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All Journal Eduma : Mathematics Education Learning and Teaching Numeracy : Jurnal Ilmiah Pendidikan Matematika Al-Ta'lim
Ega Gradini
STAIN Gajah Putih Takengon
Religion Education Mathematics

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MENAKAR KEMAMPUAN BERPIKIR TINGKAT TINGGI CALON GURU MATEMATIKA MELALUI LEVEL HOTS MARZANO Ega Gradini; Firmansyah Firmansyah; Julia Noviani
Eduma : Mathematics Education Learning and Teaching Vol 7, No 2 (2018)
Publisher : Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (30.886 KB) | DOI: 10.24235/eduma.v7i2.3357

Abstract

This paper aims to measure students' high-level thinking skills through the level of pre-service mathematics teachers. The author used the Marzano HOTS level which is divided into five dimensions of thinking ability; (1) decision making, (2) problem solving, (3) error analysis, (4) abstraction, and (5) perspective analysis and classification. The instrument used was adapted from Marzano Rubrics for Specific Tasks or Situations (1993). This research is a quantitative research that involved 53 students of the Mathematics Education Department, STAIN Gajah Putih. The results of the study indicate that the ability to think on high-level of the pre-service teacher is at the moderate and low levels.
Measuring Students’ Mathematical Literacy in Culturally Responsive Mathematics Classroom Ega Gradini; Firmansyah Firmansyah
AT-TA'LIM Vol 26, No 3 (2019)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1529.346 KB) | DOI: 10.15548/jt.v26i3.551

Abstract

This paper aims to discuss students’ mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groups pre-test and post-test design to determine the differences in mathematical literacy skills of one experimental group and then compare the results with one control group that was not subjected to treatment. The test consists of 6 problems and designed by based on the domain of PISA 2015 questions on every level of mathematical proficiency skills. The research finds that (1) culturally responsive mathematic teaching gives positive effect to students’ mathematical literacy; (2) the level of mathematical literacy of MAN 1 Takengon students lies from level 1 to level 5. There was no student who able to achieve 6thlevel of mathematical literacy; and (3) After culturally responsive mathematics teaching was implemented, from 24 students, there were 4 students at 1st level, 7 students at 2nd level, 10 students at 3rd level, and 2 students at 4th level, and 1 student at 5th level of mathematical literacy.
MISKONSEPSI DALAM PEMBELAJARAN MATEMATIKA SEKOLAH DASAR DI DATARAN TINGGI GAYO Ega Gradini
Jurnal Numeracy Vol 3 No 2 (2016)
Publisher : Program Studi Pendidikan Matematika, STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (501.478 KB) | DOI: 10.46244/numeracy.v3i2.209

Abstract

Miskonsepsi merupakan penjelasan yang salah dan suatu gagasan yang tidak sesuai dengan pengertian ilmiah yang diterima para ahli. Miskonsepsi merupakan hal yang harus dihindari guru dan peserta didik dalam pembelajaran. Kenyataan di lapangan menunjukkan bahwa masih banyak siswa yang mengalami miskonsepsi salah satunya dalam Matematika. Penelitian yang digunakan merupakan penelitian kualitatif. Penelitian ini bertujuan untuk mengidentifikasi miskonsepsi siswa pada mata pelajaran Matematika. Dalam penelitian ini subjek yang diteliti adalah guru Matematika dan siswa dari 18 SD/MI di dataran tinggi Gayo yang terdiri atas 3 Kabupaten yaitu Bener Meriah, Aceh Tengah, dan Gayo Lues. Masing-masing kabupaten diambil 6 sekolahyaitu 2 subjek dengan tingkat kemampuan tinggi, 2 subjek dengan tingkat kemampuan sedang, dan 2 subjek dengan tingkat kemampuan rendah. Instrumen yang digunakan adalah soal tes kemampuan matematika siswa, soal tes CRI (Certainly of Respon Indeks) dan wawancara. Metode pengumpulan data yang digunakan yaitu menggunakan tes pelacakan miskonsepsi yang dianalisis secara deskriptif dengan teknik CRI (Certainly of Respon Indeks). Hasil Penelitian menunjukkan bahwa: (1) Miskonsepsi siswa dominan pada konsep Bilangan. (2) Miskonsepsi yang dialami siswa dengan kemampuan tinggi lebih sedikit jika dibandingkan dengan siswa dengan kemampuan matematika sedang dan rendah.
MENILIK KONSEP KEMAMPUAN BERPIKIR TINGKAT TINGGI (HIGHER ORDER THINKING SKILLS) DALAM PEMBELAJARAN MATEMATIKA Ega Gradini
Jurnal Numeracy Vol 6 No 2 (2019)
Publisher : Program Studi Pendidikan Matematika, STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (242.865 KB) | DOI: 10.46244/numeracy.v6i2.475

Abstract

Higher Order Thinking Skills (HOTS) are a demand of the 2013 curriculum in Indonesia. Schools’ commitment to higher level thinking is largely rhetorical, while curriculum development is often ineffective. This paper aims to discuss critical thinking skills, higher-order thinking skills (HOTS), teachers’ effort to teach and enhance student’s higher level thinking, levels of students’ HOTS according to Bloom and Marzano's Taxonomy, and the relationship between HOTS and mathematical literacy. This paper is expected to provide information for mathematics teachers and researchers in order to enhance the quality of mathematics education that has an impact on the development of human resources in Indonesia. Abstrak Kemampuan berpikir tingkat tinggi atau dikenal juga dengan Higher Order Thinking Skills (HOTS) merupakan tuntutan Kurikulum 2013. Komitmen sekolah terhadap pemikiran tingkat tinggi sebagian besar bersifat retoris, sementara pengembangan kurikulum seringkali tidak efektif. Makalah ini bertujuan untuk mendiskusikan ketrampilan berpikir kritis, ketrampilan berpikir tingkat tinggi (Higher Order Thinking Skills -HOTS), langkah guru membelajarkan dan mengasah HOTS siswa, Level HOTS siswa menurut Taksonomi Bloom dan Marzano, dan kaitan antara HOTS dan literasi matematika. Makalah ini diharapkan dapat memberikan masukan bagi pendidik dan peneliti matematika agar sehingga dapat memberikan masukan atau sumbangan untuk peningkatan kualitas pendidikan matematika yang berdampak pada perkembangan sumber daya manusia di Indonesia. Kata Kunci: Ketrampilan Berpikir Kritis, Keterampilan Berpikir Tingkat Tinggi, HOTS, Taksonomi Bloom, Literasi Matematika
Co-Authors Firmansyah Firmansyah Firmansyah Firmansyah Julia Noviani