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PENGARUH PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA DI SMA ANTARTIKA SIIDOARJO Ainur Rosita; Erlin Ladyawati
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

This research supported by time progress more advanced. Where future need people who have high levels of creativity. That is why students for the foreseeable future must be more sharpening the capacity to think creative. But the important role of teacher, no less important that approach learning held at the time. To make students creative thinking, students are faced with the problem open-ended goals not oriented in the final answer but more emphasis on the process of to get answers. The formulation of the research is “can influence open-ended approach of the ability of creative thinking mathematically students?“ the purpose of this research is to know how big the influence of open-ended approach of the ability of creative thinking mathematically students”. In this research to measures the creative thinking mathematically students do with the tests the ability of creative thinking that leads to the creative thinking that: mathematical that: elaboration , flexibility , the problem sensitivity , originality , and fluency. The population in this research is the students of SMA Antartika Sidoarjowith the sample class XI MIPA 3 as a class experiment and XI MIPA 4 as a control class. Research data obtained analyzed using normality test, homogeneity test and t-test. Ho hypothesis research: no influence open-ended approach with conventional lessons in the ability of creative thinking mathematically students in SMA AntartikaSidoarjo academic year 2015-2016, while H1: there is the influence of open-ended approach with conventional lessons in the ability of creative thinking mathematically students in SMA AntartikaSidoarjo academic year 2015-2016. its testing criteria that its tarithmetic<ttable. Of calculation t-test obtained 2,594>1.98932, Ho rejected it means. So that in this study concluded that there is influence open-ended approach towards the ability of creative thinking mathematically students in SMA AntartikaSidoarjo academic year 2015-2016. Keywords: Open-ended approach,creative thinking mathematical.

PENERAPAN PENDEKATAN PROBLEM POSING PEMBELAJARAN MATEMATIKA DI KELAS VIII A SMPN 2 TAMAN Anna Wahyu Hidayah
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

This research in the wake of the fact it can be said that the rapid technological development wasbased on the development of mathematics, math has been taught right from kindergarten up of a higher level.To print a future thinker with math experts needed for effective learning and efficientso that teachers should be able to select appropriate learning for students. formulation of the problem in this research is” how completeness of student learning outcomes, level of creative thinking abilitiesand the students' response to learning Problem Posing?” the purpose of this study was to describeclassically completeness of student learning outcome, level of creative thinking abilitiesand the students, and the response given students after learning Problem Posing.In this study to measure student mastery gained from achievement test(THB), to determine the level of students' creative thinking abilities(TKBKS) taken from the test results correlated learningwith components of creative thinkingthat is fluency, flexibility, originility, dan elaborationand to evaluate the response of the students was obtained from questionnaires source data from this study is the class VIII A SMPN 2 Taman. Data obtained from this study are as followsz: from the results THB stated that in the classical completeness of85,29 %,as much as 67 % students occupied TKBKS levelfour (very creative) and the students' response to the statement of learning Problem Posing have an average maximum of 3,51that is " I feel Problem Posing learning model is useful for learning mathematics”. From the above it can be concluded that the study results in the classical mastery learning Students Creative Thinking Ability level the student is able to be in a position TKBS 4 ( very creative ) , students can be said to be a positive response. Keywords: Creative thinking, level of creative thinking, fluency, flexibility, originility, elaboration, Problem Posing

PROFIL BERPIKIR KREATIF DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA Dian Susanti
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

This research will be based in the background by the problems often encountered by students that is completing a math problem, in particular the question of the story. Most students consider the intricate story is primarily a matter which could not be resolved in a practical way. Formulation of the problem in this research is "how the profile of the creative thinking of students of class VIII C 1 PGRI Surabaya in JUNIOR HIGH solve math story?”.The purpose of this research is to know the profile of the creative thinking of students of class VIII C 1 PGRI Surabaya SMP in solving math story problem, especially in terms of his thinking ability. the thought process is a process that consists of the reception of information (from outside or in the students), management, storage, and callbacks that information from the student's memory. This means that in thinking someone is sure doing a process to find a conclusion or completion of something that thought. Thought process in this study are grouped into three conceptual thought process, that is the way of thinking of students in solving a problem using concepts that have been learned. Semikonseptual, that is the way of thinking of students in solving a problem using concepts that have been learned, but not complete. Computational, i.e. a way of thinking of students in solving a problem without using concepts that have been learned. In research done by using written tests, documentation, and interviews.The subject in this study consisted of 6 students consisting of two people of high ability students, two students are capable of being, and two low-capable students. The data obtained by means of the previous semester raport values obtained, test essay be reserved story sdah validated by two validator, and then in kroschek with the interview. The results showed that the thought process of a group of high-ability students tend to think conceptually, capabilities are likely to be in the process of thinking is semikonseptual, whereas the thought processes of a group of low ability students tend to be on Computational thinking processes. Keywords: process of thinking, conceptual, computational, semikonseptual.

HUBUNGAN KESULITAN BELAJAR MATEMATIKA TERHADAP KEMAMPUAN KONEKSI MATEMATIKA PADA SISWA SMK KARTIKA 1 SURABAYA Elok Hidhayati Hartanti
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

This research is motivated by the low ability students' mathematical connections. Mathematical reasoning and connections are two basic mathematical ability that must be mastered middle school students. However, many students have problems and learning difficulties in solving mathematical problems. Through the process of mathematical connections, conceptual thinking and students' horizons will be broader, the students will have the skills to solve problems and make decisions. The problem of this research is " Is there any connection to the students' mathematics learning difficulties mathematical connection capability? ". Subjects in these criteria is a class XI student of SMK Kartika Accounting 1 Surabaya. Data obtained by questionnaire to measure students' learning difficulties and then given treatment for the provision of learning achievement test items to get valid data. Based on the analysis of data by using the formula Pearson product moment is known H_0 is no relationship difficulty learning mathematics against the ability to connect mathematics to the students of class XI AK-1 SMK Kartika 1 Surabaya while the H1 is no relationship difficulty learning mathematics against the ability to connect mathematics to the students of class XI AK-1 SMK Kartika 1 Surabaya. Of the formula product moment correlation can be obtained rhitung with significance level of 5% showed greater than the value rtabel = 0.344 and rhitung = 0.45; where r_hitung> r_tabel or 0.45> 0.344, it can be concluded that learning difficulties affect the ability of students' mathematical connections. Keywords: Learning Difficulties, Mathematics Connection Capability

PENGARUH PEMBELAJARAN MATEMATIKA REALISTIK TERHADAP KEMAMPUAN MATEMATIS SISWA (DITINJAU DARI KEMAMPUAN REPRESENTASI DAN KOMUNIKASI) Hidayatul Purnama Ariyanti
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

This research is motivated by the low mathematical ability of students seen in the test results Programme for International Student Assessment (PISA) in 2012. The ability of mathematics not only be based on the ability of understanding only, but there are also other capabilities that factor into the level of mathematical ability of students, among others, representation and communication capabilities. So to overcome this use realistic mathematics learning. Formulation of the problem in this research is "Is there any realistic mathematics education effect on the ability of students' mathematical representation and communication?". The goal was to determine the effect of realistic mathematics learning of the mathematical ability of students' representation and communication. The method used is Posttest-Only Control Design which will give treatment to the realistic mathematics learning experiment class and conventional learning to control class. After treatment, given posttes to measure its influence in the ability of students' mathematical representation and communication. The research instrument in the form of tests which contains the indicator variables. Subjects in this study were 32 students of the control class and 32 students for the experimental class. For data analysis used the t-test previously conducted pre-requisite test the normality and homogeneity test. In this study, H0 reads No realistic mathematics education effect on the ability of students' mathematical representation and communication. And H1 reads no realistic mathematics education effect on the ability of students' mathematical representation and communication. The results show the ability of the student representation is obtained and the communication skills of students obtained which showed that H0 refused on both. It can be concluded that the realistic mathematics instruction affect the ability of students' mathematical representation and communication. Keywords: Realistic Mathematics Education, Communication Skills, Representation Skills.

PENGARUH MODEL PEMBELAJARAN TAI (TEAM ASSISTED INDIVIDUALIZATION) TERHADAP HASIL BELAJAR SISWA Moh. Halih
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

The research was done because there were a lot of students who have minimum score in mathematic subject. The statement of the problem is “Is there any influence in TAI teaching model to the students’ achievement?”. The purpose of this study is to know the influence of TAI teaching model to the students’ mathematic achievement. TAI teaching model is one of the model in teaching which focuses on group, the students were divided in some small group in a class, member of group were consists of 4-5 students in a group. Then in this research the students were given “Himpunan”material.The sample of this research consists of two classes, the first is experiment class with 33 students who were given TAI teaching model, then the second is control class with 33 students who were given conventional teaching model. To know and analyze the students’ achievements, the researcher used posttest for both two classes. Based on the research conducted at SMP Rahmat Surabaya. The researcher concluded that the result of using TAI teaching model was given significant change the students score of experiment class, than using conventional teaching model in control class. After the students are given “Himpunan” material, they are given a posttest for the data analysis. The writer uses t-test for the data analysis. The research result is tcount<ttable (). So it could be conclude that TAI teaching model influenced on the students’ mathematic achievement for the seventh grade students on SMP Rahmat Surabaya. Keywords: TAI teaching model, students’ achievement.

PROFIL GAYA BELAJAR SISWA MELALUI PENDEKATAN KONSTRUKTIVISME DI SMA ANTARTIKA SIDOARJO Nerva Nur Opticia
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Understanding of mathematical concepts can be controlled well by the students if teachers can make students tend to be active pembelajaran.Untuk approach is needed to make students more active role in learning. One way that could condition the students play an active role in learning is the constructivism approach. This approach begins with giving problems to the students who ultimately students are expected to find their own way of solving the problem. In order for this study could be run better then the teacher should know the learning styles of each Shiva in order to adapt the way of good teaching. Observed learning styles are visual, auditory, and kinesthetic. The data source of this research in X Mipa 5 SMA Antartika Sidoarjo. Of the class was given a questionnaire about learning styles. Then the results of the questionnaire is reduced so that the two subjects are drawn from every learning style. Having drawn six subjects, administered tests problem solving with the criteria for having written a neat, use of symbols in the plant concept, task writing / composing, sensitivity to issues of artistic and understand about the form of the writing / reading From the results of these tests chrosscheked with interview , From the analysis of the test has been obtained, is obtained as follows. Profiles visual learning style has characteristics include in Lesson prefer casual, like raised his voice while reading, more like a lot of theory in practice, dislikes memorize and like math but weak in the count. Profile auditory learning style has characteristics include the time work on the problems less conscientious, like move their lips while reading, more like learning groups, dislike to memorize, like mathematics. Profile kinesthetic learning style has characteristics include the time learning like more prektek, sometimes like moving his lips while reading, more like learning groups, dislike to memorize, dislike math. Keywords: Learning Styles, Constructivist Approach.

PENERAPAN METODE POLYA PADA SOAL CERITA PROGRAM LINEAR Sri Rahmawati Fitriatien
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Pemecahan masalah dengan Polya merupakan dasar yang digunakan untuk memecahkan masalah soal cerita program linear. Metode polya memiliki empat tahapan, tahapan pertama adalah pemahaman terhadap masalah matematika, tahap kedua adalah perencanaan penyelesaian masalah matematika, tahapan ketiga adalah penyelesaian masalah matematika, dan tahapan keempat adalah melakukan pengecekan ulang penyelesaian masalah matematika yang sudah dikerjakan. Materi yang digunakan dalam penelitian ini adalah masalah program linear. Data yang digunakan dalam penelitian ini dengan observasi dan pemberian soal latihan sebagai tes kemampuan setelah proses belajar mengajar selesai. Aktivitas belajar mahasiswa ketika diterapkan metode polya, di analisa dengan menjumlahkan skor aktivitas belajar mahasiswa dengan aspek penilaian yang telah tervalidasi. Selain aktivitas belajar mahasiswa, hasil belajar mahasiswa juga dianalisa dengan menghitung ketuntasan belajar mahasiswa secara individu terlebih dahulu, kemudian dilanjutkan menghitung ketuntasan belajar mahamahasiswa. Hasil yang diperoleh setelah penerapan metode polya pada materi ini, mengalami perbedaan hasil antara sebelum diterapkan dan setelah dilakukan penerapan metode polya. Persentase aktivitas belajar mahasiswa sebelum menggunakan metode polya adalah 63,82% dan terdapat kenaikan nilai sebesar 81,23%. Peneliti dapat mengasumsikan bahwa metode pemecahan masalah polya mampu meningkatkan aktivitas dan hasil belajar mahasiswa dengan bentuk kreativitas mahasiswa pada materi program linear. Kata Kunci: penerapan, metode polya, soal cerita

PENGARUH PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KREATIF MATEMATIS SISWA DI SMA ANTARTIKA SIIDOARJO Rosita, Ainur; Ladyawati, Erlin
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

This research supported by time progress more advanced. Where future need people who have high levels of creativity. That is why students for the foreseeable future must be more sharpening the capacity to think creative. But the important role of teacher, no less important that approach learning held at the time. To make students creative thinking, students are faced with the problem open-ended goals not oriented in the final answer but more emphasis on the process of to get answers. The formulation of the research is “can influence open-ended approach of the ability of creative thinking mathematically students?“ the purpose of this research is to know how big the influence of open-ended approach of the ability of creative thinking mathematically students”. In this research to measures the creative thinking mathematically students do with the tests the ability of creative thinking that leads to the creative thinking that: mathematical that: elaboration , flexibility , the problem sensitivity , originality , and fluency. The population in this research is the students of SMA Antartika Sidoarjowith the sample class XI MIPA 3 as a class experiment and XI MIPA 4 as a control class. Research data obtained analyzed using normality test, homogeneity test and t-test. Ho hypothesis research: no influence open-ended approach with conventional lessons in the ability of creative thinking mathematically students in SMA AntartikaSidoarjo academic year 2015-2016, while H1: there is the influence of open-ended approach with conventional lessons in the ability of creative thinking mathematically students in SMA AntartikaSidoarjo academic year 2015-2016. its testing criteria that its tarithmetic<ttable. Of calculation t-test obtained 2,594>1.98932, Ho rejected it means. So that in this study concluded that there is influence open-ended approach towards the ability of creative thinking mathematically students in SMA AntartikaSidoarjo academic year 2015-2016. Keywords: Open-ended approach,creative thinking mathematical.

PENERAPAN PENDEKATAN PROBLEM POSING PEMBELAJARAN MATEMATIKA DI KELAS VIII A SMPN 2 TAMAN Hidayah, Anna Wahyu
Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Vol 6 No 2 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

This research in the wake of the fact it can be said that the rapid technological development wasbased on the development of mathematics, math has been taught right from kindergarten up of a higher level.To print a future thinker with math experts needed for effective learning and efficientso that teachers should be able to select appropriate learning for students. formulation of the problem in this research is” how completeness of student learning outcomes, level of creative thinking abilitiesand the students' response to learning Problem Posing?” the purpose of this study was to describeclassically completeness of student learning outcome, level of creative thinking abilitiesand the students, and the response given students after learning Problem Posing.In this study to measure student mastery gained from achievement test(THB), to determine the level of students' creative thinking abilities(TKBKS) taken from the test results correlated learningwith components of creative thinkingthat is fluency, flexibility, originility, dan elaborationand to evaluate the response of the students was obtained from questionnaires source data from this study is the class VIII A SMPN 2 Taman. Data obtained from this study are as followsz: from the results THB stated that in the classical completeness of85,29 %,as much as 67 % students occupied TKBKS levelfour (very creative) and the students' response to the statement of learning Problem Posing have an average maximum of 3,51that is " I feel Problem Posing learning model is useful for learning mathematics”. From the above it can be concluded that the study results in the classical mastery learning Students Creative Thinking Ability level the student is able to be in a position TKBS 4 ( very creative ) , students can be said to be a positive response. Keywords: Creative thinking, level of creative thinking, fluency, flexibility, originility, elaboration, Problem Posing

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

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Phone -

Journal Mail Official -

Editorial Address -

Location Kota surabaya, Jawa timur INDONESIA

Abstract

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Abstract

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Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota surabaya,

Jawa timur

INDONESIA