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Kemampuan higher order thinking skills dalam pembelajaran metakognitif ditinjau dari persepsi siswa Gustaf Carel; Nia Jusniani; Erma Monariska
Pythagoras: Jurnal Matematika dan Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.37926

Penelitian ini bertujuan untuk mengetahui (1) perbedaan kemampuan HOTS siswa yang memperoleh pembelajaran metakognitif dengan kemampuan HOTS siswa yang memperoleh pembelajaran konvensional; (2) perbedaan kemampuan HOTS antara siswa yang memperoleh pembelajaran metakognitif dan siswa yang memperoleh pembelajaran konvensional jika dilihat dari tingkat persepsi siswa (tinggi, sedang, rendah); dan (3) pengaruh interaksi antara strategi pembelajaran dengan tingkat persepsi siswa pada pembelajaran matematika terhadap kemampuan HOTS siswa. Teknik analisis data menggunakan ANOVA dua jalan pada taraf signifikansi 5%. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian Nonequivalent group pretest-posttest design. Instrumen yang digunakan berupa tes dan non-tes, instrumen jenis tes adalah tes kemampuan HOTS berupa pretest dan posttest sedangkan instrumen non-tes adalah angket persepsi siswa pada pembelajaran matematika. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan kemampuan HOTS siswa yang memperoleh pembelajaran metakognitif dengan kemampuan HOTS siswa yang memperoleh pembelajaran konvensional; (2) terdapat perbedaan kemampuan HOTS antara siswa yang memperoleh pembelajaran metakognitif dan siswa yang memperoleh pembelajaran konvensional jika dilihat dari tingkat persepsi siswa (tinggi, sedang, rendah); dan (3) tidak terdapat pengaruh interaksi antara strategi pembelajaran dengan tingkat persepsi siswa pada pembelajaran matematika terhadap kemampuan HOTS siswa. Hasil penelitian mengindikasikan bahwa kemampuan HOTS siswa dapat ditingkatkan dengan metode pembelajaran metakognitif. Analyzing higher-order thinking skills in metacognitive learning based on students' perception AbstractThis study aims to reveal (1) the differences in the higher order thinking skill (HOTS) of the students who receive metacognitive teaching with HOTS of those who receive conventional teaching; (2) the differences in HOTS between the students who receive metacognitive teaching and those who receive conventional teaching viewed from the level of student perception; and (3) the effect of the interaction between learning strategies and the level of students' perceptions of mathematics teaching on students' HOTS. This research is a quasi-experiment with the nonequivalent group pretest-posttest design. The instruments used include the HOTS test, and a questionnaire on students' perceptions of mathematics teaching. The data analyzed using two-way ANOVA. The results show that (1) there are differences in HOTS of the students who received metacognitive teaching with the HOTS of those who received conventional teaching; (2) there are differences in HOTS between the students who received metacognitive teaching and those who received conventional teaching, viewed from the level of students' perceptions; and (3) there is no interaction effect between teaching strategies and the level of students' perceptions of mathematics teaching on students' higher-order thinking skill. These results imply that HOTS can be improved through metacognitive teaching.

Penggunaan contoh dalam pembelajaran matematika sekolah menengah dalam persepsi guru Fitria Maharani; Puji Yanti Fauziah; Muhamad Ikhsan Sahal Guntur
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.37279

Pemberian contoh dalam pembelajaran matematika adalah sesuatu hal yang wajar dilakukan oleh guru di dalam kelas, tetapi yang menjadi perhatian menarik adalah bagaimana persepsi guru yang mengunakan contoh dalam pembelajaran matematika ditengah semangat kontruksivisme yang dituntut dalam kurikulum 2013 di Indonesia. Penelitian ini bertujuan menggambarkan pertimbangan apa saja yang digunakan guru dalam pemilihan contoh dan kendala apa yang dialami guru ketika memilih contoh tersebut. Metode penelitian yang digunakan adalah metode penelitian kualitatif studi kasus. Data kemudian dianalisis untuk menentukan tema dan melihat keterkaitan antar tema. Subyek penelitian ini adalah 22 guru yang menggunakan contoh soal dalam pembelajaran di kelas. Hasil penelitian menunjukkan: (1) pemberian contoh soal penting dikarenakan dapat memfasilitasi guru untuk menanamkan konsep untuk materi baru dan mempertajam pemahaman konsep yang telah didapat peserta didik; (2) ada hubungan yang jelas antara Pedagogical Content Knowledge (PCK) guru dan penggunaan contoh yang diberikan oleh guru kepada peserta didik; (3) kendala yang dialami guru dalam menentukan contoh soal yang baik yaitu menentukan contoh yang dapat memfasilitasi perbedaan kemampuan peserta didik antara peserta didik yang cerdas berbakat dan peserta didik yang slow learner dengan konteks serta prosedur yang sesuai dan bagaimana memprediksi kesalahan yang mungkin bisa dilakukan oleh peserta didik dalam pembelajaran di kelas. The use of example in learning mathematics at secondary level: teachers’ perceptions AbstractGiving examples in mathematics teaching is something that is naturally done by the teacher in the classroom, but an interesting concern is the perception of the teacher who uses the example in mathematics teaching in the spirit of constructivism demanded in Curriculum 2013 in Indonesia. This research aims to identify what the teacher uses in selecting examples and what obstacles the teacher experiences when choosing the example. The research method used is the case study qualitative research method. The data were analyzed to determine the themes and to see the interrelationships among the themes. The subjects of this study are 22 teachers who used examples of questions in teaching in class. The results of the study show that: (1) giving examples is important because it can facilitate teachers to instill concepts for new materials and to sharpen the students’ understanding of concepts that they have obtained; (2) there is a clear relationship between teacher pedagogical content knowledge (PCK) and the use of examples provided by teachers to students; and (3) the constraints experienced by the teacher in determining the example of a good problem are determining the example that can facilitate gifted intelligent students and slow learner students with appropriate contexts and procedures and how to predict possible mistakes students can make in learning in the classroom.

Drought-prone areas mapping using fuzzy c-means method in Gunungkidul district Kismiantini Kismiantini; Fajra Husniyah; Osval Antonio Montesinos-López
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.43780

Gunungkidul district is one of the districts in the Special Region of Yogyakarta that is frequently affected by drought disasters. The purpose of this study is to map drought-prone areas in Gunungkidul district using the fuzzy c-means method, making it easier for the government to allocate water-dropping assistance to drought-affected areas. The research variables include rainfall, soil type, infiltration, slope, and land use. The type of variables is an ordinal scale, so they must be transformed using the successive interval method before being analyzed using the fuzzy c-means method. The cluster validity indexes of the Xie and Beni index, partition coefficient, and modification partition coefficient were used to find the optimal k. The results of fuzzy c-means clustering revealed three clusters with a low level of vulnerability consisting of 7 sub-districts, a moderate level of vulnerability consisting of 8 sub-districts, and a high level of vulnerability consisting of 3 sub-districts. Rainfall, land use, soil type, infiltration, and slope were the drought hazard factors with the greatest to least effect in this study.

Pembelajaran pecahan melalui video: apakah dapat meningkatkan keaktifan dan prestasi siswa? Suwardi Suwardi; Sutama Sutama; Yulia Hidayati; Laili Rahmawati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.41864

Penelitian ini bertujuan untuk mendeskripsikan pembelajaran matematika pada operasi hitung bilangan pecahan di salah satu SD di Kabupaten Sragen dengan menggunakan prototype video pembelajaran dengan Camtasia Studio 9. Jenis penelitian ini merupakan penelitian deskriptif kualitatif dengan strategi pendekatan fenomenologi. Teknik pengumpulan data yang digunakan yaitu wawancara, observasi, dokumentasi, dan diskusi terfokus. Subyek penelitian ini pada tahap awal adalah tiga puluh delapan siswa SD kelas IV di Kabupaten Sragen, Indonesia, kemudian dilanjutkan wawancara kepada tiga peserta didik laki-laki dan tiga peserta didik perempuan di kelas tersebut dengan teknik purposive sampling. Validasi dilakukan dengan triangulasi data. Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) Pelaksanaan pembelajaran matematika pada operasi hitung bilangan pecahan kelas IV dengan menggunakan prototype video pembelajaran dengan Camtasia Studio 9 dapat meningkatkan keaktifan belajar peserta didik; (2) Kendala yang dihadapi dalam pembelajaran matematika seperti a) sebagian peserta didik kurang bersemangat dalam belajar matematika, b) fasilitas dan media pembelajaran yang tersedia masih terbatas, c) waktu yang tersedia masih kurang bila dibandingkan dengan materi yang harus diajarkan; (3) Rata-rata nilai prestasi belajar matematika peserta didik meningkat dari 57,89 menjadi 83,68. Hal ini menunjukkan bahwa penggunaan video dapat membantu pembelajaran materi pecahan di SD. Using video to learn fractions: can it improve students' learning activities and achievement?AbstractThis study aims to describe mathematics teaching in fractional arithmetic operations in an elementary school in Sragen Regency by using a teaching video prototype with Camtasia Studio 9. This research is a qualitative descriptive study applying the phenomenological approach strategy. The data were collected through interviews, observation, documentation, and focused discussion. The subjects of this study are thirty-three students of 4th-grade elementary school in Sragen Regency, Indonesia, followed by interviews with three male and three female students selected through purposive sampling technique. The validation was carried out through data triangulation. The results of the study are:(1) The implementation of mathematics teaching in fourth-grade fractional arithmetic operations in an elementary school in Sragen Regency using a teaching video prototype with Camtasia Studio 9, can increase students' learning activities. (2) The constraints faced in teaching mathematics include a) that several students are not enthusiastic in learning mathematics, b) that the available learning facilities and media are still limited, and c) that the available time is still lacking with regard to the material to be taught. (3) The students' mathematics learning achievement increased as shown by the increasing average mathematics score from 57.89 to 83.68. This implies that video can be used as a media for teaching fractions in elementary school.

Pengembangan media pembelajaran game Dungeon of Math Matter berbasis Adobe Flash untuk kelas VII Sri Sulasteri; Asmuliana Asmuliana; Andi Dian Angriani; Fitriani Nur
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.39447

Perkembangan teknologi memberikan pengaruh besar terhadap dunia pendidikan, seperti penggunaan media pembelajaran yang berupa game edukasi untuk memotivasi dan menarik minat belajar peserta didik. Tujuan penelitian ini untuk mengembangkan dan menerapkan media pembelajaran game DOMM (Dungeon of Math Matter) berbasis Adobe Flash dengan materi bilangan bulat dan himpunan untuk kelas VII yang valid, praktis, dan efektif. Penelitian ini merupakan jenis penelitian dan pengembangan (Research and Development) dengan menggunakan model pengembangan ADDIE. Produk yang dikembangkan berupa media pembelajaran game DOMM yang diuji cobakan pada peserta didik kelas VII di SMP daerah Belawa, Kabupaten Wajo. Berdasarkan hasil uji coba yang dilakukan, diperoleh validasi sebesar 3,45 dengan kategori valid. Kepraktisan penelitian ini diukur menggunakan angket respon dari guru dan peserta didik. Analisis respon guru yang diperoleh yaitu sebesar 94% dengan kategori sangat positif dan analisis respon peserta didik diperoleh sebesar 88% dengan kategori sangat positif. Keefektifan penelitian ini diukur menggunakan tes hasil belajar dari peserta didik. Analisis tes hasil belajar diperoleh presentase ketuntasan sebesar 80% dengan kategori tuntas. Sehingga dapat disimpulkan bahwa media pembelajaran game DOMM telah memenuhi kriteria kelayakan untuk digunakan sebagai salah satu alternatif media pembelajaran materi bilangan bulat dan himpunan di kelas VII. Developing instructional game Dungeon of Math Matter using Adobe Flash for grade 7th students AbstractTechnological developments have a major effect in education, for example in the use of game as as a learning media to motivate to learn and to enhance students' interest in learning. The purpose of this study was to develop learning media that is called DOMM (Dungeon of Math Matter) and determine its validity, practicality, and effectiveness to learn integer and set material in grade VII. This research is a research and development applying the ADDIE model. The DOMM is developed using Adobe Flash which was tested on grade 7th students at one of Yunior High School in Belawa, Wajo district. The validation score obtained is 3.45 which is valid. The practicality of this game was measured using a response questionnaire from the teacher and students. The result of teacher response analysis shows that 94% of the responses are in the very positive category and the result of student response analysis shows that 88% of the responses are in the very positive category. The effectiveness of this game was measured using a test of student learning outcomes. The result of the analysis of the learning outcome test shows 80% of the students are in the mastery category. So it can be concluded that the application and development of DOMM (Dungeon of Math Matter) learning media based on Adobe Flash for grade VII students of SMP Negeri 1 Belawa has met the criteria of validity, practicality, and effectiveness so that it can be used as an alternative media for grade 7th in learning integer and set.

Penggunaan goal programming dalam perencanaan menu untuk lansia penderita hipertensi Diana Islamiyati; Dwi Lestari; Nur Insani
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.36277

Penelitian ini bertujuan untuk membangun suatu model goal programming untuk mengoptimalkan perencanaan menu harian lansia penderita hipertensi. Fungsi tujuan model ini yaitu untuk memaksimumkan kandungan gizi makanan lansia sesuai Angka Kecukupan Gizi (AKG), meminimumkan biaya pangan, memaksimumkan kuantitas pangan, dan meminimumkan konsumsi pangan yang mengandung natrium. Berdasarkan eksperimen komputasi yang dilakukan dengan menerapkan model weighted goal programming ini, dihasilkan solusi optimal kebutuhan gizi lansia penderita hipertensi yang sesuai dengan AKG. Adapun perencanaan optimal menu makanan untuk lima hari yaitu terdiri dari 12 jenis pangan dengan pengeluaran biaya sebesar Rp 11.236,- untuk hari pertama, 13 jenis pangan dengan pengeluaran biaya sebesar Rp 9.191,- untuk hari kedua, 11 jenis pangan dengan pengeluaran biaya sebesar Rp 14.036,- untuk hari ketiga, 12 jenis pangan dengan pengeluaran biaya sebesar Rp 9.980,- untuk hari keempat, dan 15 jenis pangan dengan pengeluaran biaya sebesar Rp 13.098,- untuk hari kelima. The use of goal programming in planning daily menu for the elderly with hypertensionAbstractThis study aims to build a goal programming model to optimize the daily menu planning with hypertension. The objective function of this model is to maximize the nutritional elderly foods according to the Nutritional Adequacy Ratio (RDA), to minimize the food expenses, to maximize the food quantity, and to minimize the consumption of foods containing natrium. Based on the computational experiments conducted by applying this weighted goal programming model, we obtained the optimal solution for the nutritional needs of the elderly with hypertension that is in line with the RDA. Thus, the optimal food menu plans for five days are 12 types of food with an expenditure of Rp. 11,236, - for day 1, 13 types of food with an expenditure of Rp. 9,191, - for day 2, 11 types of food with an expenditure of Rp. 14,036,- for day 3, 12 types of food with an expenditure of Rp. 9,980,- for day 4, and 15 types of food with an expenditure of Rp. 13,098,- for day 5.

Implikasi model pembelajaran problem based learning terhadap kecerdasan logika matematika Amin Mustajab; Puji Rahmawati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.42896

Tujuan dari penelitian ini melihat dampak dari penggunaan model pembelajaran problem based learning terhadap kecerdasan logika matematika. Penelitian ini merupakan penelitian kuantitatif dengan desain one group Pre-test dan post-test. Populasi penelitian ini siswa kelas XI di salah satu SMK di Kabupaten Sanggau, Indonesia, sampel penelitian ini berjumlah 15 orang siswa kelas XI Akutansi. Instrumen penelitian ini terdiri dari 5 soal uraian kecerdasan logika matematika tentang materi negasi, konjungsi, disjugsi, implikasi dan biimplikasi. Hasil uji normalitas data menggunakan uji statistik Kolmogorov Smirnov menunjukan bahwa data pre-test dan post-test tidak berdistribusi normal. Rerata skor kecerdasan logika sebelum mengikuti pembelajaran menggunakan model problem based learning sebesar 34. Sedangkan setelah mengikuti pembelajaran menggunakan model problem based learning rerata skor kecerdasan logika matematika siswa menjadi 96. Untuk melihat apakah terdapat perbedaan kecerdasan logika matematika sebelum dan sesudah mengikuti pembelajaran dilakukan menggunakan uji statistik Wilcoxon dimana hasil uji ini menunjukan bahwa nilai Asm. Sig. (2-tailed) hasil uji statistik sebesar 0,01 ≤ 0,05. Hal ini menunjukan terdapat perbedaan kecerdasan logika matematika sebelum dan setelah mengikuti pembelajaran menggunakan model problem based learning. Oleh karena itu, model problem based learning dapat digunakan sebagai alternatif untuk meningkatkan kecerdasan logika matematika. The impact of problem-based learning model on logical-mathematical intelligenceAbstractThe purpose of this study is to examine the impact of the use of problem-based learning on logical-mathematical intelligence. This study is quantitative in nature, using one-group pre-test and post-test design. The population is grade XI students of one of senior vocational high schools in Sanggau district, Indonesia, and the sample is 15 students of the Accounting class. The research instrument is a test consisting of five questions of logical-mathematical intelligence about negation, conjunction, disjunction, implication, and bi-implication. The normality test using the Kolmogorov Smirnov showed that the pre-test and post-test data were not normally distributed. The average score of the students’ logical-mathematical intelligence before they were treated using the problem-based learning model was 34 and after they were treated using the model, it was 96. To see if there was a difference in students’ logical-mathematical intelligence before and after the treatment using the model, the Wilcoxon statistical test was used and it showed that the Asm value. Sig. (2-tailed) statistical test results of 0.01 ≤ 0.05, which means that there are differences in students’ logical-mathematical intelligence before and after learning using the problem-based learning model. Therefore, the problem-based learning model can be used as one of the alternatives to improve logical-mathematical intelligence.

Pengembangan media pembelajaran bangun ruang sisi datar menggunakan Macromedia Flash 8 berbasis pendekatan PMRI Annisa Dayani Sholihatun; Misdalina Misdalina; Jumroh Jumroh
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.42194

Penelitian ini bertujuan untuk menghasilkan media pembelajaran bangun ruang sisi datar menggunakan Macromedia Flash 8 berbasis pendekatan PMRI yang valid, praktis, dan memiliki efek potensial terhadap hasil belajar peserta didik. Ini merupakan penelitian dan pengembangan (RD) yang menggunakan model ADDIE yang terdiri dari lima tahap, yaitu Analysis, Design, Development, Implementation, dan Evaluation. Media pembelajaran diujicobakan pada peserta didik kelas VIII. Pengumpulan data dilakukan melalui penggunaan angket dan tes. Hasil penelitian dan pengembangan yang berupa media pembelajaran menunjukkan bahwa media pembelajaran telah divalidasi oleh pakar dan mendapatkan persentase penilaian sebesar 90% dengan kategori sangat valid, media pembelajaran berdasarkan hasil penilaian angket pada uji coba kelompok kecil (small group) memperoleh persentase penilaian sebesar 86,6% dengan kategori sangat praktis, dan pada uji coba lapangan (field test) berdasarkan hasil nilai tes akhir (posttest) peserta didik menghasilkan persentase ketuntasan sebesar 85,3% dengan kategori sangat baik sehingga media pembelajaran yang dikembangkan memiliki efek potensial terhadap hasil belajar peserta didik.Development of PMRI approach-based learning media for flat-sided shapes using Macromedia Flash 8 AbstractThis study aims to produce learning media for flat-sided shapes using Macromedia Flash 8 based on the PMRI approach that is valid, practical, and has a potential effect on student learning outcomes. This is a research and development (RD) using the ADDIE model which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. Learning media was tested on class VIII students. Data was collected through the use of questionnaires and tests. The results of research and development in the form of learning media show that learning media have been validated by experts and obtained an assessment percentage of 90% with a very valid category, learning media based on the results of the questionnaire assessment in small group trials obtained an assessment percentage of 86.6 % with a very practical category, and in the field test based on the results of the final test scores (posttest) students produced a percentage of completeness of 85.3% with a very good category so that the learning media developed has a potential effect on student learning outcomes.

Analisis kemampuan berpikir kreatif matematis siswa Sekolah Menengah Atas dalam materi Aljabar Iyam Maryati; Nurkayati Nurkayati
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.40007

Penelitian ini bertujuan untuk menganalisis kemampuan berpikir kreatif matematis siswa Sekolah Menengah Atas pada materi Sistem Persamaan Linier Dua Variabel secara keseluruhan kemampuan siswa, berdasarkan kategori kemampuan, dan berdasarkan kemampuan setiap indikator kemampuan berpikir kreatif matematis. Subjek penelitian adalah siswa dari kelas X sebanyak 30 siswa pada salah satu Sekolah Menengah Atas di kota Garut, Jawa Barat-Indonesia. Penelitian ini merupakan penelitian deskriptif kualitatif dengan menggunakan teknik purposive sampling. Instrumen penelitian menggunakan tes kemampuan berpikir kreatif dan wawancara. Indikator kemampuan berpikir kreatif yang diukur meliputi: fluency (berpikir lancar); flexibility (berpikir luwes); originality (keaslian); elaboration (berpikir elaborasi). Hasil penelitian menunjukkan: (1) secara keseluruhan kemampuan berpikir kreatif sebesar 60,65% termasuk kategori cukup; (2) berdasarkan kategori kemampuan berpikir kreatif matematis menunjukkan bahwa 86,25% siswa berkemampuan sangat baik, 73,92% kategori baik, 53,31% kategori cukup, dan 35,00% kategori kurang; (3) kemampuan berpikir kreatif berdasarkan indikator a) Fluency siswa sebesar 56,67% (kategori cukup), b) Flexibility siswa 26,67% (kategori kurang), c) Originality siswa sebesar 40,00% (kategori cukup), dan d) Elaboration siswa sebesar 46,67% (kategori cukup). Hal ini menunjukkan bahwa kemampuan berpikir kreatif matematis siswa masih belum optimal dan memerlukan perhatian bagi pendidikan dan pemangku kebijakan pendidikan. Analyzing mathematical creative thinking skills of senior high school students in Algebra AbstractThis study aims to analyze the mathematical creative thinking skills of senior high school students in solving two-variable linear equation systems problems generally, based on the ability category, and on the ability of each indicator of the mathematical creative thinking ability. The research subjects are 30 grade X students of one of the high schools in the city of Garut, West Java-Indonesia. This research is a qualitative descriptive study employed the purposive sampling technique. The research instrument includes a creative thinking skills test and interview guide. The indicators of creative thinking abilities that are measured include fluency, flexibility, originality, elaboration. The results show: (1) the ability to think creatively has a percentage of 60.65% (sufficient category); (2) the mathematical creative thinking ability: 86.25% in very good category, 73.92% in good category, 53.31% in moderate category (53.31%), and 35.00% in an insufficient category; (3) the ability to think creatively based on indicators shows a) fluency has a percentage of 56.67% (sufficient category, b) flexibility has a percentage of 26.67% (poor category), c) originality has a percentage of 40.00 % (sufficient category), and d) elaboration has a percentage of 46.67% (sufficient category). This implies that teachers and policymakers need to pay attention to students’ mathematical creative thinking skills.

Analisis efektivitas Brainly sebagai platform e-learning untuk meningkatkan minat belajar siswa SMA Budi Murtiyasa; Alfian Nur Aulida; Mohd Asrul Affendi bin Abdullah
PYTHAGORAS Jurnal Pendidikan Matematika Vol 16, No 2: December 2021
Publisher : Department of Mathematics Education, Faculty of Mathematics and Natural Sciences, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pythagoras.v16i2.44875

Penelitian ini bertujuan untuk mengetahui efektivitas media pembelajaran online yaitu Brainly terhadap minat belajar pada mata pelajaran matematika. Penelitian ini merupakan penilitian kuantitatif dengan menggunakan metode analisis regresi linear sederhana. Adapun sampel dalam penelitian ini berjumlah 35 responden. Pengumpulan data menggunakan kuisioner yang diberikan kepada siswa setelah penerapan Brainly sebagai media pembelajaran. Hasil penelitian menunjukkan adanya pengaruh efektivitas media pembelajaran Brainly dengan minat belajar siswa, hal ini dibuktikan dengan hasil koefisien regresi yang didapatkan bernilai positif. Sehingga dari hasil tersebut dapat disimpulkan bahwa penerapan media pembelajaran Brainly dinilai efektif dan berpengaruh terhadap minat belajar siswa.The effectiveness of Brainly as an e-learning platform to accelerate students' interest in mathematics AbstractThis research aims to reveal the effectiveness of Brainly teaching media on student’s interest in mathematics. This research is quantitative in nature, applying the simple linear regression analysis method. The sample in this study is 35 respondents. The data were collected using a questionnaire distributed to students after the application of Brainly as a media of teaching. The results show that there is an effect of the effectiveness of Brainly teaching media on student’s learning interests, and this is evidenced by the positive values of the result of regression coefficients obtained. Therefore, from this result it can be concluded that the application of Brainly teaching media is influential to and effective in improving student’s learning interests.

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INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kab. sleman, Daerah istimewa yogyakarta INDONESIA

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Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. sleman,

Daerah istimewa yogyakarta

INDONESIA