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All Journal Union: Jurnal Ilmiah Pendidikan Matematika JNPM (Jurnal Nasional Pendidikan Matematika)
Rochmad Rochmad
Pascasarjana Universitas Negeri Semarang
Education Mathematics

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Pertumbuhan Kemampuan Berpikir Kreatif Matematis Siswa SMP dengan Model Problem-Based Learning melalui STEM Maydilla Fadiarahma Vistara; Kristina Wijayanti; Rochmad Rochmad
JNPM (Jurnal Nasional Pendidikan Matematika) Vol 6, No 3 (2022)
Publisher : Universitas Swadaya Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (842.751 KB) | DOI: 10.33603/jnpm.v6i3.6881

Abstract

Abstrak. Berpikir kreatif matematis perlu ditumbuhkan pada siswa, berpikir kreatif matematis sangat penting dalam pembelajaran matematika. Tujuan penelitian ini adalah 1) menganalisis pertumbuhan kemampuan berpikir kreatif matematis pada pembelajaran PBL melalui STEM; 2) mendeskipsikan kemampuan berpikir kreatif matematis pada pembelajaran melalui STEM. Metode yang digunakan adalah metode campuran menggunakan pendekatan kuantitatif dan kualitatif. Pendekatan kuantitatif menggunakan populasi penelitian siswa kelas VIII salah satu SMP Negeri di Semarang, dengan sampel sebanyak 31 siswa. Pengumpulan data kuantitatif melalui tes dan analisis data menggunakan uji-t, uji proporsi dan N-Gain. Secara kualitatif ditentukan tiga subjek penelitian. Pengumpulan data kualitatif dengan dokumentasi dan wawancara yang dianalisis menggunakan model Miles dan Huberman. Hasil penelitian ini: 1) model PBL melalui STEM dapat menumbuhkan kemampuan berpikir kreatif matematis siswa; 2) kemampuan berpikir kreatif matematis siswa dengan PBL melalui STEM dari ketiga subjek, Cenderung memenuhi indikator fluency, cenderung tidak terpenuhi indikator Flexibility. memenuhi indikator Originality dan cenderung memenuhi indikator Elaboration.Kata Kunci: Berpikir kreatif matematis, PBL, STEM.
Kemampuan Komunikasi Matematis Ditinjau dari Self-Efficacy pada PjBL Berbantuan Performance Assessment Irta Ziyaadaturrizka; Rochmad Rochmad; Scholastika Mariani
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.15680

Abstract

This research aims to achieve two primary objectives. Firstly, it seeks to assess the effectiveness of Project-Based Learning (PjBL) by incorporating performance assessment in enhancing students' mathematical communication abilities. Secondly, the study aims to characterize students' mathematical communication abilities to their self-efficacy levels. A mixed-methods approach was employed in this study, with a population comprising 251 seventh-grade students from SMP Negeri 24 Semarang. Data were gathered through mathematical communication skill tests, self-efficacy questionnaires, and interview guidelines. The experimental group underwent PjBL facilitated by performance assessment, while the control group experienced PjBL alone. Results indicated that the experimental group demonstrated classical mastery of mathematical communication abilities, with higher average and proportional achievements than the control group. PjBL assisted by performance assessment proved to be more effective than PjBL alone. Analysis of mathematical communication abilities based on students' self-efficacy levels revealed that (1) subjects with high self-efficacy fulfilled all indicators; (2) subjects with moderate self-efficacy fulfilled indicators one and two, were less proficient in fulfilling indicators four and were unable to fulfill indicator three; and (3) subjects with low self-efficacy fulfilled indicator one but had not yet achieved indicators two, three, and four.
Mathematical communication ability viewing of self-efficacy in project-based learning assisted by performance assessment Irta Ziyaadaturrizka; Rochmad Rochmad; Scholastika Mariani
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.15680

Abstract

This research aims to achieve two primary objectives. Firstly, it seeks to assess the effectiveness of Project-Based Learning (PjBL) by incorporating performance assessment in enhancing students' mathematical communication abilities. Secondly, the study aims to characterize students' mathematical communication abilities to their self-efficacy levels. A mixed-methods approach was employed in this study, with a population comprising 251 seventh-grade students from SMP Negeri 24 Semarang. Data were gathered through mathematical communication skill tests, self-efficacy questionnaires, and interview guidelines. The experimental group underwent PjBL facilitated by performance assessment, while the control group experienced PjBL alone. Results indicated that the experimental group demonstrated classical mastery of mathematical communication abilities, with higher average and proportional achievements than the control group. PjBL assisted by performance assessment proved to be more effective than PjBL alone. Analysis of mathematical communication abilities based on students' self-efficacy levels revealed that (1) subjects with high self-efficacy fulfilled all indicators; (2) subjects with moderate self-efficacy fulfilled indicators one and two, were less proficient in fulfilling indicators four and were unable to fulfill indicator three; and (3) subjects with low self-efficacy fulfilled indicator one but had not yet achieved indicators two, three, and four.
Co-Authors Irta Ziyaadaturrizka Kristina Wijayanti Maydilla Fadiarahma Vistara Scholastika Mariani