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All Journal Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Iwan Junaedi
Universitas Negeri Semarang, Indonesia
Education

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Pengaruh Motivasi Belajar Terhadap Kemampuan Berpikir Kreatif Mahasiswa pada Model PBL dengan Metode Socrates Lukmanul Akhsani; Kartono Kartono; Iwan Junaedi; Tri Sri Noor Asih Asih
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstrak. Matematika merupakan materi yang penting dan dipelajari dari tingkat dasar sampai dengan perguruan tinggi. Salah satu kemampuan yang penting yang perlu dimiliki oleh mahasiswa adalah kemampuan berpikir kreatif. Namun masih banyak kendala dalam pemebelajaran terkait dengan kemampuan tersebut. Tujuan dpenelitian adalah mengetahui pengaruh motivasi belajar mahasiswa terhadap kemampuan berpikir kreatif mahasiswa pada model PBL dengan metode Socrates. Penelitian ini dilaksanakan pada matakuliah Metode Numerik. Sampel penelitian yaitu mahasiswa Pendidikan Matemaika Universitas Muhammadiyah Purwokerto yang mengikuti perkuliahan Metode Numerik. Analisis yang dilakukan dengan menggunakan uji regresi linier dengan variable yang diteliti yaitu motivasi belajar sebagai variable bebas, kemampuan berpikir kreatif sebagai variable terikat. Hasil dari peneltian ini yaitu ada pengaruh positif motivasi belajar terhadap kamampuan berpikir kreatif mahasiswa. Penelitian ini dapat menjadi rujukan para pendidik untutk mengatasi permasalah pada kemampuan berpikir kratif mahasiswa.Abstract. Mathematics is an important material and is studied from elementary to college level. One of the important skills that students need to have is the ability to think creatively. However, there are still many obstacles in learning related to these abilities. The purpose of this study is to determine the effect of learning motivation on students' creative thinking skills in the PBL model using the Socratic method. This research was carried out in the Numerical Method course. The research sample is Mathematics Education students at Muhammadiyah University of Purwokerto who take the Numerical Method lecture. The analysis was carried out using a simple regression test with the variables studied, namely learning motivation and creative thinking ability. The result of this research is that there is a positive influence of learning motivation on students' creative thinking abilities. This research can be a reference for educators to overcome problems in students' creative thinking skills.
Factors Causing Students' Errors in Solving Mathematical Problems Problem Solving Based on the NEA in terms of Gender Erina Siskawati; Zaenuri Zaenuri; Nur Karomah Dwidayanti; Iwan Junaedi
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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This study aims to describe the mistakes of students in answering mathematical problem-solving problems. This study used the descriptive qualitative method. This research data is primary and secondary. Data collection techniques are documents, tests, and interviews. The research subjects were 40 students consisting of 10 male upper grade, 10 lower male grade, 10 female upper grade, and 10 lower female grade. The data collection methods were tests and interviews. The results of the study were 1) male students made the most mistakes in the encoding aspect of 199 or 41.29%, 2) female students made the most mistakes in the process skill and encoding aspects of 189 or 28.64%, 3) upper-grade students made the most mistakes in the aspect of process skill and encoding by 175 or 36.31%, 4) lower grade students made the most mistakes in the aspect of encoding by 213 or 32.27%. The conclusion is the factors that cause students' errors in solving problem-solving problems, namely: 1) not being careful in reading the questions, 2) unable to identify what is known from the questions, 3) not memorizing the formula, 4) writing wrong formulas to be used and unable to determine elements, 5) misconception in the counting process and not knowing how to solve it, 6) incorrectly writing the final result of the questions.
Designing Math Trails-based Hypothetical Learning Trajectory to Promote Students’ Numeracy Skill Nazzun Sholikha Nurin; Iwan Junaedi; Adi Nur Cahyono
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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This study aims to design a Math Trails-based Hypothetical Learning Trajectory (HLT) to promote students’ numeracy skill. This research uses design research consisting of three stages: (1) preliminary design, (2) teaching experiments, and (3) retrospective analysis. This research is focused on the preliminary design stage. The HLT component consists of learning objectives that are adjusted to numeracy indicators, learning activities using task designs on MathCityMap, and hypothetical learning process that refers to the steps of mathematical modeling process to solve numeracy problems. The results of this study are HLT in the form of 8 task designs that have been designed, reviewed by experts, and revised according to suggestions and received a score of 4,6 out of 5 from experts. For further research, experimental research can be carried out to examine the increase in numeracy skills through this designed HLT.
Scafolding as An Alternative Way to Develop The Ability of Critical Thinking in The Life of Digital Era Kintoko Kintoko; S. B. Waluya; Iwan Junaedi; Nuriana Rachmani Dewi
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Critical thinking skills are one of the must-have abilities students in the 21st century must have. Critical thinking is one of the high-level thinking according to (Zembal-Saul et al., 2002) high order thinking is a combination of critical thinking, creative thinking, and basic knowledge thinking. Critical thinking means putting yourself in an active quest to understand what is going on by using reasoning procedures, evaluating evidence, and carefully weighing the thought process itself. In fact, students still have difficulty thinking critically of mathematics. This paper examines scaffolding as one of the efforts to improve critical thinking skills. Scaffolding can be given to students in the form of modeling certain behaviors (modeling of desired behaviors), presenting explanations (offering explanations), inviting student participation (inviting student participation), verifying and clarifying student understandings, and inviting students to contribute clues. In principle scaffolding is given then the provision of scaffolding is reduced and ultimately eliminated after the student has gained understanding.
Co-Authors Adi Nur Cahyono Asih, Tri Sri Noor Erina Siskawati Kartono Kartono Kintoko Kintoko Lukmanul Akhsani Nazzun Sholikha Nurin Nur Karomah Dwidayanti Nuriana Rachmani Dewi S. B. Waluya Zaenuri Zaenuri