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Kreano, Jurnal Matematika Kreatif-Inovatif
Published by Universitas Negeri Semarang
ISSN : 20862334     EISSN : 24424218     DOI : https://doi.org/10.15294/kreano.v13i2
Core Subject : Education,
Education Mathematics
Kreano is a place to share and communicate research results from researchers or invited authors. Kreano publishes original, novel, and empirical works in the field of mathematics education. Researchers can come from Lecturers, Teachers, Researchers, and students who need broad access to the publication of your research results. The Journal invites original research articles and not simultaneously submitted to another journal or conference. Jurnal Kreano invites authors to conduct empirical research according to the classification in the Mathematics Education Database.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 742 Documents
 16   17   18   19   20 
Pembelajaran Berbasis Masalah Berdasarkan Langkah - Langkah Polya untuk Meningkatkan Kemampuan Menyelesaikan Soal Cerita Matematika Sam, Hilyatin Nisak; Qohar, Abd.
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 6, No 2 (2015): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v6i2.5188

Abstract

Tujuan penelitian ini adalah untuk mendeskripsikan pembelajaran berbasis masalah berdasarkan langkah-langkah pemecahan masalah Polya yang dapat meningkatkan kemampuan menyelesaikan soal cerita matematika siswa kelas 8 SMPN 4 Malang. Data penelitian diperoleh dari analisis lembar jawaban tes, lembar observasi, lembar catatan lapangan, dan pedoman wawancara. Hasil penelitian menunjukkan bahwa pembelajaran berbasis masalah berdasarkan langkah-langkah pemecahan masalah Polya yang dapat  meningkatkan kemampuan menyelesaikan soal cerita matematika siswa kelas 8 adalah 1) mengenalkan siswa pada masalah, 2) mengorganisasi siswa untuk belajar, 3) membantu investigasi mandiri dan kelompok dengan menggunakan langkah-langkah pemecahan masalah Polya, yaitu a) memahami masalah, b) menyusun rencana, c) melaksanakan rencana, dan d) mengecek kembali, 4) mengembangkan dan mempresentasikan hasil karya, dan 5) menganalisis dan mengevaluasi proses pemecahan masalah.The purpose of this study was to describe the problem-based learning by Polya’s steps problem solving that can improve math word problem solving grade 8 SMPN 4 Malang. Data were obtained from the analysis of the test answer sheets, observation sheets, sheets of field notes, and the questionnaires. The results showed that the problem-based learning by Polya’s steps problem solving that can improve student math story problems completion of grade 8 are 1) to introduce students to the problem, 2) organize the students to learn, 3) helping independent investigation and groups using the Polya’s steps problem solving, namely a) understand the problem, b) devise a plan, c) carry out the plan, and d) look back, 4) develop and present work, and 5) analyze and evaluate the problem-solving process.
Pengembangan Perangkat Pembelajaran Matematika Sekolah Menengah Pertama dengan Sistem Character Based Integrated Learning Kurniati, Dian
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 4, No 2 (2013): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v4i2.3156

Abstract

AbstrakFokus dari penelitian ini adalah mengembangkan suatu perangkat pembelajaran matematika SMP dengan menerapkan sistem Character Based Integrated Learning yang valid, praktis, dan efektif. Perangkat pembelajaran tersebut meliputi RPP, LKS, Buku Siswa dan Instru-men Penilaian. Pada sistem Character Based Integrated Learning, kegiatan belajar meng-ajar mengacu pada 9 pilar karakter anak. Prosedur pengembangan perangkat pembelajaran yang digunakan dalam penelitian ini adalah tahap pendefinisian (define), perancangan (de-sign), dan pengembangan (develop) dengan mengacu pada kriteria kevalidan, kepraktisan dan keefektifan. RPP, LKS, dan Buku Siswa yang dihasilkan pada penelitian ini memenuhi kriteria kevalidan dengan skor validasi berturut-turut adalah 3.73, 4, dan 4 dengan skala 1-4. Selain itu, perangkat pembelajaran tersebut juga memenuhi kriteria kepraktisan karena  85% siswa dan guru menyatakan bahwa perangkat pembelajaran praktis digunakan ketika uji keterbacaan. Serta memenuhi kriteria keefektifan karena terdapat 90% siswa tuntas terhadap hasil belajar dan 80% siswa berkarakter baik. Kata Kunci: Pengembangan Perangkat Pembelajaran Matematika, Sistem Character Based Integrated Learning  AbstractThe focus of this research is to develop a set of mathematical learning SMP system by implementing Character -Based Integrated Learning valid, practical, and effective. The learning device includes lesson plans, worksheets, Student Book and Instrument. In Character Based Integrated Learning systems, learning activities refer to the 9 pillars of character kids. Learning software development procedures used in this study is the definition phase (define), design (design), and development (develop) with reference to the criteria of validity, practicality and effectiveness. Lesson plans, worksheets, and books produced by students in this study meets the criteria for the validity of the validation scores are respectively 3.73, 4, and 4. In addition, the learning device also meets the criteria of practicality because 85 % of students and teachers stated that the practical learning is used when the test readability. And meet the criteria of effectiveness because there are 90 % of students completed the study and 80 % student’s result of good character. Keywords: Teaching Material Development; Character Based Integrated Learning System.
Representasi Eksternal Siswa dalam Pemecahan Masalah SPLDV Ditinjau dari Kemampuan Matematika Andhani, Rista Ayu
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 7, No 2 (2016): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v7i2.6615

Abstract

Penelitian ini bertujuan untuk mendeskripsikan representasi eksternal siswa yang berkemampuan matematika tinggi, sedang, dan rendah dalam pemecahan masalah SPLDV. Penelitian ini merupakan penelitian kualitatif yang bersifat deskriptif. Penelitian ini dilakukan di SMP Negeri 2 Menganti dengan banyak subjek penelitian 3 siswa perempuan, yaitu seorang siswa berkemampuan matematika tinggi, seorang siswa berkemampuan matematika sedang, dan seorang siswa berkemampuan matematika rendah dengan jenis kelamin sama. Data representasi eksternal siswa diperoleh dari hasil TPM yang dilengkapi dengan hasil wawancara. Hasil penelitian menunjukkan bahwa pada tahap memahami masalah, siswa yang berkemampuan matematika tinggi merepresentasikan secara eksternal informasi yang diketahui dan apa yang ditanya pada permasalahan melalui teks tertulis, sedangkan siswa berkemampuan matematika sedang dan rendah merepresentasikan secara eksternal informasi yang diketahui dan apa yang ditanya pada permasalahan melalui simbol dan teks tertulis. Pada tahap merancang rencana, siswa berkemampuan matematika tinggi, sedang, dan rendah merepresentasikan secara eksternal rencana penyelesaian melalui kata-kata lisan dan membuat model matematika namun siswa berkemampuan matematika rendah tidak dapat membuat model matematika. Pada tahap melaksanakan rencana, siswa berkemampuan matematika tinggi menyatakan secara tertulis tentang penggunaan konsep SPLDV dengan metode substitusi, sedangkan siswa berkemampuan matematika sedang menyatakan penggunaan konsep SPLDV dengan metode eliminasi secara lisan dan siswa berkemampuan matematika rendah menyatakan secara tertulis tentang penggunaan metode eliminasi dan substitusi sedangkan penggunaan konsep SPLDV dinyatakan secara lisan. Selain itu, siswa berkemampuan matematika tinggi, sedang, dan rendah merepresentasikan secara eksternal pelaksanaan rencana dengan memanipulasi model matematika dan menginterpretasi hasil penyelesaian dengan teks tertulis namun siswa berkemampuan matematika rendah tidak dapat memanipulasi model matematika dengan benar. Pada tahap memeriksa kembali, siswa berkemampuan matematika tinggi memeriksa kembali langkah-langkah penyelesaian yang direpresentasikan secara eksternal dengan coretan-coretan pada lembar permasalahan, sedangkan siswa berkemampuan matematika sedang dan rendah merepresentasikannya secara eksternal melalui kata-kata lisan. Selain itu, siswa berkemampuan matematika tinggi, sedang, dan rendah juga membuat kesimpulan yang direpresentasikannya secara eksternal melalui teks tertulis.This research describing external representation of students who have high, middle, and low mathematics ability in SLETV problem solving. This research is a qualitative descriptive research that has been done in SMPN 2 Menganti. Three female students have been selected as subject in this research represent high, middle, and low mathematics ability. Student’s external representation data obtain from TPM result including interview result. The result of this research shown that at the stage of understanding the problem, student with high mathematics ability represents externally the information that already known and problem that asked through written text, while students with middle and low mathematics ability represent externally the information that already known and issue that asked through symbols and written text. At the stage of devising the plan, students with high, middle, and low mathematics ability represent externally the finishing plan by speak and make mathematical model but student with low mathematics ability can not create a mathematical model. At the stage of carrying out the plan, student with high mathematics ability stated in writing to use SLETV concept by substitution method, while student with middle mathematics ability stated use of the concept SPLDV with elimination method orally and student with low mathematics ability stated in writing about the use of elimination and substitution methods, while use of the concept SPLDV stated orally. Other than that students with high, middle, and low mathematics ability represent externally the implementation of the plan by manipulating mathematical model and interpret of the problem-solving result by written text but student with low mathematics ability can not manipulate the mathematical model correctly. At the stage of looking back, student with high mathematics ability look back the finishing steps that represented externally by scribbles in problem sheet and make conclusion that represent externally by written text, while students with middle and low mathematics ability represent it externally via word-said orally. Other than that students with high, middle, and low mathematics ability also make a conclusion that it represent externally through written text.
Peningkatan Kemampuan Berpikir Kritis Matematis Dan Kemandirian Belajar Siswa Smp Melalui Pembelajaran Berbasis Masalah Jumaisyaroh, Tanti; Napitupulu, E.E.; Hasratuddin, Hasratuddin
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 5, No 2 (2014): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v5i2.3325

Abstract

ABSTRAK Tujuan penelitian kuasi eksperimen ini untuk mengetahui: (1) perbedaan peningkatan kemampuan berpikir kritis matematis siswa yang diberi pembelajaran berbasis masalah dengan siswa yang diberi pembelajaran langsung; (2) interaksi pembelajaran  dengan kemampuan awal matematika terhadap peningkatan kemampuan berpikir kritis matematis siswa; (3) perbedaan peningkatan kemandirian belajar siswa yang diberi pembelajaran berbasis masalah dengan siswa yang diberi pembelajaran langsung; (4) interaksi pembelajaran dengan kemampuan awal matematika terhadap peningkatan kemandirian belajar siswa. Populasinya adalah seluruh siswa SMP Swasta Ar-rahman Percut dan sampelnya adalah siswa kelas VIII  sebanyak 60 orang. Instrumen yang digunakan terdiri dari tes kemampuan berpikir kritis matematis dan skala kemandirian belajar. Data dianalisis dengan uji ANAVA dua jalur. Dari hasil analisis diperoleh: (1) peningkatan kemampuan berpikir kritis matematis siswa yang diberi pembelajaran berbasis masalah lebih tinggi daripada yang diberi pembelajaran langsung; (2) tidak terdapat interaksi antara  pembelajaran dengan kemampuan awal matematika terhadap peningkatan kemampuan berpikir kritis matematis; (3) peningkatan kemandirian belajar siswa yang diberi pembelajaran berbasis masalah lebih tinggi daripada yang diberi pembelajaran langsung (4) tidak terdapat interaksi antara pembelajaran dengan kemampuan awal matematika terhadap peningkatan kemandirian belajar.Kata Kunci:   Berpikir Kritis Matematis, Kemandirian Belajar ABSTRACTThe purposes of this research were to know: (1) The difference of improvement in mathematical critical thinking ability of students that given problem-based learning  with students that given direct learning; (2) The interaction between the model of learning with students’ mathematical previous knowledge toward the improvement in mathematical critical thinking ability; (3) The difference of improvement in self-regulated learning of students that given problem-based learning with students that given  direct learning; (4) The interaction between the model of learning with students’ mathematical previous knowledge toward the improvement in self-regulated learning. The population of this research is all students of SMP Swasta Ar-rahman Percut and the sample of this research is grade eight with taken sample two classes (experiment and control) with sample 60 students. The instrument of this research were: test of mathematical critical thinking and scale of self-regulated learning. Based of the results analysis, it showed that: (1) Improvement of the students’ ability in mathematical critical thinking that given problem-based learning was higher than the students’ ability that given direct learning; (2) There did not exist interaction between model of learning and students’ mathematical previous knowledge toward the improvement ability mathematical critical thinking; (3) Improvment  of the students’ self-regulated learning that given problem-based learning was higher than the students’ ability that given direct learning; (4) There did not exist interaction between model of learning and students’ mathematical previous knowledge toward the improvement self-regulated learning.Keywords:    Critical Thinking Mathematics, Self-Regulated Learning.
Keefektifan Pembelajaran Model Quantum Teaching Berbantuan Cabri 3D Terhadap Kemampuan Pemecahan Masalah Widiyaningsih, E.; Pujiastuti, E.
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 4, No 1 (2013): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v4i1.2886

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan pembelajaran model Quantum Teaching berbantuan Cabri 3D terhadap kemampuan pemecahan masalah peserta didik. Populasi dalam penelitian ini adalah peserta didik kelas X SMA Negeri 11 Semarang tahun pelajaran 2012/ 2013. Ada dua kelas sampel yaitu kelas eksperimen yang diterapkan pem-belajaran matematika menggunakan model pembelajaran Quantum Teaching berbantuan Cabri 3D dan kelas kontrol yang diterapkan pembelajaran Direct Interaction(DI). Hasil menunjukkan bahwa hasil belajar peserta didik pada aspek kemampuan pemecahan masalah menggunakan model pembelajaran Quantum Teaching mencapai KKM individu dan klasikal, rata-rata hasil belajar peserta didik pada aspek kemampuan pemecahan masalah pada kelas eksperimen lebih baik dari kelas kontrol. Berdasarkan pembahasan di atas dapat disimpulkan bahwa pembelajaran menggunakan model Quantum Teaching berbantuan Cabri 3D efektif terhadap kemampuan pemecahan masalah peserta didik.   This paper purpose of this study was to determine learning using the Quantum Teaching model exploration with Cabri 3D is effective to student’s problem solving ability. The population in this study was students of grade X Eleven Senior High School of Semarang academic year 2012/2013. There were two sample classes; those were an experimental class that applied mathematics learning using the Quantum Teaching model exploration with Cabri 3D and control class that applied Direct Instruction (DI) learning. The results showed that the learning outcomes of students in problem solving ability aspects using the Quantum Teaching model exploration with Cabri 3D  can achieve individual and classical mastery learning, the percentage of learning outcomes of student’s problem solving ability in experiment class  better than  learning outcomes of student’s problem solving ability in control class, the average of learning outcomes of student’s problem solving ability in experiment class  better than  learning outcomes of student’s problem solving ability in control class. So, the conclusion is learning using Quantum Teaching model exploration with Cabri 3D is effective to student’s problem solving ability.  
Meningkatkan Pemahaman dan Mengembangkan Karakter Mahasiswa Melalui Pembelajaran Kolaboratif Berbasis Proyek Hendikawati, Putriaji; Sunarmi, Sunarmi; Mubarok, David
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 7, No 2 (2016): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v7i2.4730

Abstract

Tujuan penelitian ini adalah meningkatkan pemahaman serta mengembangkan karakter mahasiswa melalui pembelajaran berbasis proyek. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 2 siklus pada mahasiswa Program Studi Matematika peserta perkuliahan Analisis Runtun Waktu di Jurusan Matematika FMIPA Universitas Negeri Semarang tahun akademik 2014/2015 sejumlah 43  mahasiswa. Prosedur penelitian tindakan mencakup 4 tahap, yaitu (1) perencanaan, (2) pelaksanaan tindakan, (3) observasi, dan (4) evaluasi-refleksi. Instrumen penilaian berupa tes, lembar observasi serta kuesioner. Hasil penelitian menunjukkan terjadi peningkatan pemahaman mahasiswa yang ditunjukkan dengan peningkatan nilai rata-rata hasil belajar baik pada hasil proyek kelompok yaitu 72,2 pada siklus I dan meningkat menjadi 86,09 pada siklus II, maupun rata-rata hasil tes individu, yaitu 78,77 pada siklus I menjadi 83,56 pada siklus II. Serta peningkatan presentase jumlah mahasiswa yang memperoleh hasil belajar lebih dari 80 yaitu terdapat 20 mahasiswa (46,5%) pada siklus I menjadi 37 mahasiswa (86%) pada siklus II. Disamping itu, penelitian ini menumbuhkan karakter disiplin, rasa ingin tahu, kerjasama (toleran dan demokratis), tanggung jawab, jujur, peduli, serta cinta tanah air pada mahasiswa.The purpose of this study is to improve and developed the students abillity and character through project-based learning. This research was an action research performed in 2 cycles on 43 students in Analisis Runtun Waktu subject in Mathematics Department, Semarang State University. Action research procedure includes four stages: (1) planning, (2) implementation of the action, (3) observation, and (4) evaluation-reflection. Instrument used are tests, observation sheet and questionnaire. The results showed there are increase in student understanding shown by the increase in the average value of learning outcomes either on the results of the project groups: 72,2 in the first cycle and increased to 86,09 in the second cycle, and the average results of the individual tests, that is 78,77 in the first cycle to 83,56 in the second cycle. And increasing the percentage of the number of students who gained more than 80 learning outcomes which there are 20 students (46,5%) in the first cycle to 37 students (86%) in the second cycle. In addition, this study raise the character of discipline, curiosity, cooperation (tolerant and democratic), responsibility, honesty, caring, and love of the homeland to the student.
Sifat Baik Solusi Kuadrat Terkecil Regresi Fuzzy Dengan Variabel Dependen Fuzzy Tak Simetris Kharisudin, Iqbal
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 1, No 2 (2010): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v1i2.1492

Abstract

Penelitian tentang hubungan di antara fenomena-fenomena real merupakan dasardari tujuan sains dan memainkan peranan penting dalam pengambilan keputusan di dalamkehidupan sehari-hari. Analisis regresi statistik merupakan salah satu alat yang powerfuluntuk menjelaskan hubungan tersebut. Dalam makalah ini dibahas model analisis regresifuzzy dengan variabel dependen fuzzy tak simetris dan variabel independen tegas. Modeltersebut merupakan generalisasi model regresi fuzzy simetris, yaitu model regresi denganvariabel dependen fuzzy simetris. Solusi model tersebut juga merupakan generalisasi darimodel regresi linear biasa. Ide dasar analisis regresi fuzzy tak simetris adalah memodelkanpusat dari variabel dependen fuzzy tipe dengan mengadopsi model regresi klasik,selanjutnya secara simultan memodelkan tepi kiri dan tepi kanan variabel dependen fuzzymelalui model regresi linear sederhana. Pada makalah ini secara spesifik dikaji sifat-sifat baiksolusi kuadrat terkecil model regresi fuzzy dengan variabel dependen fuzzy tak simetris.Kata kunci: data fuzzy , model pusat, model tepi, solusi kuadrat terkecil.
Growing the Character Values to Students Through Application of Realistic Mathematics Education (RME) in the Social Arithmetic Learning Suyitno, Amin
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 6, No 1 (2015): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v6i1.4508

Abstract

AbstractEducating students at the Basic Education level is not only demanded that the students are clever, but there are also other demand which no less important that is to educate so that students have a good character value. Educating  the students to have a good character value is started from home, school, and community. In school, educating character to students is not only the duty of teachers of Religion or Civics class, but also the duty of all teachers, including the teachers in Mathematics. Math teacher does not need to hold special time for educating of character, but it can be integrated into any material taught, and also in different application of learning models. This paper examines how the efforts of mathematics teacher in educating of character to the students of Basic Education, especially in Junior High School through the application of Realistic Mathematics Education (RME) on the material of Social Arithmetic. Through presenting of the material of Social Arithmetic by RME learning model, students can be given a character education through the attitude of honesty, tolerance, discipline, cooperation, creative, independent, democratic, curiosity, love of peace, social care, responsibility, and so on. In conclusion, educational character values to students can be done by mathematics teacher through a variety of materials.  One of them  through presenting of the material of Social Arithmetic by RME learning model.
Pengembangan Instrumen Kemampuan Penalaran Matematis Mahasiswa pada Mata Kuliah Persamaan Diferensial Hapizah, Hapizah
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 5, No 1 (2014): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v5i1.3280

Abstract

AbstrakPenelitian ini merupakan penelitian pengembangan, dengan tahapan terdiri dari studi pendahuluan, pengembangan produk, dan uji coba. Produk yang dikembangkan adalah instrumen kemampuan penalaran matematis pada mata kuliah Persamaan Diferensial yang terdiri dari enam soal uraian. Hasil penelitian menyatakan bahwa instrumen yang dikembangkan dinyatakan valid dan dapat dipakai untuk mengukur kemampuan penalaran matematis mahasiswa. Kata kunci:       kemampuan penalaran matematis.  AbstractThis research is the development, the stage consists of preliminary studies, product development, and testing. The product developed is an instrument of mathematical reasoning abilities in Differential Equations course consisting of six questions description. The results stated that instruments developed is valid and can be used to measure student mathematical reasoning ability. Keywords:          mathematical reasoning abilities.
Pembentukan Konsep Faktorisasi Aljabar Siswa Berkemampuan Tinggi Zahid, Muhammad Zuhair; Sujadi, Imam
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 8, No 1 (2017): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Jurusan Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Sema

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v8i1.7517

Abstract

The aim of this qualitative research was to describe construction of algebraic factoring concept of high-ability students using APOS theory. The subjects of the research were high-ability students of SMPN 1 Surakarta and have been selected using purposive sampling. Data retrieved using think aloud method. Based on the findings and discussions, it can be concluded as follows. (1) In action stage: (a) subjects presented their knowledge by using pictures and words, and (b) subtracted the simple algebraic form by classifying the algebraic terms which have the same variables. (2) In process stage: (a) subjects multiplied the binomial using FOIL method, and (b) classified the algebraic terms that have same variables mentally and in the written form when they did the trinomial addition and binomial multiplication. (3) In object stage, subjects factorized the trinomial using procedural method and non-procedural method. (4) In schema stage, subject explained that the factor when multiplied by another factor will produce the factored trinomial and linked all the stages to formed a complete concept of algebraic factoring.

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