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All Journal Pythagoras: Jurnal Matematika dan Pendidikan Matematika PRISMA
Carel, Gustaf
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Education Mathematics Social Sciences

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Implementation of Cianjur Culture Pillars in Mathematical Multiliteration Assisted Smartphone Technology (Geogebra Android Version) to Increase Higher Order Thinking Skill (HOTS) Skill Vocational School Students Carel, Gustaf; Sugiarni, Rani; Alghifari, Egi; Yastrib, Harum
PRISMA Vol 7, No 1 (2018): Jurnal PRISMA Volume VII, No 1 tahun 2018
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v7i1.342

Abstract

This research aims to know the influence of the implementation of the cultural cornerstones of Cianjur in Learning Mathematical Multiliterasi Berbatuan Smartphone Technology Uses an Android version of Geogebra Applications To enhance the capabilities of Higher Order Thinking Skills (HOTS) Mathematically Vocational School. The design used The Static-Group Pretest-Posttest Design. For class experiments given treatment that is by learning the android version of geogebra-assisted multiliterasi, and grade control get the conventional learning. The population of this research is the class X OTKP SMK Al Madina Cianjur 30 students with samples is then divided into two groups, the experimental class and the class of the control. First data collection with the instrument test and question form. Data analysis using the test of normality, test its homogeneity, test safety/difference of two averages, percentage values and attitudes. Results of the study indicate that there is an increase in the ability of the students with learning multiliterasi HOTS mathematically better than conventional learning. And positive student attitudes of learning by implementing the cultural pillars cianjur.
Kemampuan higher order thinking skills dalam pembelajaran metakognitif ditinjau dari persepsi siswa Carel, Gustaf; Jusniani, Nia; Monariska, Erma
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

Abstract

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.
Co-Authors Alghifari, Egi Erma Monariska Jusniani, Nia Rani Sugiarni Yastrib, Harum