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TINGKAT KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA SISWA SMAN DI SURABAYA Prastiti, Tri Dyah; Tresnaningsih, Sri; Mairing, Jackson Pasini
AdMathEdu : Mathematics Education, Mathematics, and Applied Mathematics Journal Vol 8, No 1: Juni 2018
Publisher : Universitas Ahmad Dahlan

Penelitian ini bertujuan untuk mendeskripsikan Tingkat Kemampuan Berpikir Kreatif (TKBK) Matematis siswa kelas XI dari SMAN terakreditasi A di kota Surabaya. Peneliti mengembangkan dua masalah matematika materi lingkaran dimana siswa-siswa diminta untuk menyelesaikan dengan cara yang berbeda di setiap masalah. Subjek penelitian ini adalah 186 siswa SMAN 2 Surabaya, dimana kedua masalah yang telah dikembangkan tersebut dibagikan kepada subjek penelitian. Penyelesaian siswa dinilai menggunakan rubrik holistik kemudian diidentifikasi ketercapaian dari tiga indikator berpikir kreatif. Indikator tersebut adalah kefasihan, fleksibilitas dan kebaruan. Hasilnya menunjukkan bahwa siswa-siswa tersebut dimana yang tergolong sangat kreatif (TKBK 4), kreatif (TKBK 3), cukup kreatif (TKBK 2),Â kurang kreatif (TKBK 1) atau tidak kreatif (TKBK 0) secara berturut-berturut sebanyak 5,4 %; 8,6%; 5,9%, 67,7% dan 12,4%. Dengan kata lain, 80,1% siswa-siswa tersebut tergolong kurang kreatif dan tidak kreatif. Kondisi tersebut terjadi karena kebiasaan penyelesaian siswa-siswa didasarkan pada rumus-rumus yang dipelajarinya di kelas. Banyak siswa yang kurang berani mengembangkan kreatifitas berpikir lebih jauh dari bekal yang sudah dimilikinya.

Implementasi Tutorial Berbasis Deep Dialogue Dan Critical Thinking Dalam Tutorial Pendidikan Matematika 2 Pada Mahasiswa S-1 PGSD Pokjar Ngawi Tresnaningsih, Sri; Dwikoranto, Dwikoranto
JURNAL AGRI-TEK Vol 15, No 1 (2014): JURNAL AGRI-TEK
Publisher : JURNAL AGRI-TEK

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (184.536 KB)

Improving activities of tutorial require to apply correct strategy of tutoring. Problem that will be solved is how to implement the deep dialogue and critical thinking (DD/CT) in tutorial activities and student achievement improvement at subject of mathematics2nd and also student response by applying the DD/CT in tutorial. Target of the research is to describe the implementation form of DD/CT in tutorial activities and improvement of learning achievement, and also student response with applying of DD/CT in tutorial. Device research of development adoption of four-D model from Thiagarajan. . Research subject is students of S-1 PGSD group Ngawi.. Result learn in very good category (RTT-1: 85,0; RTT-2: 89,0; and RTT-3: 90,5) and mount each;every phase ( 4,71% and 1, 70%).Keywords: tutorial, dialogue deep, thinking critical.

UPAYA MENINGKATKAN KETERAMPILAN BERPIKIR PADA MATA KULIAH MATEMATIKA DENGAN PEMBERDAYAAN BERPIKIR MELALUI PERTANYAAN (PBMP) BAGI MAHASISWA UT POKJAR NGAWI Tresnaningsih, Sri
JURNAL AGRI-TEK Vol 19, No 1 (2018): JURNAL AGRI-TEK
Publisher : JURNAL AGRI-TEK

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (79.089 KB)

Open University as one of State Universities since the beginning has done different lectures with regular colleges. In Distance Learning Higher Education (PTTJJ) students are required to study independently. Self-learning requires students to learn on their own initiative or initiative. Self-study can be done independently or in groups, either in study groups or in tutorial groups. Self-study will support a learning paradigm centered on Student Center Learning (SCL) students, is not teacher-centered Teacher Center Learning (TCL) teaching. Student-centered learning feels more empowering thinking skills and can construct knowledge. Learning through questioning is one way that can be empowered so that students can construct knowledge. Learning through questioning is one way that can be empowered so that students can construct knowledge. There are several strategies, methods, or models of learning through asking. PBMP (Empowerment of Thinking Through Questions) or TEQ (Thinking Empowerment by Questioning). Mathematics Course (PDGK 4108) consists of 12 modules How tutors can deceive students thinking through questions, so that face-to-face tutorials as much as 8 times can be optimal. Keywords: thinking skills, mathematics, PBMP.

Upaya Peningkatan Pemahaman Materi Mata Kuliah Matematika Dengan Menerapkan Pilar-Pilar CTL (Contextual Teaching And Learning) Pada Mahasiswa S1 PGSD Pokjar Kota Madiun. (Kajian Konseptual) Tresnaningsih, Sri
JURNAL AGRI-TEK Vol 16, No 1 (2015): JURNAL AGRI-TEK
Publisher : JURNAL AGRI-TEK

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.03 KB)

Students Elemantery Education Universitas Terbuka (UT) in Madiun includes students PGSD and PGPAUD. For S-1 PGSD is input D-2 PGSD and high school backgrounds of various inputs such as from high school science, high school social studies, vocational school with a variety of majors. Clumps mathematics courses listed in the curriculum of UT are in the 2nd half, 3.4 and 8. Mathematics with code PDGK 4108 consists of 12 modules contains more high school math material. Being material to SD's more widely discussed in the module Mathematics Education I, II modules Mathematics Education and Learning Mathematics in Elementary School. Research on "Efforts to improve the understanding of the subject matter of mathematics by applying pillars CTL (Contextual Teaching and Learning) Students S-1 PGSD Madiun" against the background of the fact on the ground that the learning process in the tutorial that lasts for 8 sessions @ 120 minutes. The students complained that the understanding of the mathematical material that consists of 12 modules covering subject matter of logic, reasoning and mathematical systems, linear equations and inequalities, quadratic equations and inequalities, sets, relations and functions, opportunities, social arithmetic, introduction to statistics 1, introductory statistics II, problem solving, transformation, congruence and similarity is very difficult understanding and presentation boring. Similarly, the results are not satisfactory. My observations as the Responsible Territory Madiun to tutor in delivering course material math module discusses a matter still is one-way. Tutor more material in a lecture delivered rarely interspersed with questions, the interaction between the tutor and the student so that the student is less passive. This research is to answer the question of how the effect of the application of the pillars of CTL in an effort to increase understanding of mathematical material. This research is a Class Action Research with steps that constitute a cycle or a cycle consisting of a plan of action, implement the action, observing, and reflecting. From the analysis of the data showed that a class action research by applying the pillars CTL is successful . .Keywords : improvement, understanding of mathematics, CTL and learning.

PENGEMBANGAN LEMBAR KERJA MAHASISWA BERBASIS HIGH ORDERTHINKING SKILLS PADA MATAKULIAH MATEMATIKA DI UNIVERSITAS TERBUKA Prastiti, Tri Dyah; Tresnaningsih, Sri; Thaib, Dina
Jurnal Pendidikan Vol 20 No 1 (2019)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jp.v20i1.p40-52.2019

Mathematical thinking is divided into lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS). The LOTS is consisted of recall thinking and basic thinking, while HOTS required a more complex thinking abilities such as critical thinking and creative thinking. This research is aimed to develop a valid, effective, and practical HOTS-based worksheet for S-1 PGSD students who took Mathematics course in Universitas Terbuka. The application of HOTS-based worksheet is expected to be able to improve students’ learning motivation, as well as their ability in thinking critically and creatively in solving mathematical problems. The research is a developmental research, and the obtained data were analyzed descriptively. The subjects of this research were 72 students of S-1 PGSD program Universitas Terbuka Surabaya who took Mathematics (PDGK4108) course. The results showed that the developed HOTS-based worksheet fulfils the validity, practical, and effective criteria to improve students’ learning motivation, which can be seen that 77% of students (56 students) felt encouraged and motivated to think critically and creatively, 72% of students (52 students) showed the ability to solve problem based questions. Furthermore, 78% of the students (41 students) achieved 75 out of 100 score or more. It can be concluded that the application of the developed HOTS-based worksheet is suitable in teaching Mathematics. Kemampuan berpikir dalam matematika dibagi atas kemampuan berpikir tingkat rendah (low order thinking skills disingkat LOTS) dan berpikir tingkat tinggi (high order thinking skills disingkat HOTS). Berpikir yang tergolong LOTS meliputi berpikir memanggil (recall thinking), dan berpikir dasar (basic thinking),sedangkan yang tergolong HOTS meliputi berpikir kritis (critical thinking) dan berpikir kreatif (creative thinking). Penelitian ini bertujuan mengembangkan LKM (lembar kerja mahasiswa) berbasis HOTS pada matakuliah Matematika di program S-1 PGSD UT yang valid, efektif dan praktis. Pendekatan tutorial dengan menggunakan LKM HOTS ini, diharapkan dapat meningkatkan motivasi belajar mahasiswa dan meningkatkan kemampuan berpikir kritis serta meningkatkan kemampuan dalam mengerjakan soal-soal matematika sehingga dapat meningkatkan hasil belajar. Jenis penelitian adalah penelitian pengembangan (developmental research) dan deskriptif. Subjek penelitian sebanyak 72 mahasiswa program S1 PGSD UPBJJ UT Surabaya yang mengambil mata kuliah Matematika (PDGK4108). Hasil penelitian menunjukkan bahwa LKM berbasis HOTS yang dikembangkan memenuhi kriteria valid, praktis danefektif,  untuk meningkatkan motivasi belajar mahasiswa, ditunjukkan oleh 77% (56 mahasiswa) yang merasa tertantang dan termotivasi untuk berpikir tingkat tinggi (kritis, dan kreatif), 72% (52 mahasiswa) mampu menyelesaikan soal-soal yang bersifat pemecahan masalah, dan dari mahasiswa yang mampu tersebut ada sebanyak 78 % (41 mahasiswa) mendapat nilai lebih dari atau sama 75 dari skor maksimal 100. Penelitian ini menyimpulkan bahwa LKM bebasis HOTS yang dikembangkan cocok untuk diaplikasikan dalam pengajaran matematika.

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