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All Journal Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika
Aprillia Dwi Handayani
Universitas Nusantara PGRI Kediri
Education Mathematics Social Sciences

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PENALARAN KREATIF MATEMATIS Handayani, Aprillia Dwi
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 18, No 2 (2013): Jurnal Pengajaran MIPA
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v18i2.4

Abstract

Matematika dapat dipandang sebagai cara bernalar, karena matematika memuat cara pembuktian yang sahih atau valid, serta sifat penalaran matematika yang sistematis. Kemampuan penalaran merupakan salah satu dari kompetensi yang harus dimiliki oleh peserta didik. Materi matematika dan penalaran matematika merupakan dua hal yang tidak dapat dipisahkan, materi matematika dipahami melalui penalaran dan penalaran dipahami dan dilatih melalui belajar materi matematika. Dalam artikel ini akan dibahas tentang salah satu jenis penalaran menurut Lithner, yaitu penalaran kreatif. Terdapat dua jenis penalaran yang sering digunakan siswa dalam menyelesaikan tugas-tugas matematika, yaitu: Creative Reasoning (Penalaran Kreatif) dan Imitatif Reasoning (Penalaran Imitatif). Penalaran kreatif mempunyai empat kriteria, yaitu: kebaruan (novelty), fleksibel (flexibility), masuk akal (plausible) dan berdasar matematis (mathematical foundation).Kata Kunci: kreatif, matematika, penalaran
Pengembangan e-Modul Statistika Inovatif Berbasis Multi Representasi Santia, Ika; Handayani, Aprillia Dwi; Hima, Lina Rihatul; Nurfahrudianto, Aan
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 8 No 2 (2022): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v8i2.18664

Abstract

Mathematical thinking in problem-solving is an important goal of learning mathematics. The ability to use various ways of presenting mathematical concepts (multi-representation) is an important aspect of mathematical thinking. In its implementation, students experience problem-solving failures because of difficulties in making changes from one representation to another. This fact can be seen from the initial observations in statistics class, which showed that out of 37 students, only 12 students were successful in solving statistical problems because they could change verbal and graphic representations to symbolic ones correctly. Meanwhile, 17 out of 25 students failed because they did not understand the problems displayed in graphic form. To overcome this problem, statistical module development research has been carried out by applying the SPSS practice video barcode innovation. The development method uses a modified 4-D model, namely define, design, and develop. Modifications are carried out by eliminating the dissemination stage due to limited time and research costs. Data collection techniques in this study used a questionnaire. The data obtained are qualitative and quantitative. The results showed that the module developed was included in the very feasible criteria, in terms of content feasibility at 85.78%, language feasibility at 88.61%, presentation feasibility at 84.82%, and graphic feasibility at 84.72%. The results of the trial were limited to 37 students who received a positive response of 85,63% so the statistics module was suitable for use as teaching materials.
Co-Authors Aan Nurfahrudianto Ika Santia Lina Rihatul Hima, Lina Rihatul