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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika
Trisnawati, Rini
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Education Mathematics

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STUDI KOMPARATIF TENTANG PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA MTs YANG MEMPEROLEH PEMBELAJARANDENGAN PENDEKATAN PROBLEM POSING DAN PEMBELAJARAN LANGSUNG Trisnawati, Rini; Wahyudin; Kusnandi
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol 2 No 1 (2017): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (373.493 KB) | DOI: 10.31943/mathline.v2i1.35

Abstract

This study aims to examine enhancement of critical thinking ability of the students who got learning with problem posing approach and the students who got direct instruction. This study employed experimental research with Pretest-Post-test two treatment design.  The population in this study were class VIII the students of one MTsN in Pekanbaru. For sample for this study, two classes were taken as experimental class by using purposive sampling technique. The instruments which were used were in the forms of critical thinking ability tests.  The findings of this study were: (1) Critical thinking ability of the students who get learning with Problem Posing approach was better than the students who got Direct Instruction and (2) The enhancement of mathematical critical thinking ability of the students who got learning with Problem Posing approach was better than the students who got Direct Instruction.
STUDI KOMPARATIF TENTANG PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA MTs YANG MEMPEROLEH PEMBELAJARANDENGAN PENDEKATAN PROBLEM POSING DAN PEMBELAJARAN LANGSUNG Trisnawati, Rini; Wahyudin; Kusnandi
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 2 No. 1 (2017): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v2i1.35

Abstract

This study aims to examine enhancement of critical thinking ability of the students who got learning with problem posing approach and the students who got direct instruction. This study employed experimental research with Pretest-Post-test two treatment design. The population in this study were class VIII the students of one MTsN in Pekanbaru. For sample for this study, two classes were taken as experimental class by using purposive sampling technique. The instruments which were used were in the forms of critical thinking ability tests. The findings of this study were: (1) Critical thinking ability of the students who get learning with Problem Posing approach was better than the students who got Direct Instruction and (2) The enhancement of mathematical critical thinking ability of the students who got learning with Problem Posing approach was better than the students who got Direct Instruction.
STUDI KOMPARATIF TENTANG PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA MTs YANG MEMPEROLEH PEMBELAJARAN DENGAN PENDEKATAN PROBLEM POSING DAN DIRECT INSTRUCTION Trisnawati, Rini
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 3 No. 2 (2018): Mathline
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v3i2.87

Abstract

Penelitian ini bertujuan untuk menelaah peningkatan kemampuan pemecahan masalah matematissiswa yang memperoleh pembelajaran dengan pendekatan problem posing dan siswa yang DirectInstruction. Penelitian ini merupakan penelitian eksperimen dengan desain penelitian yaitu PretesPost-test two treatment design. Populasi dalam penelitian ini adalah siswa kelas VIII salah satuMTsN di Pekanbaru. Sampel untuk penelitian ini diambil dua kelas sebagai kelas eksperimendengan menggunakan teknik purposive sampling. Instrumen yang digunakan berupa soal teskemampuan pemecahan masalah. Temuan penelitian ini adalah: (1) Kemampuan pemecahanmasalah matematis siswa yang memperoleh pembelajaran dengan pendekatan Problem Posinglebih baik daripada siswa yang memperoleh Direct Instruction; dan (2) Peningkatan kemampuanpemecahan masalah matematis siswa yang memperoleh pembelajaran dengan pendekatan ProblemPosing lebih baik daripada siswa yang memperoleh Direct Instruction.
Co-Authors Kusnandi Kusnandi Wahyudin