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All Journal KALAMATIKA Jurnal Pendidikan Matematika Numeracy : Jurnal Ilmiah Pendidikan Matematika
Veni Saputri
STKIP Media Nusantara Citra
Education Mathematics

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THE NEWMAN PROCEDURE FOR ANALYZING STUDENTS' ERRORS IN SOLVING SYSTEMS OF LINEAR EQUATIONS Veni Saputri; Rizal Kamsurya
KALAMATIKA Jurnal Pendidikan Matematika Vol 6 No 1 (2021): KALAMATIKA April 2021
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (385.462 KB) | DOI: 10.22236/KALAMATIKA.vol6no1.2021pp31-44

Abstract

This study aimed to analyze students’ errors in problem-solving activities for systems of linear equations. The descriptive qualitative method was adopted and applied to obtain and process the research data. Research subjects were selected using the purposive sampling technique. Three participants were chosen according to their mathematical proficiency levels. Data collection was conducted by tests to measure students’ problem-solving abilities and semi-structural interviews to gather qualitative information about students’ errors in solving systems of linear equations. The interview results were analyzed using narrative analysis to obtain accurate conclusions. The study found that (1) low-ability students tend to perform error at the comprehension stage, (2) medium-ability students are likely to perform error at the transformation stage, and (3) high-ability students tend to perform error at the process skills stage. The solutions based on the ability level are: (1) low-ability students are required to read the question carefully, educators should emphasize the problem-solving procedure, and students should strengthen their understanding of the prerequisite learning content in problem-solving; (2) medium-ability students have to focus on the emphasis and development of their skills in understanding the language of a problem and balance with improving their understanding of learning content and contextual exercising; (3) high-ability students are provided with exercises that can improve their counting speed and accuracy of the subject in resolving a problem.
MODEL PROJECT BASED LEARNING TERINTEGRASI STEAM TERHADAP KECERDASAN EMOSIONAL DAN KEMAMPUAN BERPIKIR KRITIS SISWA BERBASIS SOAL NUMERASI Hafsah Adha Diana; Veni Saputri
Jurnal Numeracy Vol 8 No 2 (2021)
Publisher : Program Studi Pendidikan Matematika, STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/numeracy.v8i2.1609

Abstract

Tujuan penelitian ini adalah untuk mengetahui penerapan dan perbedaan peningkatan kemampuan berpikir kritis siswa berbasis soal numerasi dan kecerdasan emosional antara siswa yang memperoleh pembelajaran langsung dengan model PjBL-STEAM yang ditinjau dari kemampuan awal. Jenis penelitian yang digunakan dalam penelitian ini adalah mixed method tipe sequential explanatory. Kelas eksperimen diberi perlakuan berupa model PjBL-STEAM, sedangkan kelas kontrol berupa model pembelajaran langsung. Populasi penelitian ini adalah siswa SMAI Panglima Besar Soedirman Bekasi kelas XI MIPA tahun ajaran 2021/2022. Data penelitian berupa hasil tes kemampuan berpikir kritis berbasis soal numerasi, angket kecerdasan emosional. lembar observasi PjBL-STEAM dan hasil wawancara siswa yang terpilih. Sebelum digunakan, instrumen telah melalui uji validitas isi, validitas konstruk, dan validitas empirik. Analisis data dalam penilitian ini adalah Anava dua jalur untuk peningkatan kemampuan berpikir kritis berbasis soal numerasi, dan uji-t untuk angket kecerdasan emosional. Dan data kualitatif bersifat induktif. Hasil penelitian menunjukan bahwa: (1) Peningkatan kemampuan berpikir kritis berbasis numerasi siswa dengan kemampuan awal matematika tinggi yang mendapat perlakuan model PjBL-STEAM lebih tinggi dibandingkan siswa yang mendapat perlakuan model pembelajaran langsung, (2) Kecerdasan emosional siswa yang mendapat perlakuan model PjBL-STEAM lebih tinggi dibandingkan dengan siswa yang mendapat perlakuan model pembelajaran langsun, (3) Penerapan model PjBL-STEAM membuat siswa mampu membangun kecakapan dalam dunia nyata, seperti bekerjasama, mengambil keputusan, inisiatif, komunikasi, pemecahan masalah dan manajemen diri sehingga dapat meningkatkan kemampuan berpikir kritis siswa berbasis soal numerasi (4) Peningkatan kemampuan berpikir kritis siswa yang mendapat perlakuan model PjBL secara keseluruhan lebih tinggi dibandingkan dengan siswa yang mendapat perlakuan model pembelajaran langsung.
Co-Authors Hafsah Adha Diana Rizal Kamsurya