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Tingkat Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Matematika Berdasarkan Gaya Kognitif Reflektif dan Impulsif Siti Rahmatina; Utari Sumarmo; Rahmah Johar
Didaktik Matematika Vol 1, No 1 (2014): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (177.437 KB)

This study aims to determine the level of students' creative thinking in solving math problems. This study is a qualitative verificative research. Subjects numbered 4 people ie students of SMA Negeri 4 Banda Aceh class X. The selection of subjects was based on Matching Familiar Figure Test ( MFFT ) ie 2 students and 2 students reflective impulsive. The data were obtained from the study subjects written response tests of creative thinking math ( TBKM ) and interviews. To test the credibility of the data the researcher doing triangulation. In this study, triangulation was used to compare the triangulation method TBKM TBKM 1 with 2 and interviews. Creative thinking abilities of students can be seen by thinking of creative mathematics achievement indicators. Creative thinking ability of students surveyed as follows, the level of creative thinking on the subject of reflective material up 1 flat is level 4 which meets four indicators of fluency, novelty, flexibility, and elaboration, the level of creative thinking on the subject of reflective material equation 1 is a straight line that is level 4 meet four indicators fluency, novelty, flexibility, and elaboration. Level of creative thinking on the subject of reflective material up 2 flat is level 4 which meets four indicators of fluency, novelty, flexibility, and elaboration, the level of creative thinking on the subject of reflective material 2 is a straight line equation 4 level indicator which meets four fluency, novelty, flexibility, and elaboration. Level of creative thinking on the subject matter up impulsively 1 flat is level 1 which meet the proficiency indicator, the level of creative thinking on the subject matter impulsive equation 1 is a straight line which meets the level 1 two indicators of fluency and elaboration. Level of creative thinking on the subject matter up impulsively 2 flat is level 3 which meets three indicators of fluency, novelty, and elaboration, the level of creative thinking on the subject matter impulsive equation 2 is a straight line that meets two level 1 indicators fluency and elaboration.

PENGARUH STRATEGI MATHEMATICAL HABITS OF MIND MHM BERBASIS MASALAH TERHADAP KREATIVITAS SISWA Ali Mahmudi; Utari Sumarmo
Jurnal Cakrawala Pendidikan No 2 (2011): CAKRAWALA PENDIDIKAN Mei 2011, Th. XXX, Edisi Khusus Dies Natalis UNY
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstract: The Effects of the Problem-Based MHM Strategy on the Mathematical Creative Thinking Ability and Perception of Creativity. This paper presents findings from a quasi-experimental study with a static group comparison design by using the problem-based MHM instructional strategy conducted to investigate students’ mathematical creative thinking ability (MCTA) and perception of creativity (PoC). The study involved 126 students from two junior high schools of high and middle categories in Yogyakarta. The instruments were a test of Mathematical Prior Ability (MPA), a test of MCTA, and a scale of PoC. The data were analyzed using the two-way ANOVA and Chi-Square test. The study found that the problem-based MHM instructional strategy was able to improve students’ MCTA better than the conventional instruction, there was association between MCTA and PoC, there was an interaction between the school category and the instructional category on PoC, and there was no such interaction on MCTA. Keywords: problem-based MHM instructional strategy, mathematical creative thinking ability, perception of creativity

Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach Rippi Maya; Utari Sumarmo
Journal on Mathematics Education Vol 2, No 2 (2011)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.2.2.751.231-250

This paper reports findings of Â a Â post test experimental control groupÂ design conducted to investigate the role of modified Moore learningÂ approach Â on improving studentsâ€™ mathematical understanding andÂ proving abilities. Subject of study were 56 undergradute students of oneÂ state university in Bandung, who took advanced abstract algebraÂ course. Instrument of study were a set test of mathematicalÂ understanding ability, a set test of mathematical proving ability, and aÂ set of studentsâ€™ opinion scale on modified Moore learning approach.Â Data were analyzed by using two path ANOVA. The study found thatÂ proof construction process was more difficult than mathematicalÂ understanding Â task Â for all students, and students still posed someÂ difficulties on constructing mathematical proof task. Â The study alsoÂ found there were not differences Â between studentsâ€™ Â abilities onÂ mathematical understanding and on proving abilities of Â the bothÂ classes, and both abilities were classified as mediocre. However, inÂ modified Moore learning approach class there were more students whoÂ got above average grades on mathematical understanding than those ofÂ conventional class. Moreover, students performed positive Â opinionÂ toward Â modified Moore learning approach. They Â were Â active inÂ questioning and solving problems, and in explaining their works inÂ front of class as well, while students of conventional teaching preferedÂ to listen to lecturerâ€™s explanation. The study also found that there wasÂ no interaction between learning approach and studentsâ€™ priorÂ mathematics ability on mathematical understanding and provingÂ abilities, Â but Â there were Â quite strong Â association between studentsâ€™Â mathematical understanding and proving abilities.Keywords: Â modified Moore learning approach, mathematicalÂ understanding ability, mathematical proving ability.Â DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-250

The Effect Contextual Teaching-Learning Approach on Improving Students’ Mathematical Reasoning Ability and Self Concept Toni Alamsyah; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p178-188

The goal of this research is to examine the role of contextual teaching-learning approach (CTLA) toward students’ mathematical reasoning ability (MRA) and self concept in mathematics (MSC). The research involves 66 eighth grade students, a MRA test, a MSC scale. Findings of this research were: students getting CTLA reached MRA at better grade than the grade of students who get SA learning, even if those grades were at low level. However, there was no difference grades on students’ MSC in both teaching approaches, and those grades were at fairly good level. Students in both teaching approaches encountered difficulties in solving MRA tasks such as on analogical reasoning about position of two lines, solving tangent equation on a curve problem, and writing down the formula involved in a calculation. Beside that, there was association between MRA and MSC, and students performed active learning during CTLA lessons.Keyword: contextual teaching-learning, mathematical reasoning, mathematcal self concept.

The Effect of Exploration Approach on Students’ Mathematical Creative Thinking Ability and Disposition Imas Suwartini; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p189-198

This article reported the findings of an experiment having a goal to enchance students’ mathematical creative thinking ability (MCTA) and disposition (MD) by using exploration approach (EA). Subjects of this research were 60 seventh grade students which selected puposively from 5 classes in a Yunior High School in Garut. The instruments of this research were test of an essay MCTA test, and a MD scale, The research found that the grades of MCTA of students getting treatment with EA were higher than the grades of students taught by scienctific approach (SA), however there was no different grades on student’s MD. Beside that, stdudents in both classess still realized some difficulties on solving MCTA tasks, and there was moderate association between student’s MCTA and student’s MDKeyword: mathematical creative thinking ability, mathematical disposition, exploration approach

INCREASING COMMUNICATION AND CAPABILITY MATHEMATIC DISPOSITION OF SMA STUDENTS THROUGH EXPLORATION APPROACH Wiwi Kartiwi; Utari Sumarmo; Asep Ikin Sugandi
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 3 (2018): VOLUME 1 NUMBER 3, SEPTEMBER 2018
Publisher : IKIP Siliwangi

This study is a quasi experimental research, which aims to examine the achievement and improvement of communication skills and creative thinking and mathematical disposition of high school students through an exploratory approach. The sample consists of 2 classes amounting to 68 students of class XI one high school in West Bandung. Instruments in this study are each set of test description of the ability of mathematical communication, and a set of mathematical disposition scale. The study found that the achievement of mathematical communication ability of high school students who received learning with exploratory approach is better than those who received regular learning reviewed in whole and the students' early mathematical ability. Likewise, the improvement of mathematical communication ability of high school students who received learning with better exploration approach than those who received regular learning reviewed in whole and early mathematical ability of their students. However, there was no interaction between the exploration approach and the students' early mathematical ability that resulted in communication skills and mathematical disposition students. For the achievement of mathematical disposition ability of students whose learning using exploratory approach is better than students with ordinary learning reviewed overall and early mathematical ability, but there is no interaction of exploration approach and KAM that resulted in mathematical disposition of students. Besides, there is also a considerable relation between communication ability and mathematical disposition of students.

THE ROLE OF SQ3R STRATEGY ON MATHEMATICAL COMMUNICATION ABILITY AND SELF REGULATED LEARNING OF SEVENTH GRADE STUDENT Barnas Barnas; Utari Sumarmo; Mumun Syaban
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 3 (2018): VOLUME 1 NUMBER 3, SEPTEMBER 2018
Publisher : IKIP Siliwangi

The study was a pre-test -post test experimental control group design having a goal to examine the role of SQ3R strategy and mathematics prior ability (MPA) on students’ mathematical communication ability (MCA) and self regulated learning (SRL). The study involved 68 seventh grade students, a mathematical communication test, a mathematical SRL scale, and a perception on SQ3R strategy scale. The study found that on MCA, its Gain, and on SRL students getting treatment by SQ3R strategy attained better grades than the grades of students taught by conventional teaching, but the grades of MCA were still at low level, and of SRL the grades were at medium level. The other findings, there was high association between MCA and SRL, and students performed high perception toward SQ3R strategy.

The Role of Problem Solving Approach on Student’s Mathematical Critical Thinking Ability and Disposition Asep Mulyana; Utari Sumarmo; Rudi Kurniawan
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 1, No 3 (2018): VOLUME 1 NUMBER 3, SEPTEMBER 2018
Publisher : IKIP Siliwangi

This study was a pre test-post test experimental control group design having a goal to analyze the role of prior mathematics ability (PMA) and Problem Solving Approach (PSA) on student’s mathematical critical thinking ability (MCTA) and disposition (MCTD). The study involved 65 eleventh grade students, a prior mathematics ability (PMA), a MCTA test, a MCTD scale. The study found that PMA and PSA took roles on obtaining student’s MCTA and MCTD, those were the higher student’s PMA the study found the higher students MCTA and MCTD. Beside that, on MCTA and its N Gain, entirely and with low and medium PMA students getting treatment with PSA attained better grades than the grades of students taught by conventional teaching (CT); and for entirely and with medium and high PMA, student recieving treatment with PSA obtained higher grades on MCTA and MCTD than student taught by CT and those grades were at good grade level. The other findings, there was no association between MCTA and MCTD, and no interaction between PAM and teaching approaches toward MCTA and on MCTD and student learn actively during PSA

The Effect of Inductive- Deductive Approach on Students’ Mathematical Creative Thinking Ability and Self-Efficacy Cecep Mahmudin; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 4 (2020): VOLUME 3 NUMBER 4, DECEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i4.p215-226

This research was a pre test-post test experimental control group design having a goal to analyze the role of Inductive-Deductive Approach (IDA) on improving students’ mathematical creative thinking ability (MCTA) and self efficacy (MSE). Subjects of this research were 70 eleventh grade students from two classes selected purposively in a Senior High School in Garut. Instruments of this research were a MCTA test, and a MSE scale. The research found that the role of IDA was greater than the role of scientific approach (SA) on improving students’ MCTA and MSE. Students getting treatment with IDA approach obtained MCTA and MSE at good grades qualification. While students taught by SA attained MCTA and MSE at low-moderate grades level. Apart of those findings, the research found that students getting treatment with IDA encountered a litle bit difficulty in solving MCTA tasks. In contrast students taught by SA experienced in allmost items of MCTA tasks. In addition, the research also found there was no assocition between MCTA and MSE and students performed good and active learning during IDA lessons.Keyword: mathematical creative thinking, mathematical self efficacy, model eliciting activities (IDA)

The Role of Problem Solving Approach on Improving Students' Communication Ability and Self Efficacy Resnawati Resnawati; Utari Sumarmo; Asep Kustiana
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v3i3.p158-168

This study is a pretest-posttest experiment control group design having a goal to analyze the role of in problem-solving approach (PSA) on students' mathematical communication ability (MCA) and self-efficacy in mathematics (MSE). The study involves 66 eighth grade students, and MCA test, and an MSE scale. The study revealed that PSA took a better role than SA in obtaining MCA and MSE. Students getting treatment with PSA obtained MCA and MSE were at good grade quality, while students taught by SA attained MCA and MSE were at pretty good grade level. Besides that, the study found there was a very high association between MCA and MSE. Like that, students expressed a positive opinion on PSA, even if, students still realized a few difficulties in solving MCA. Keywords: mathematical communication, self-efficacy, problem-solving approach

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