment with MEAs obtained MPSA higher grade than the grade of students taught by SA, however those both grades were at low grade level, and students encountered many difficulties on solving MPSA tasks. In addition to, there were no different grades on student’s MD, and the grades were at fairly good level, and there was strong association between MPSA and MD. Other findings was that students declared positive opinion on MEAs and they peformed active learning during the lessons. Keywords:mathematical problem solving, disposition, MEAs approach,

RELATIONSHIP BETWEEN MATEMATIC DISPOSITION AND PROBLEM SOLVING ABOUT MATHEMATICS Asy Syifa Nurul Saomi; Utari Sumarmo
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 3 (2018): VOLUME 1 NUMBER 3, SEPTEMBER 2018
Publisher : IKIP Siliwangi

This study aims to analyze the relationship between mathematical dispositions and mathematical problem solving abilities. The design of this study is a survey with correlation techniques. The research instrument used in this study is a test of mathematical problem solving abilities and the attitude scale of students' mathematical dispositions. The instruments used are 5 questions about the ability of mathematical problem solving and 28 statements regarding mathematical dispositions. The population in this study were all students of SMP Negeri 3 cimahi with a sample of this study were 72 class VII students as many as two classes selected by cluster random sampling. Quantitative data analysis was carried out on mathematical problem solving ability data and mathematical disposition attitude scale. in statistical calculations using SPSS 20, the results of the study showed that students 'mathematical dispositions influence students' mathematical problem solving abilities.

THE ROLE OF INQUIRY APPROACH AND COGNITIVE STAGE ON STUDENT’S MATHEMATICAL CRITICAL THINKING ABILITY AND SELF REGULATED LEARNING Nana Sukarna; Utari Sumarmo; Rudi Kurniawan
Journal Of Educational Experts (JEE) Vol 3, No 2 (2020): Journal of Educational Experts (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v3i2p74-86

The goal of this research is to analize the role of inquiry approach (IA) and cognitive stage (CS) on students’mathematical critical thinking ability (MCTA) and self regulated learning in mathematics (MSRL). The research adopted a pretest and postest design and involved 60 eleventh grade students of 16 – 18 years old, a MCTA test, the TOLT, and Longeot test, and a MSRL scale, and student’s opinion on IA lessons. The study revealed that percentage of student’ CS, were as follow 11.7% at concrete stage, 65.0% at transition stage, and 23.3% at formal stage. In further analysis the study found that IA and CS took a good role on obtaining student’s MCTA, but not for MSRL. The formal operational stage students obtained higher grades on MCTA than the transitional and concrete operational stages, conversely the concrete operational stage students obtained higher grades on MSRL than the formal and transitional operational. Students taught by saintific approach (SA) realized more difficulties in solving MCTA tasks than students getting treatment with IA. The study also found 1) MCTA students whose learning with IA is better than SA at medium grade level 2) no association between MCTA and CS, MCTA and MSRL, and CS and MSRL. Beside that, students performed intense activities during the IA lessons such as to discuss acitvely, to solve problems enthutiastically, and to present their work in front of the class voluntary.

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