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Pythagoras: Jurnal Matematika dan Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 19784538     EISSN : 2527421X     DOI : 10.21831
Core Subject : Education,
Education Mathematics
Arjuna Subject : -
Articles 10 Documents
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Search results for , issue "Vol 14, No 2: December 2019" : 10 Documents clear
Problem posing ability among prospective mathematics teachers Ibnu Rafi; Sugiman Sugiman
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (516.19 KB) | DOI: 10.21831/pg.v14i2.29976

Abstract

Posing mathematics problem is perceived as one of the learning strategies to promote students’ skills in mathematics problem-solving as well as one of the crucial competencies that should be mastered by prospective mathematics teachers. Some people argued that for prospective mathematics teachers, posing mathematics problem itself is as important as solving mathematics problem because when they become mathematics teachers, there exist necessity for them to pose mathematics problem as a means for assessing students’ understanding or achievement. The aim of this article, therefore, was to focus on the investigation into the prospective mathematics teachers’ ability in posing mathematics problems. Relevant literature from several electronic databases such as SpringerLink, ScienceDirect, ResearchGate, and Google Scholar was searched based on the following keywords: ‘pre-service mathematics teacher’, ‘problem-posing’, ‘prospective mathematics teacher problem-posing’, and ‘posing mathematics problem’. There was a total of 16 articles which were included into this review according to the determined inclusion criteria as follow: an empirical study that was published in journal or conference proceeding with the publication date from years of 2009 to 2019, written in English, full text, and discussing about prospective mathematics teachers’ ability in posing problem-related to mathematics. There were as many as three themes that deal with the prospective mathematics teachers’ ability to pose the mathematics problem, i.e. type of posed problem, ability in posing mathematics problem, and the difficulty which was experienced by prospective mathematics teachers in posing mathematics problem. These three themes and their implications are discussed in this article.Kemampuan calon guru matematika dalam mengajukan masalahAbstrakPengajuan masalah matematika dapat dianggap sebagai salah satu strategi pembelajaran untuk mengembangkan keterampilan siswa dalam memecahkan masalah matematika serta sebagai salah satu kompetensi yang penting yang seharusnya dikuasai oleh calon guru matematika. Beberapa orang berpendapat bahwa untuk calon guru matematika, mengajukan masalah matematika itu sama pentingnya dengan memecahkan masalah matematika karena ketika mereka menjadi guru matematika, ada suatu keharusan bagi mereka untuk mengajukan masalah matematika sebagai saran untuk menilai pemahaman atau pencapaian siswa. Tujuan artikel ini, oleh karena itu, adalah untuk fokus pada penyelidikan kemampuan calon guru matematika dalam mengajukan masalah matematika. Literatur yang relevan dari beberapa basis data elektronik seperti SpringerLink, ScienceDirect, ResearchGate, dan Google Scholar dicari berdasarkan kata kunci berikut: ‘pre-service mathematics teacher’, ‘problem-posing’, ‘prospective mathematics teacher problem-posing’, dan ‘posing mathematics problem’. Ada total 16 artikel yang dimasukkan ke dalam tinjauan ini sesuai dengan kriteria inklusi yang ditentukan sebagai berikut: studi empiris yang diterbitkan dalam jurnal atau prosiding seminar dengan tanggal publikasi dari tahun 2009 hingga 2019, ditulis dalam bahasa Inggris, teks lengkap, dan membahas tentang kemampuan calon guru matematika dalam mengajukan masalah yang berkaitan dengan matematika. Ada tiga tema yang berhubungan dengan kemampuan calon guru matematika untuk mengajukan masalah matematika, yaitu jenis masalah yang diajukan, kemampuan dalam mengajukan masalah matematika, dan kesulitan yang dialami oleh calon guru matematika dalam mengajukan masalah matematika. Ketiga tema dan implikasinya dibahas dalam artikel ini.
Analisis kemampuan pemecahan masalah siswa dalam menyelesaikan soal cerita barisan ditinjau dari adversity quotient Linda Nur Chabibah; Emy Siswanah; Dyan Falasifa Tsani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (656.078 KB) | DOI: 10.21831/pg.v14i2.29024

Abstract

Tujuan dari penelitian kualitatif ini adalah untuk mendeskripsikan kemampuan pemecahan masalah siswa dalam menyelesaikan soal cerita pada materi barisan ditinjau dari Adversity Quotient (AQ). Kemampuan pemecahan masalah memiliki 4 indikator yaitu: 1) mengidentifikasi masalah, 2) merumuskan masalah, 3) melaksanakan strategi, dan 4) memverifikasi solusi. Penelitian dilaksanakan pada semester genap tahun ajaran 2018/2019. Subjek penelitian terdiri dari 30 Siswa kelas XI IPA 1 SMA Kesatrian 1 Semarang yang telah diajarkan materi barisan. Kemudian dipilih subjek berdasarkan tipe AQ yaitu Climber, Camper dan Quitter. Teknik pengumpulan data menggunakan angket AQ, tes kemampuan pemecahan masalah, dan wawancara. Teknik analisis data penelitian ini meliputi reduksi data, penyajian data, dan penarikan kesimpulan/verifikasi. Hasil penelitian menunjukkan bahwa siswa bertipe Climber mampu memenuhi seluruh indikator dari 4 indikator kemampuan pemecahan masalah yaitu indikator 1, 2, 3, dan 4. Siswa bertipe Camper mampu memenuhi 3 dari 4 indikator kemampuan pemecahan masalah yaitu indikator 1, 2, dan 3. Siswa bertipe Quitter hanya mampu memenuhi 1 indikator kemampuan pemecahan masalah yaitu indikator 2. Analysis of students' problem-solving abilities in solving word problem sequence in terms of adversity quotientAbstractThe purpose of this qualitative research was to describe the students' problem-solving abilities in solving word problems in the sequences material in terms of Adversity Quotient (AQ). Problem-solving has four indicators namely: 1) overcoming the problem, 2) formulating the problem, 3) implementing the strategy, and 4) verifying the solution. The study was conducted in the even semester of the 2018/2019 academic year. The research subjects consisted of 30 students of class XI IPA 1 of Kesatrian 1 Semarang High School who had taught the sequences material. Then the subject was chosen based on the type of AQ namely climber, camper and quitter. Data collection techniques using the AQ questionnaire, the problem-solving test, and interview. The data analysis techniques of this study include data reduction, data presentation, and conclusion. The results showed that students of the climber type were able to meet all the indicators of the four indicators of problem-solving namely indicators 1, 2, 3, and 4. Students of the camper type were able to fulfill three from four indicators of problem-solving namely indicators 1, 2, and 3. Students' quitter type were only able to meet one indicator of problem-solving, namely indicator 2.
Perangkat pembelajaran problem-based learning dalam learning cycle 5E berorientasi pada kemampuan penalaran dan komunikasi matematis Nur Sholihah; Heri Retnawati
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (550.222 KB) | DOI: 10.21831/pg.v14i2.27771

Abstract

Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran Problem Based Learning (PBL) dalam Learning Cycle 5E (engagement, exploration, explanation, elaboration, evaluation) yang berorientasi pada kemampuan penalaran dan kemampuan komunikasi matematis dengan kualitas baik ditinjau dari aspek kevalidan, kepraktisan, dan keefektifan. Penelitian ini merupakan penelitian pengembangan yang menggunakan model pengembangan ADDIE. Subjek uji coba dalam penelitian ini adalah 32 siswa kelas VIII dari suatu SMP Negeri di Bantul. Instrumen yang digunakan dalam penelitian ini meliputi lembar validasi untuk menilai kevalidan, lembar penilaian guru dan siswa untuk menilai kepraktisan, tes kemampuan penalaran dan kemampuan komunikasi matematis untuk mengukur keefektifan. Penelitian ini menghasilkan perangkat pembelajaran berbasis PBL dalam Learning Cycle 5E yang berorientasi pada kemampuan penalaran dan kemampuan komunikasi matematis. Hasil validasi menunjukkan bahwa RPP dan LKPD yang dikembangkan memenuhi kriteria valid dengan kategori sangat baik. Kepraktisan perangkat pembelajaran yang dikembangkan mencapai kategori baik berdasarkan hasil penilaian guru dan siswa. Perangkat pembelajaran mencapai kategori efektif berdasarkan hasil tes kemampuan penalaran dan kemampuan komunikasi matematis. Persentase banyaknya siswa yang mencapai kategori minimal tinggi pada tes kemampuan penalaran mencapai 93,75% dan tes kemampuan komunikasi mencapai 87,5%. Dengan demikian, dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan layak digunakan dalam pembelajaran matematika. Learning kit of problem-based learning in the learning cycle 5E oriented to mathematical reasoning and communication skillsAbstractThe purpose of this research was to produce a learning kit of Problem Based Learning (PBL) in Learning Cycle 5E (engagement, exploration, explanation, elaboration, evaluation) which was oriented to mathematical reasoning and communication skills with good quality in terms of validity, practicality, and effectiveness. This research was a development study that uses the ADDIE development model. The test subjects in this study were 32 students of 8th-grade from a state junior high school in Bantul, Indonesia. The instruments used in this study include validation sheets to assess validity, teacher and student assessment sheets to assess practicality, tests of mathematical reasoning and communication skills to measure effectiveness. This research produces a PBL-based learning kit in Learning Cycle 5E which was oriented to mathematical reasoning and communication skills. The validation results show that the lesson plan and worksheet that were developed meet the valid criteria with excellent categories. The practicality of the developed learning kit reaches good categories based on the results of the teacher and student assessment. Learning devices reach effective categories based on tests of mathematical reasoning and communication skills. The percentage of the number of students who reached the minimum high category on the reasoning test reached 93.75% and the communication test reached 87.5%. Thus, it can be concluded that the learning kit developed was suitable for use in mathematics learning.
Problem-based learning dalam pembelajaran matematika: Upaya guru untuk meningkatkan minat dan prestasi belajar siswa Sufri Mashuri; Hasan Djidu; Retno Kusuma Ningrum
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (645.145 KB) | DOI: 10.21831/pg.v14i2.25034

Abstract

Penelitian Tindakan Kelas (PTK) ini bertujuan untuk meningkatkan minat dan prestasi belajar matematika siswa dengan menerapkan Problem-based learning (PBL). Penelitian tindakan ini dilaksanakan dengan empat tahapan (perencanaan, pelaksanaan, pengamatan, dan refleksi), mengadaptasi model Kemmis dan Mc Taggart. Sebanyak 26 siswa kelas VII.B SMP Taman Dewasa Jetis Yogyakarta dijadikan sebagai subyek penelitian ini. Instrumen yang digunakan dalam pengumpulan data terdiri dari angket, lembar observasi, dan tes. Data minat dan keterlaksanaan pembelajaran dianalisis secara kualitatif, sedangkan data prestasi belajar dianalisis secara kuantitatif. Hasil analisis menunjukkan adanya peningkatan minat, serta prestasi belajar matematika yang tinggi dari kondisi awal siswa. Beberapa kesimpulan yang diperoleh antara lain sebagai berikut. Pertama, PBL telah meningkatkan minat belajar dan prestasi belajar siswa di kelas VII.B SMP Taman Dewasa Jetis, Yogyakarta, setelah dilakukan tindakan sebanyak dua siklus. Kedua, peningkatan minat belajar siswa disebabkan karena kedudukan siswa dalam PBL tidak lagi bersifat pasif. Ketiga, hadirnya berbagai masalah-masalah matematika yang dekat dengan konteks kehidupan sehari-hari siswa, membuat konsep matematika yang abstrak lebih mudah dipahami sehingga tidak hanya minat, tetapi prestasi belajar siswa juga mengalami peningkatan. Keempat, keberhasilan pelaksanaan PBL sangat ditentukan oleh konsistensi guru dalam melaksanakan perannya sebagai fasilitator pembelajaran. Sejumlah faktor yang mempengaruhi keberhasilan penelitian juga dibahas dalam artikel. Problem-based learning in mathematics learning: Teacher's efforts to increase students’ learning interest and achievementAbstractThis classroom action research aims to increase learning interest and mathematics learning achievement of students by implementing the Problem-Based Learning (PBL). This action research conduct in four stages (planning, implementation, observation, and reflection) as the Kemmis dan Mc Taggart model suggests. A total of 26 students in class VII.B in SMP Taman Dewasa Jetis, Yogyakarta, were involved in this action research. The instruments used in data collection consisted of a questionnaire, observation sheet, and test. Data on learning interest and implementation of learning are analyzed qualitatively, while data on learning achievement are analyzed quantitatively. The results of the analysis showed an increase in interest, as well as high mathematics learning achievement from the initial conditions. Some conclusions obtained as follows. First, PBL has increased the learning interest and achievement of students in class VII.B of Taman Dewasa Jetis, Yogyakarta, after taking two cycles of action. Second, the increase in students’ interest in learning is due to the position of students in the PBL that is no longer passive. Third, the presence of various mathematical problems that are close to the context of the daily life of students makes the abstract mathematical concepts more easily understood so that not only interest but student achievement also increases. Fourth, the success of implementing PBL is largely determined by the consistency of the teacher in carrying out his role as a facilitator of learning. Several factors that influenced the success of this research were discussed in the article.
Hubungan kemampuan numerik dan kemampuan spasial terhadap kemampuan komunikasi matematis siswa Bedilius Gunur; Derfina Agustavira Lanur; Polikarpus Raga
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (489.976 KB) | DOI: 10.21831/pg.v14i2.27250

Abstract

Penelitian ini bertujuan untuk mendeskripsikan (1) hubungan parsial antara kemampuan numerik dan kemampuan spasial dengan kemampuan komunikasi matematis siswa; (2) hubungan kemampuan numerik dan kemampuan spasial secara simultan terhadap kemampuan komunikasi matematis siswa. Penelitian ini merupakan penelitian korelasional dengan populasi adalah siswa kelas VII SMPK Santu Fransiskus Xaverius Ruteng yang terletak di Kecamatan Langke Rembong Kabupaten Manggarai, Propinsi Nusa Tenggara Timur. Sampel sebanyak 66 siswa dipilih menggunakan teknik random sampling. Data diperoleh dari tes kemampuan numerik, tes kemampuan spasial, dan tes kemampuan komunikasi matematis. Analisis uji prasyarat menggunakan uji normalitas, uji linearitas, dan uji multikolinearitas. Analisis data menggunakan analisis korelasi sederhana dan korelasi ganda. Hasil penelitian menunjukkan bahwa (1) terdapat hubungan signifikan antara kemampuan numerik dengan kemampuan komunikasi matematis siswa dengan koefisien korelasi 0,457 dan besar sumbangan kemampuan numerik terhadap kemampuan komunikasi matematis sebesar 20,9%; (2) terdapat hubungan signifikan antara kemampuan spasial dengan kemampuan komunikasi matematis siswa dengan koefisien korelasi 0,426 dan besar sumbangan kemampuan spasial terhadap kemampuan komunikasi matematis sebesar 18,1%; (3) terdapat hubungan signifikan kemampuan numerik dan kemampuan spasial secara simultan terhadap kemampuan komunikasi matematis siswa dengan koefisien korelasi 0,555 dengan kontribusi kedua variable secara simultan terhadap kemampuan komunikasi matematis siswa sebesar 30,8%. The relationship between numerical and spatial ability to students' mathematical communication ability AbstractThis study aimed to describe (1) a partial relationship between students’ numerical abilities and spatial abilities with mathematical communication abilities; (2) simultaneous relationship between students’ numerical and spatial abilities to mathematical communication abilities. This study used correlational research. The population of this research was seventh-grade students of SMPK St. Fransiskus Xaverius Ruteng, located in Langke Rembong Subdistrict, Manggarai Regency, East Nusa Tenggara, Indonesia. A sample of 66 students was selected using the random sampling technique. Data were obtained by using numerical ability tests, spatial ability tests, and mathematical communication ability test. Before analyzing the data, a normality test, linearity test, and multicollinearity test were carried out. The data were analyzed by using a simple correlation and multiple correlations. Data analysis showed that (1) there was a significant relationship between students’ numerical abilities and mathematical communication abilities with correlation coefficient 0,457 and the contribution of numerical ability to mathematical communication ability was 20.9%; (2) there was a significant relationship between students’ spatial abilities and mathematical communication abilities with correlation coefficient 0,426 and the contribution of spatial ability to mathematical communication ability is 18.1%; (3) there was a simultaneous relationship between students’ numerical and spatial abilities to students mathematical communication abilities with correlation coefficient  0,555 with the contribution of both variables to students' mathematical communication ability was 30.8%.
Problem-solving ability of primary school teachers based on Polya's method in Mataram City Mohammad Archi Maulyda; Vivi Rachmatul Hidayati; Awal Nur Khalifatur Rosyidah; Iva Nurmawanti
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1340.264 KB) | DOI: 10.21831/pg.v14i2.28686

Abstract

Problem-solving is an important competency that must be owned by students. Problem-solving skills can facilitate students in understanding, connecting, and using mathematical concepts. Even so, mistakes in solving mathematical problems are still made by students. One reason is the lack of habituation of problem-solving in learning mathematics. Teachers who have good problem-solving skills will find it easier to teach and do an activity about problem-solving in learning mathematics. The purpose of this study is to describe the problem-solving ability of primary school teachers based on Polya’s method. This research method is descriptive-qualitative. The research subjects were primary mathematics teachers who taught in Mataram City, Indonesia. Each research subject solved three mathematical problems correctly and the problem-solving process will be analyzed based on Polya's method. The results obtained are teachers from city and suburb schools doing three indicators, namely identifying information on the problem, carrying out the procedure according to plan, and doing calculations correctly. Indicators of problem-solving that are not done are writing problem questions, making mathematical models, and writing final conclusions.Kemampuan Pemecahan Masalah Guru Sekolah Dasar Berdasarkan Metode Polya di Kota MataramAbstrakPemecahan masalah adalah salah satu kompetensi yang cukup penting. Kemampuan pemecahan masalah dapat memudahkan siswa dalam memahami, menghubungkan, dan menggunakan konsep-konsep matematika. Meskipun begitu, kesalahan dalam pemecahan masalah matematika masih dilakukan oleh siswa. Salah satu sebabnya adalah kurangnya pembiasan pemecahan masalah pada pembelajaran matematika di sekolah. Guru yang memiliki kemampuan pemecahan masalah yang baik, akan lebih mudah mengajarkan dan membiasakan pemecahan masalah pada pembelajaran matematika di sekolah. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan pemecahan masalah pada guru SD di Kota Mataram. Metode penelitian ini adalah deskriptif-kualitatif. Subjek penelitian adalah guru matematika SD yang mengajar di pusat dan pinggiran Kota Mataram. Masing-masing subjek penelitian menyelesaikan tiga masalah matematika dengan benar dan akan dianalisis proses penyelesaian masalahnya berdasarkan metode Polya. Hasil yang didapatkan adalah guru dari sekolah kota dan pinggiran melakukan tiga indikator, yakni mengidentifikasi informasi pada masalah, melakukan prosedur penyelesaian sesuai rencana, dan melakukan perhitungan dengan benar. Indikator penyelesaian masalah yang tidak dilakukan adalah  menuliskan pertanyaan masalah, membuat model matematika, dan menuliskan kesimpulan akhir.
Pengaruh strategi Relating, Experiencing, Applying, Cooperating, Transfering berorientasi kearifan lokal terhadap pemecahan masalah dan karakter Agus Putra Wijaya; Gusti Ayu Mahayukti; I Nyoman Gita; Ni Nyoman Parwati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (537.119 KB) | DOI: 10.21831/pg.v14i2.25881

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh pembelajaran matematika dengan strategi pembelajaran Relating, Experiencing, Applying, Cooperating, Transfering (REACT) berorientasi kearifan lokal terhadap kemampuan pemecahan masalah dan karakter positif siswa. Penelitian ini merupakan penelitian mixed method menggunakan concurrent embedded design. Sampel penelitian yang ditentukan dengan teknik random sampling yaitu siswa SD Negeri 1 Baktiseraga, Bali. Data kuantitatif diperoleh melalui tes kemampuan pemecahan masalah matematika dan data kualitatif diperoleh melalui wawancara, lembar observasi, dan angket karakter siswa. Data kuantitatif dianalisis menggunakan uji-t pada taraf signifikansi 5%. Data kualitatif terkait karakter siswa disajikan secara deskriptif. Hasil analisis data kuantitatif menunjukkan bahwa kemampuan pemecahan masalah matematis siswa yang mengikuti pembelajaran dengan strategi pembelajaran REACT berorientasi kearifan lokal lebih tinggi dari pada siswa yang mengikuti pembelajaran konvensional. Hasil analisis data kualitatif menunjukkan bahwa karakter siswa mengalami peningkatan yang tergolong positif setelah mengikuti strategi pembelajaran REACT berorientasi kearifan lokal.The impact of Relating, Experiencing, Applying, Cooperating, Transfering strategy orientated to local wisdom on problem-solving and characterAbstractThis study aimed to describe the impact of learning of mathematics with learning strategy of Relating, Experiencing, Applying, Cooperating, Transfering (REACT) oriented to local wisdom on the problem-solving ability and positive character of students. This research was mixed-method research using a concurrent embedded design. The research sample determined by the random sampling technique was the sixth-grade students of SD Negeri 1 (state primary school) Baktiseraga, Bali, Indonesia. Quantitative data were obtained through tests of mathematical problem-solving ability and qualitative data were obtained through interviews, observation sheets, and student character questionnaires. Quantitative data were analyzed using t-tests at a significance level of 5%. Qualitative data related to the characters provided descriptively. The results of quantitative data analysis regarding mathematical problem-solving of students who take learning with REACT learning strategy oriented to local wisdom was higher than students who study conventional learning. The results of the qualitative data analysis oppose the increased character of students who were classified as positive after following the REACT learning strategy oriented towards local wisdom.Keywords: REACT, local wisdom, problem-solving, character
Kemampuan pemecahan masalah siswa dalam menyelesaikan soal tertutup dan terbuka pada pokok bahasan lingkaran Mela Aziza
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1616.199 KB) | DOI: 10.21831/pg.v14i2.26563

Abstract

Penelitian ini adalah penelitian kualitatif deskriptif yang bertujuan untuk mendeskripsikan kemampuan pemecahan masalah siswa kelas XI SMA dalam menyelesaikan soal-soal pemecahan masalah matematika pada pokok bahasan lingkaran. Subjek dalam penelitian ini adalah 30 siswa di salah satu kelas XI IPA di SMA Negeri 5 Kota Bengkulu yang dipilih secara purposive sampling. Setelah siswa mengerjakan 5 soal pemecahan masalah tentang lingkaran selama 60 menit secara tertulis, jawaban siswa kemudian dianalisis dan diidentifikasi untuk menemukan bagaimana siswa menyelesaikan soal, banyak strategi pemecahan masalah yang digunakan siswa, serta banyak solusi atau jawaban yang didapat. Hasil penelitian menunjukkan bahwa beberapa siswa belum mampu menyelesaikan masalah dengan tepat disebabkan kesalahan dalam langkah mensintesis dan menganalisis soal. Strategi yang mayoritas digunakan oleh para siswa dalam menyelesaikan masalah adalah drawing a picture (menggambar). Siswa juga menggunakan strategi guessing and checking (menebak dan menguji). Berkaitan dengan banyaknya jawaban siswa, siswa menjawab soal tertutup dengan jawaban yang sama, sedangkan untuk soal terbuka ditemukan tiga jawaban berbeda.Students’ problem-solving ability in solving closed and open-ended problems on the subject of the circleAbstractThis research was descriptive qualitative research that aimed to describe the problem-solving abilities of eleventh-grade students in solving mathematical problems on the subject of the circle. The subjects in this study were 30 students in one of the XI Science classes in SMA Negeri 5 Bengkulu City, Indonesia selected by purposive sampling. After students worked on five problem-solving questions about the circle for 60 minutes in writing-form, the students’ answers were then analyzed and identified to find how students solve the problems, how many problem-solving strategies used by students as well as many solutions or answers obtained. The research finding showed that some students have been not able to solve the problems correctly due to their misconceptions when doing the steps of synthesizing and analyzing. The majority of the strategies used by students in solving problems were drawing a picture. Students also used the guessing and checking strategy. Regarding the number of students' answers found, students answered closed questions with the same answers while for open-ended questions, it was found that students were able to find three different answers.
Analisis muatan literasi statistika dalam buku teks matematika Kurikulum 2013 Ezra Putranda Setiawan
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1201.91 KB) | DOI: 10.21831/pg.v14i2.28558

Abstract

Literasi statistika merupakan salah satu kompetensi yang harus dimiliki setiap orang guna menghadapi era Revolusi Industri 4.0. Di jenjang pendidikan dasar dan menengah, materi atau kajian mengenai statistika diberikan sebagai bagian dari mata pelajaran matematika. Penelitian ini bertujuan untuk mengetahui sejauh mana muatan literasi statistika didukung oleh mata pelajaran Matematika dari tingkat Sekolah Dasar (SD), Sekolah Menengah Pertama (SMP), hingga Sekolah Menengah Atas (SMA) secara konkret melalui buku teks pelajaran yang digunakan. Proses pengumpulan data dilakukan dengan analisis isi terhadap dokumen Kompetensi Dasar mata pelajaran matematika sesuai Kurikulum 2013 Revisi 2016 serta buku-buku pelajaran matematika yang mengacu pada Kurikulum 2013 Revisi 2016 khususnya yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia. Berdasarkan penelitian ini, diketahui bahwa sebagian besar kompetensi literasi statistika telah termuat dalam buku teks matematika Kurikulum 2013 pada jenjang SD, SMP, dan SMA. Beberapa perubahan masih dapat dilakukan guna meningkatkan keluasan dan kedalaman literasi statistika. Analysis of statistical literacy content in Curriculum 2013 mathematics textbookAbstractStatistical literacy was one of the competencies that must be mastered by everyone to face the 4.0 Industrial Revolution era. At the level of primary and secondary education, statistics was studied as a part of the mathematics subject. In this research. We examine the extent to which statistical Literacy contents were supported by Mathematics subjects from the Elementary School (SD) level, Junior High School (SMP) level, to the Senior High School (SMA) level. This research focused on the textbooks used in the learning process. The data were collected by analyzing the contents of the mathematics curriculum document (following the Curriculum 2013 Revision Edition of 2016) as well as mathematics textbooks referring to the Curriculum 2013 Revision Edition of 2016 especially books published by the Ministry of Education and Culture of the Republic of Indonesia. Based on this research, it is known that the majority of statistical literacy competencies have been supported by the Curriculum 2013 mathematics textbook at SD, SMP, and SMA level. Some improvements could still be made to increase the breadth and depth of statistical literacy.
Pembelajaran kooperatif dalam pendekatan penemuan terbimbing ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri Endah Octaningrum Wahani Sejati; Djamilah Bondan Widjajanti
PYTHAGORAS Jurnal Pendidikan Matematika Vol 14, No 2: December 2019
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (623.323 KB) | DOI: 10.21831/pg.v14i2.26420

Abstract

Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran kooperatif tipe Student Teams-Achievement Divisions (STAD) dan Team-Assisted Individualization (TAI) dalam pendekatan penemuan terbimbing pada materi bangun ruang sisi datar ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa, dan membandingkan keefektifan antara kedua model pembelajaran tersebut. Penelitian ini merupakan penelitian eksperimen semu. Populasi mencakup seluruh siswa kelas VIII SMP Negeri 11 Yogyakarta dan sampel diambil dua kelas secara acak dari 4 kelas yang ada. Analisis univariat dengan statistik uji one sample t-test dan uji paired sample t test pada taraf signifikansi 5% dilakukan untuk menguji keefektifaan model pembelajaran. Uji Multivariat Analysis of Variance (MANOVA) dilakukan untuk membandingkan keefektifaan kedua model pembelajaran. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif tipe STAD dan TAI dalam pendekatan penemuan terbimbing pada materi bangun ruang sisi datar masing-masing efektif ditinjau dari ketiga variabel terikat. Hasil penelitian juga menunjukkan bahwa terdapat perbedaan signifikan prestasi belajar dan kemampuan berpikir kritis antara kelompok model pembelajaran kooperatif tipe STAD dan TAI, namun tidak terdapat perbedaan signifikan jika ditinjau dari kepercayaan diri siswa. Cooperative learning using a guided discovery approach viewed from the learning achievement, critical thinking ability, and self-confidenceAbstractThis study aimed to describe the effectiveness of the cooperative learning model of Student Teams-Achievement Divisions (STAD) and Team-Assisted Individualization (TAI) types using the guided discovery approach in learning polyhedra viewed from the learning achievement, critical thinking ability, and self-confidence of the students, and compare the effectiveness of both learning models. This study was quasi-experimental. The research population comprised four classes of eighth-grade students of SMP Negeri 11 (Junior High School) in Yogyakarta, Indonesia and the sample of two classes was established randomly from the four classes. Univariate analysis with statistical one-sample t-test and paired sample t-test at a significance level of 5% was carried out to test the effectiveness of the learning model. The Multivariate Analysis of Variance (MANOVA) test was performed to compare the effectiveness of the two learning models. The results showed that the cooperative learning model of STAD and TAI types using the guided discovery approach on the material of polyhedra respectively effective in terms of the three dependent variables. The results also showed that there were significant differences in learning achievement and critical thinking skills between the cooperative learning model of STAD and TAI types groups, but there were no significant differences in terms of students’ self-confidence.

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