Garuda - Garba Rujukan Digital

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF MISSOURI MATHEMATICS PROJECT (MMP) DAN THINK PAIR SHARE (TPS) DENGAN PENDEKATAN SAINTIFIK PADA MATERI PERSAMAAN GARIS LURUS DITINJAU DARI KECERDASAN EMOSIONAL SISWA SMP NEGERI SE-KABUPATEN PEMALANG Adeyanto, Rizki; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.14 KB)

Abstract: The aim of the research was to determine the effect of learning models scientific MMP, scientific TPS, scientific classical onÂ mathematics achievementÂ viewed from student Emotional Quotient (EQ). The objectives of research were to find out: 1) which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. 2) which one having better learning achievement, students with high, medium, or low EQ. 3) in each learning models, which one having better learning achievement, students with high, medium, or low EQ. 4) in each EQ level, which one providing better learning achievement, scientific MMP, scientific TPS, or scientific classical. The type of the research was quasi experimental research using design factorial 3x3. The population was the students in grade VIII junior high school in a city of Pemalang. The size of the sample was 309 students. The hypothesis test used unbalance two ways analysis of variance. The conclusions of the research were as follows. 1) Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical.Â 2)Â The students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 3)Â In scientific MMP, scientific TPS, scientific classical, the students with high EQ had better learning achievement than medium and low EQ, while the students with medium EQ had better learning achievement than low EQ. 4) At the students with high, medium, and low EQ, Scientific MMP provided better learning achievement than scientific TPS and scientific classical, while scientific TPS provided better learning achievement than scientific classical.Keywords: scientific MMP, scientific TPS, scientific Classical, Emotional Quotient,n Achievement

PENGEMBANGAN MODUL MATEMATIKA BERILUSTRASI KOMIK PADA MATERI SKALA DAN PERBANDINGAN KELAS VII SMP/MTs Ariastutik, Endah; Kusmayadi, Tri Atmojo; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (621.054 KB)

Abstract: This study aims at: 1) investigating elegibility of comic-illustrated mathematics module on the materials of scale and comparison for grade VII students of SMP/MTs, 2) investigating the effectiveness of comic-illustrated mathematics module on the materials of scale and comparison for grade VII students of SMP/MTs. This study was a research and development (R & D) in mathematics learning at SMP/MTs. The applied development model was a development model postulated by Borg and Gall modified by Sukmadinata, which consists of three stages, including: 1) preliminary research, 2) development, and 3) field testing, each of which contains several steps. The product validation process was carried out by material experts, media experts, and respondents. The effectiveness testing for the module carried out in MTs Negeri Ngawi. The data collecting instrument used was the mathematics performance test. The content validity was measured by validators. The reliability test for measuring the test instrument applied KR-20 formula and the discriminatory power used product-moment correlation formula by Karl Pearson. The balance test was carried out by using t-test. The prerequisite tests covered normality test using Lilliefors testing method and homogeneity test using Barttlet method. The experimental design for this research was randomized post-test-only control group design. On the basis of the research findings and development, the research is concluded: 1) the comic-illustrated mathematics module was feasible to be used in learning process, the comic-illustrated mathematics module is considered feasible when the evaluation result from retriever is âgoodâ, 2) the average students learning achievement in experiment class is better than that in control class, this conclusion is in accordance with the hypotheses proposed, namely learning with comic-illustrated mathematics module on the materials of scale and comparison for grade VII of SMP/MTs is more effective than direct learning without comic-illustrated mathematics module.Keywords: Learning Module, Mathematics Comic, Scale and Comparison.

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION PADA POKOK BAHASAN PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DITINJAU DARI MINAT BELAJAR SISWA Kurniawati, Eriska Fitri; Kusmayadi, Tri Atmojo; Soeyono, Soeyono
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (579.787 KB)

AbstrakÂ Tujuan penelitian ini adalah untuk mengetahui: (1) manakah yang memberi prestasi belajar matematika yang lebih baik, siswa yang dikenai model pembelajaran Problem Solving atau model pembelajaran kooperatif tipe TAI. (2) manakah yang memberikan prestasi belajar matematika yang lebih baik, siswa yang mempunyai minat belajar tinggi, sedang, atau rendah. (3) pada masing-masing tingkatan minat belajar siswa (tinggi, sedang, dan rendah), manakah yang memberikan prestasi belajar lebih baik antara model pembelajaran Problem Solving atau model pembelajaran kooperatif tipe TAI.Penelitian ini merupakan penelitianÂ eksperimental semu dengan desain faktorial 2Ã3. Populasi penelitian ini adalah seluruh peserta didik SMP di Kabupaten Rembang. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Sampel dalam penelitian ini sebanyak 194 peserta didik, dengan rincian 94 siswa pada kelas eksperimen satu dan 100 siswa pada kelas eksperimen dua. Pengumpulan datanya dilakukan melalui tes pilihan ganda dan angket minat belajar siswa. Uji coba instrumen tes meliputi validitas isi, tingkat kesukaran, daya pembeda, dan realibilitas. Uji prasyarat meliputi uji normalitas populasi menggunakan metode Lilliefors dan uji homogenitas variansi populasi menggunakan Bartlett. Dengan Î±= 0,05, diperoleh simpulan bahwa sampel berasal dari populasi yang berdistribusi normal dan mempunyai variansi yang homogen. Pengujian hipotesis menggunakan analisis variansi dua jalan dengan sel tak sama.Berdasarkan hasil pengujian hipotesis, diperoleh simpulan bahwa: (1) model pembelajaranÂ Problem Solving memberikan prestasi belajar matematika siswa yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe TAI. (2) prestasi belajar matematika siswa yang mempunyai minat belajar tinggi lebih baik daripada siswa yang mempunyai minat belajar sedang maupun rendah dan siswa yang mempunyai minat belajar sedang mempunyai prestasi belajar yang sama baik dengan siswa yang mempunyai minat belajar rendah. (3) model pembelajaran Problem Solving memberikan prestasi belajar matematika yang lebih baik dibandingkan dengan model pembelajaran kooperatif tipe TAI baik untuk siswa dengan minat belajar tinggi, sedang, maupun rendah. Sedangkan prestasi belajar matematika siswa yang mempunyai minat belajar tinggi lebih baik daripada siswa yang mempunyai minat belajar sedang maupun rendah dan siswa yang mempunyai minat belajar sedang mempunyai prestasi belajar yang sama baik dengan siswa yang mempunyai minat belajar rendah baik untuk siswa yang diberi model pembelajaran Problem Solving maupun model pembelajaran kooperatif TAI.Kata Kunci : Minat Belajar, Pembelajaran kooperatif, Problem Solving, Team Assisted Individualization, Prestasi Belajar Matematika.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DAN TEAMS GAMES TOURNAMENT (TGT) PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN DITINJAU DARI GAYA BELAJAR SISWA KELAS X SMK SE-KABUPATEN NGAWI TAHUN PELAJARAN 2015/2016 Nirawati, Lia Septy; Kusmayadi, Tri Atmojo; Sujadi, Imam
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (345.054 KB)

Abstract: The purpose of this study was to know the effect of the learning models on the learning achievement in mathematics viewed from the students adversity quotient. The learning models compared were the cooperative learning of TAI, TGT, and direct learning model. The type of research was a Â quasi-experimental research with aÂ 3x3 factorial design. The study population was all grade 10 students of Secondary Schools in Ngawi Regency in the academic year of 2015/2016. Instruments used for data collection were mathematics achievement test and learning style questionnaire. The data analysis technique used was the two-way ANOVA with unequal cell. Based on the hypothesis test, it was concluded that: 1) The mathematics learning achievement of the students who were treated by TAI learning model was better than the mathematics learning achievement of the students who were treated by TGT and direct learning model on equality and inequality, the mathematics learning achievement of the students who were treated by TGT learning model was better than the mathematics learning achievement of the students who were treated by direct learning model on equality an inequality; 2) The mathematics learning achievement of the students with visual type was better than the mathematics learning achievement of the students with auditory or kinesthetic type and the learning achievement of auditory type students was better than Â the Â learning Â achievement of kinesthetic type students on equality and inequality; 3) The visual type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and the students mathematics learning learningÂ achievement with TGT learning model was same the students with direct learning model; the mathematics achievement of auditory type students who were treated by TAI learning model had better mathematics learning achievement than the students with TGT or direct learning model and students who were treated by TGT learning model had better mathematics learning achievement than the students with direct learning model; the mathematics achievement of kinesthetic type students who were treated by TAI, TGT, and direct learning models had the same mathematics learning achievement; 4) In TAI, TGT and direct learning model, the mathematics learning achievement of visual type, auditory, and kinesthetic had the same mathematics learning achievement.Keywords: TAI, TGT, Direct Learning Model, Learning Style, Mathematics Learning Achievement

PROFIL KETERAMPILAN GEOMETRI SISWA TUNANETRA DI SEKOLAH INKLUSI PADA MATERI SEGIEMPAT ( Studi Kasus di SMP MIS Surakarta) Ardiantoro, Gigih; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 7, No 1 (2017): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (267.379 KB)

Abstract: This research is aimed to describe the skills in geometry of visually impaired inclusion students on rectangular learning. This research was qualitative research. The research subjects were grade IX student of SMP MIS Surakarta. There were 3 students consisting of 1 low vision student, 1 totally blind when he was 15 years old, and 1 totally blind since she was born. The procedure of selecting the subject used in this research was purposive sampling technique. The data of research was collected through interviews based on rectangular task. The data was analyzed based the theory skill in Geometryâs of Hoffer. The steps are : analyze all data are available from several sources, perform data reduction, compiling data in units, categorization the obtained data unit which shows each information on skill in Geometry of blind students in SMP MIS Surakarta as well as implementation of inclusion programs at SMP MIS Surakartaâs data. Skill in Geometryâs data was validated using time triangulation andÂ implementation of inclusion programs at SMP MIS Surakartaâs data was validated using sources triangulation. The result of this research show that: 1) skills in geometry of low vision student cannot reach level 2 at all; 2) skills in geometry of student with totally blind when he was 15 year old can reach level 2 just on drawings skill. However, he cannot mastering level 0 on drawings skill well; 3) skills in geometry of student with totally blind since she was born cannot reach level 2 at all; 4) factors that affect skills in geometry of the students are availability of textbooks for students with visual impairment, the role of special guidances teachers, availability and uses of learning medium, teacher who has skills to handle student with visual impairment.Keywords: Geometry, Skills in Geometry, Visually impaired Student, Inclusions Student, RectangularÂ

PROSES MEMBANGUN PENGETAHUAN KONSEPTUAL PADA SISWA KELAS VIII DALAM PEMBELAJARAN MATEMATIKA DI SMP NEGERI 1 KUDUS Arisjanti, Nova Ayu; Sujadi, Imam; Kusmayadi, Tri Atmojo
Journal of Mathematics and Mathematics Education Vol 4, No 1 (2014): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.991 KB)

Abstract: The objective of this research is to describe the process of conceptual knowledge building of the students in Grade VIII in Mathematics learning at State Junior High School 1 of Kudus. This research used a qualitative case study method. The subjects of the research were three students in Grade VIII of the school with the high, medium, and low academic abilities respectively. The subjects of the research were chosen by using the purposive sampling technique. The data of the research were gathered through passive participatory observations. All of the learning activities were documented by taping them with handy camera. Based on data analysis of the three students in Grade VIII with the high, medium, and low academic abilities respectively in mathematics learning at the cube and cuboid elements at State Junior High School 1 of Kudus are as follows. (1) The process of conceptual knowledge building of the subject of the research with the low academic ability. Initially the knowledge associated with submitted materials teachers are still global. The information and knowledge obtained from doing the exercises, through: (a) visualizing the shape of cube and cuboid into the other shape to identify the elements; (b) making the relation and category classification between cube and cuboid. Doing the other activity, like: (a) learning the note book, handbook, and studentâs work sheet; (b) using the complete note book as reference in the learning; (c) attending courses. (2) The process of conceptual knowledge building of the subject of the research with the medium academic ability. Initially knowledge obtained from teacher in the mathematics learning still global. The information and knowledge obtained from doing the exercises, through: (a) making the relation and category classification between cube and cuboid; (b) identifying the side of shape from cuboid through example. Doing the other activity, like: (a) relearning the material; (b) using material from explanation the teacher as reference in the learning; (c) giving certain signs if there are differences in the contents of the learning materials of the books learned; (d) doing the different exercises with example from the teacher; (e) attending courses. (3) The process of conceptual knowledge building of the subject of the research with the high academic ability. Initially acquired knowledge not as detailed as what the teachers explained. The information and knowledge obtained from doing the exercises, through: (a) discussion; (b) visualizing the shape of cube and cuboid into the other shape to indentify the elements; (c) determining criteria of classification the cube and cuboid. Doing the other activity, like: (a) reading the material; (b) doing the exercises from the formula and solution in the handbook; (c) attending courses.Keywords: the process of knowledge building, conceptual knowledge, and mathematics learning.

EKSPERIMENTASI PEMBELAJARAN MATEMATIKA DENGAN MODEL KOOPERATIF MODIFIED JIGSAW PADA POKOK BAHASAN BANGUN RUANG SISI DATAR DITINJAU DARI TINGKAT PERCAYA DIRI SISWA SEKOLAH MENENGAH PERTAMA (SMP) NEGERI SE-KABUPATEN BOJONEGORO TAHUN PELAJARAN 2011/2012 Puspananda, Dian Ratna; Kusmayadi, Tri Atmojo; Usodo, Budi
Journal of Mathematics and Mathematics Education Vol 2, No 2 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (464.505 KB)

ABSTRAKÂ Penelitian ini diadakan dengan tujuan untuk mengetahui : (1) Manakah yang menghasilkan prestasi belajar matematika lebih baik, antara model pembelajaran Modified Jigsaw, Jigsaw atau Konvensional, (2) Manakah yang menghasilkan prestasi belajar matematika lebih baik, siswa dengan tingkat percaya diri tinggi, sedang atau rendah, (3) Pada model pembelajaranÂ Modified Jigsaw, manakah yang menghasilkan prestasi belajar matematika lebih baik, tingkat percaya diri tinggi, sedang atau rendah, (4) Pada model pembelajaran Kooperatif Jigsaw, manakah yang menghasilkan prestasi belajar matematika lebih baik, tingkat percaya diri tinggi, sedang atau rendah, (5) Pada model pembelajaranÂ konvensional, manakah yang memberi prestasi belajar matematika lebih baik, tingkat percaya diri tinggi, sedang atau rendah, (6) Pada tingkat percaya diri tinggi, manakah yang memberi prestasi belajar matematikaÂ lebih baik, model pembelajaran konvensional, Jigsaw atau Modified Jigsaw, (7) Pada tingkat percaya diri sedang, manakah yang memberi prestasi belajar matematikaÂ lebih baik, model pembelajaran konvensional,Â Jigsaw atau Modified Jigsaw, (8) Pada tingkat percaya diri rendah, manakah yang memberi prestasi belajar matematikaÂ lebih baik, model pembelajaran konvensional,Â Jigsaw atau Modified Jigsaw.Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3x3. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMPN se-Kabupaten Bojonegoro tahun pelajaran 2011/2012. Pengambilan sampel dilakukan dengan caraÂ stratified cluster random sampling sehingga terpilih tiga sekolah yaitu SMPN 3 Bojonegoro, SMPN 6 Bojonegoro, dan SMPN 7 Bojonegoro. Instrumen yang digunakan untuk mengumpulkan data adalah angket sikap percaya diri dan tes prestasi belajar.Dalam penelitian ini dapat disimpulkan bahwa: (1) Siswa-siswa dengan pembelajaran kooperatif modified jigsaw mempunyai prestasi belajar matematika yang lebih baik daripada siswa-siswa dengan pembelajaran kooperatif jigsaw dan pembelajaran konvensional. Sedangkan siswa-siswa dengan pembelajaran kooperatif jigsaw mempunyai prestasi belajar matematika yang lebih baik daripada siswa-siswa dengan pembelajaran konvensional, (2) Prestasi belajar matematika siswa yang mempunyai percaya diri tinggi lebih baik daripada prestasi belajar matematika siswa yang mempunyai percaya diri sedang dan rendah. Tidak ada perbedaan prestasi belajar matematika antara siswa yang mempunyai percaya diri sedang dan rendah, (3) Pada pembelajaran kooperatif modified jigsaw, tidak ada perbedaan antara prestasi belajar matematika pada masing-masing tingkatan percaya diri, (4) Pada pembelajaran kooperatif jigsaw, tidak ada perbedaan prestasi belajar matematika antara siswa-siswa dengan tingkat percaya diri tinggi dan sedang. Begitu pula dengan prestasi belajar matematika siswa-siswa dengan tingkat percaya sedang dan rendah juga tidak mempunyai perbedaan. Tetapi untuk prestasi belajar matematika siswa-siswa dengan percaya diri tinggi lebih baik daripada prestasi belajar matematika siswa-siswa dengan percaya diri rendah, (5) Pada pembelajaran konvensional, tidak ada perbedaan antara prestasi belajar matematika pada masing-masing tingkatan percaya diri, (6) Pada siswa Â yang memiliki percaya diri tinggi, tidak ada perbedaan antara prestasi belajar matematika siswa yang diberi pembelajaran kooperatif modified jigsaw dan pembelajaran kooperatif jigsaw. Akan tetapi prestasi belajar matematika siswa dengan percaya diri tinggi yang diberi pembelajaran jigsaw dan modified jigsaw lebih baik daripada siswa dengan percaya diri tinggi yang diberi pembelajaran konvensional, (7) Pada siswa Â yang memiliki percaya diri sedang, prestasi belajar matematika siswa yang diberi pembelajaran kooperatif modified jigsaw lebih baik daripada siswa yang diberi pembelajaran kooperatif jigsaw dan pembelajaran konvensional. Prestasi belajar matematika siswa yang diberi pembelajaran kooperatif jigsaw lebih baik daripada siswa yang diberi pembelajaran konvensional, (8) Pada siswa Â yang memiliki percaya diri rendah, tidak ada perbedaan antara prestasi belajar matematika siswa yang diberi pembelajaran kooperatif jigsaw dan pembelajaran konvensional. Akan tetapi prestasi belajar matematika siswa yang diberi pembelajaran kooperatif modified jigsaw lebih baik daripada siswa dengan yang diberi pembelajaran jigsaw dan konvensional.Kata kunci:Â Â Â Â Modified Jigsaw, Jigsaw, Konvensional, Percaya Diri Siswa, dan Prestasi Belajar Matematika

EKSPERIMENTASI MODEL PROBLEM BASED LEARNING DAN MODEL PEMBELAJARAN MISSOURI MATHEMATICS PROJECT DITINJAU DARI SIKAP SISWA TERHADAP MATEMATIKA PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL KELAS VII SMP NEGERI SE-KABUPATEN BELITUNG Irnistisia, Firna; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 1 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (598.565 KB)

Abstract: The objective of this research was to investigate the effect of theÂ learning models on the learning achievement in mathematics viewed from students attitude toward mathematics. The learning models compared were the problem based learning (PBL) type, the cooperative learning model of the missouri mathematicsÂ project (MMP) type, and the direct learning model. This research used the quasi experimental research. Its population was all of the students in Grade VII of State Junior Secondary Schools of Belitung regency in Academic Year 2014/2015. The samples of the research were taken by using the stratified cluster random sampling technique and consisted of 285 students. They were grouped into three classes, namely: 95 students in Experimental Class 1, 96 students in Experimental Class 2, and 94 students in Control Class. The instruments to gather the data were test of achievement in learning mathematics and the students attitude toward mathematics questionnaire. The proposed hypotheses of the research were analyzed by using the two way analysis ofÂ variance with unbalanced cells. The results of the research were as follows. 1) The cooperative learning model of the PBL type results in a better learning achievement in Mathematics than the cooperative learning model of the MMP typeÂ andÂ theÂ directÂ learningÂ model,Â the cooperativeÂ learningÂ model ofÂ theÂ MMP type results in a better learning achievement in Mathematics than the direct learning model. 2) Â TheÂ studentsÂ withÂ the high attitudes toward mathematics have a better learning achievement in mathematics than those with the moderate students attitudes toward mathematics andÂ those withÂ the low students attitudes toward mathematics, the students with the moderate attitudes toward mathematics have a better learning achievement in mathematics than those with the low students attitudes toward mathematics. 3) There was an interaction the aforementioned learning models and the categories students attitude toward mathematics on the learning achievement in mathematics of the students.Keywords: PBL, MMP, and students attitude toward mathematics.

PENALARAN MATEMATIS SISWA DALAM PEMECAHAN MASALAH ALJABAR DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT - FIELD INDEPENDENT Panglipur Yekti, Sherly Mayfana; Kusmayadi, Tri Atmojo; Riyadi, Riyadi
Journal of Mathematics and Mathematics Education Vol 6, No 2 (2016): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (376.611 KB)

Abstract: The research aims to describe the mathematical reasoning of students with Field Dependent (FI) and Field Independent (FD) cognitive style in solving algebra problems. Type of this research is descriptive qualitative. The cognitive styles of 32 students of class VIII H SMPN 2 Karanganyar were determined using Group Embedded Figures Test (GEFT). Each category of cognitive styles was taken three students with the high, medium, and low scores and were used as research subjects. Data was collected by interview based tasks. Validity of the data used time triangulation. Techniques of data analysis were done by: (1) classfying the data into Polyaâs problem solving steps, (2) presenting the data in narrative text, and (3) concluding the studentsâ mathematical reasoning in each Polyaâs problem solving steps. The results of this research showed that mathematical reasoning students with FD cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information but not perfect. While the mathematical reasoning students with FI cognitive styles in algebra problem solving is: (1) able to identify the problem clearly and completely, (2) able to describe the conditions of the problem, (3) able to connect different elements of information completely, (4) able to apply algebraic concepts that have been studied previously, and (5) able to make conjectures for problem solving strategies but incomplete.Keywords: Mathematical reasoning, algebra problems, cognitive styles

PROSES BERPIKIR SISWA KELAS IX SEKOLAH MENENGAH PERTAMA YANG BERKEMAMPUAN MATEMATIKA TINGGI DALAM MEMECAHKAN MASALAH MATEMATIKA Kusmayadi, Tri Atmojo; Sujadi, Imam; Muhtarom, Muhtarom
Journal of Mathematics and Mathematics Education Vol 2, No 1 (2012): Journal of Mathematics and Mathematics Education
Publisher : Journal of Mathematics and Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (360.13 KB)

Â ABSTRAKÂ This study aim to describe the studentsâ thinking process of 9th grade of Junior High School has a high mathematics capability in solving the mathematics problem based on Polya rule.This study is qualitative descriptive research. The criteria of subject selection included the studentsâ has a high mathematics capability and communication fluency both spoken and written. The data collection was done using written test and task-based interview techniques. Data analysis done based on written test data and task-based interview techniques data. And then it has been done the method triangulation to get valid subject data.Â Finally, the result of description thinking process as follows: students with high mathematics capability, in understanding problem using assimilation thinking process, make a plan using assimilation and accommodation thinking process. Assimilation thinking process can be identified when the students can mention the prerequisite material, can directly relate the sides kite (BF = FG) and can directly develop problem solving plan. Meanwhile, accommodation thinking process can be seen when the students drew an auxiliary line from E to the right thereby intersecting with CD line (the intersection was labeled H point), so devided trapezoid AEDG become right triangle EHG and rectangle AEHD. In carrying out a plan and in looking back at the completed solution, the students used assimilation thinking process.Â Keywords: thinking process, mathematics problem, and problem solving.

Title

Found 10 Documents
Search
Journal : Journal of Mathematics and Mathematics Education

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 10 Documents Search Journal : Journal of Mathematics and Mathematics Education

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 10 Documents
Search
Journal : Journal of Mathematics and Mathematics Education