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All Journal Journal on Education JKPM (Jurnal Kajian Pendidikan Matematika)
Iwan Junaidi
Universitas Negeri Semarang
Education Mathematics

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Pola Kemampuan Berpikir Kritis Matematis Berdasarkan Kecerdasan Multiple Intelligences Mujib Mujib; Sukestiyarno Sukestiyarno; Hardi Suyetno; Iwan Junaidi
JKPM (Jurnal Kajian Pendidikan Matematika) Vol 6, No 2 (2021): JKPM (Jurnal Kajian Pendidikan Matematika)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jkpm.v6i2.9028

Abstract

Berpikir matematis penting dalam pembelajaran di sekolah, hal ini meliputi level HOT dan LOT. Tujuan penelitian untuk mendeskripsikan karakterisitik pola kemampuan berpikir kritis matematis berdasarkan kecerdasan multiple intelligences berpaduan teori Ennis dan Gardner. Penelitian ini merupakan penelitian kualitatif. Penelitian ini dilakukan di SMPN 29 Bandar Lampung, dengan teknik sampling yang digunakan adalah purposive sampling. Subjek penelitian ini sebanyak 5 orang. Instrumen penelitian menggunakan tes essay berpikir kritis matematis, angket multiple intelligence dengan menggunakan pakar psychology, dan wawancara untuk menggali data. Teknik analisis data menggunakan reduksi data (data reduction), penyajian data (data display), dan mengambil simpulan dan verifikasi (conclusion drawing and verification). Hasil penelitian menunjukkan bahwa siswa dapat mengidentisikasi langkah pengerjaan soal kemampuan berpikir kritis matematis. Sehingga lebih kritis dalam menyelesaikan masalah, dan terlihat benar dalam pengerjaan soalnya. Siswa mengarahkan jawaban dimulai dari hal yang bersifat khusus kemudian secara umum. Pola berpikir kritis matematis cenderung dengan pola induktif.
Systematic Literatur Review (SLR): Peran Pemecahan Masalah pada Kurikulum Matematika Tahap Kunci 1 dan 2 di Inggris Suyanto Suyanto; Iwan Junaidi; Mulyono Mulyono
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.7870

Abstract

The purpose of this study is to describe the application of problem solving in the mathematics curriculum in England in 2013 key stages 1 and 2. This research uses a Systematic Literature Review (SLR) approach to the role of problem solving in curriculum, learning, and evaluation. The results of the study obtained (1) the integration of problem solving development in the mathematics curriculum in England in 2013 key stages 1 and 2, students become fluent in the basics of mathematics, reason systematically and can solve problems by applying their mathematics to a variety of routine and non-routine problems including breaking down problems into a series of simpler steps and persistently looking for solutions; (2) in the learning of mathematics problem solving key stages 1 and 2 in the form of, teachers teaching for problem solving, teaching about problem solving, and teaching through problem solving (3) in the evaluation of mathematics learning in the form of formative, summative, and portfolio assessments.
Co-Authors Hardi Suyetno Mujib Mujib Mulyono Mulyono Sukestiyarno Sukestiyarno Suyanto Suyanto