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All Journal Jurnal Pendidikan Matematika (Kudus) Jurnal Pendidikan MIPA
Zulfa, Faradina Nilam
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Education Mathematics

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Identifying Field-Independent Cognitive Styles of Junior High School Students on Numeracy Zulfa, Faradina Nilam; Sujadi, Imam; Riyadi, Riyadi
Jurnal Pendidikan MIPA Vol 25, No 1 (2024): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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Abstract

Numeracy encompasses not only the manipulation of numbers and their operations, but also the application of concepts, procedures, facts, and mathematical tools to problem solving. In numeracy, there are cognitive levels that form a hierarchy of thinking, which includes knowing, applying, and reasoning. The cognitive level of reasoning involves the process of formulating problems, using mathematical concepts or procedures, and interpreting solutions in real-life contexts. To reach this level, analytical thinking is required, as FI individuals have a tendency to organize unorganized objects and vice versa. This research aims to describe how FI students use their numeracy skills to solve social arithmetic problems that arise in daily life at each cognitive numeracy level. A case study design was chosen as an alternative to achieve research objectives. Data collection was carried out using test-based interviews. Students are given two stimuli related to ratios and percentages, with each stimulus having three questions adjusted to the cognitive level of numeracy and followed by an interview. The data is then reduced and presented until valid conclusions are obtained based on data saturation. The results of the research show that FI students are able to identify known things related to ratios/percentages and explain the concept of ratios/percentages in solving social arithmetic problems. They are able to create mathematical models and apply these models to solve social arithmetic problems, provided that they pay more attention to writing down the solution steps to minimize writing errors. FI students can draw conclusions based on ratio/percentage information and provide arguments to support claims related to ratios/percentages in solving social arithmetic problems. If FI students remember to always use notation, the conclusions they draw will be correct. The research's three FI students met the indicators, but there are a few points that need further emphasis.         Keywords: numeracy, cognitive level, field-independent, ratio and proportion.DOI: http://dx.doi.org/10.23960/jpmipa/v25i1.pp373-385
Computational Thinking in Solving Arithmetic Sequences Problems for Slow Learners: Single Subject Research Zulfa, Faradina Nilam; Andriyani, Andriyani
Jurnal Pendidikan Matematika Vol 6, No 1 (2023): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v6i1.20406

Abstract

The importance of mathematical problem-solving skill shows that it is very important to develop it as an integrated part of learning mathematics process. However, some prior research results show that students' problem-solving skill is still relatively low, especially for slow learners. The students as slow learners require external stimulation or encouragement to help them to simplify complex problems into simple one. One of stimulations or encouragements is a computational thinking technique. The computational thinking technique in this research includes four principles namely decomposition, abstraction, pattern recognition, and algorithms. This research aims to determine the use of computational thinking for slow learners in solving problems related to arithmetic sequences. The method used in this research is single-subject research having two students as research subjects in one group. The data collection techniques include observation and students’ test results and the data analysis techniques used are within-conditions analysis and between-conditions analysis with an A-B research design. The A-B research design is one of designs in Single Subject Research (SSR) method, with A as the baseline phase and B as the intervention phase. The results show that in the baseline phase, the students receive a final score in the range of 20 to 30 and in the intervention phase, after being given a computational thinking technique as a treatment, students' final scores increase to the range of 50 to 60. This shows that there is positive effect using computational thinking technique for slow learners in solving arithmetic sequences problems. Pentingnya peran pemecahan masalah matematika menunjukkan perlunya mengembangkan kemampuan tersebut sebagai bagian integral dari pembelajaran matematika. Namun, beberapa hasil penelitian terdahulu menunjukkan bahwa kemampuan pemecahan masalah siswa masih terbilang rendah, terkhusus siswa lamban belajar. Keterbatasan siswa lamban belajar memerlukan rangsangan atau dorongan dari luar untuk membantu siswa lamban belajar menyederhanakan permasalahan yang kompleks menjadi beberapa masalah sederhana, seperti pendekatan berpikir komputasional. Pendekatan berpikir komputasi dalam penelitian ini mencakup empat prinsip, yakni dekomposisi, abstraksi, pengenalan pola dan algoritma. Penelitian ini bertujuan untuk mengetahui peran berpikir komputasi untuk siswa lamban belajar dalam menyelesaikan permasalahan terkait barisan aritmetika. Penelitian ini menggunakan metode Single Subject Research dimana subyek dalam penelitian ini adalah dua siswa dalam satu kelompok. Teknik pengumpulan data meliputi observasi dan hasil tes siswa. Teknik analisis data menggunakan analisis dalam kondisi dan analisis antar kondisi dengan desain penelitian A-B. Desain penelitian A-B merupakan salah satu desain dari Single Subject Research (SSR) dengan A sebagai fase baseline dan B sebagai fase intervensi. Hasil penelitian menunjukkan bahwa pada fase baseline, subjek mendapatkan skor akhir pada kisaran 20 hingga 30, dan pada fase intervensi, setelah diberikan perlakuan berupa pendekatan berpikir komputasi, skor akhir siswa meningkat menjadi dalam rentang 50 sampai 60. Hal ini menunjukkan bahwa penggunaan pendekatan berpikir komputasi berpengaruh positif terhadap pemecahan masalah siswa lamban belajar terkait barisan aritmatika.
Co-Authors Andriyani Andriyani Imam Sujadi Riyadi Riyadi