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INDONESIA
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Mathematics
Arjuna Subject : -
Articles 304 Documents
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PENINGKATAN KEMAMPUAN CREATIVE PROBLEM SOLVING MATEMATIS SISWA SMP DENGAN PENDEKATAN CHALLENGE BASED LEARNING Junita, Selviana
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i1.656

Abstract

This study examined students mathematical achievements and creative problem solving (CPS) enhancement in overall and according to gender. Samples are eighth grade students in one of secondary school in Bandung Regency. Experiment class received challenge based learning (CBL) approach while control class received scientific approach. The instrument used was mathematical CPS ability test. The collected data were then statistically analyzed. The results showed that mathematical CPS achivement and enhancement in students who received CBL learning approach is better than students who received scientific approach both for male (p= 0.001; p <0.05) or female students (p = 0.0015 ; p <0.05). Furthermore, students mathematical abilities achievement and improvement did not significantly differ (p = 0.181; p> 0.05) based on gender. In terms of CPS mathematical aspects, students’ strongest aspect was fact finding while the weakest was acceptance finding.ABSTRAKPenelitian ini bertujuan untuk menelaah pencapaian dan peningkatan kemampuan creative problem solving (CPS) matematis siswa ditinjau secara keseluruhan maupun gender. Sampel penelitian adalah siswa kelas VIII di salah satu sekolah menengah pertama di Kabupaten Bandung. Kelas eksperimen belajar dengan pendekatan challenge based learning (CBL) dan kelas kontrol belajar dengan pendekatan saintifik. Instrumen yang digunakan adalah tes kemampuan CPS matematis. Data yang diperoleh kemudian dianalisis secara statistik. Hasil penelitian menunjukkan bahwa pencapaian dan peningkatan kemampuan CPS matematis siswa yang belajar dengan pendekatan CBL lebih baik daripada siswa yang belajar dengan pendekatan saintifik baik siswa laki-laki ( p= 0,001; p< 0,05) ataupun siswa perempuan (p= 0,0015; p< 0,05). Dalam hal aspek CPS matematis, aspek terkuat yang dimiliki siswa adalah aspek fact finding sedangkan aspek CPS matematis ter-lemah adalah aspek acceptance finding.
SIKAP, HARAPAN, DAN PERSEPSI SISWA PADA MATEMATIKA SERTA IMPLIKASINYA TERHADAP KEMAMPUAN REGULASI DIRI Kusaeri, Kusaeri; Cahyan, Ekky Dea Henwi
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.818

Abstract

In this study, we composed a theoretical model as well as empirically tested the relationship between attitude, expectation, and perception towards mathematics with students’ self-regulation ability. Students’ attitude, expectation, perception, and self-regulation ability data were collected from a questionnaire to 104 eight graders in one of public junior high schools in West Surabaya. The collected data were analyzed using Structural Equation Modeling (SEM) by Lisrel Software version 9.2 to determine relationship between the evaluated variables. Theoretical modeling showed that expectation and perception affected students’ self-regulation ability while attitude serves as an intervening variable. The contribution of each variable indicated a different degree of interconnection. Empirical testing suggested that attitude and perception directly affected students’ self-regulation ability, while expectation did not. The connection between expectation and perception with students’ attitude towards mathematics were affirmed in empirical testing results in which it clearly showed that expectation and perception contributed to students’ attitude towards mathematics.
SPATIAL THINKING MAHASISWA DALAM PEMBELAJARAN ANATOMI TUMBUHAN BERBASIS FRAMING Ermayanti, Ermayanti; Rustaman, Nuryani Y; Rahmat, Adi
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 2 (2016): Jurnal Pengajaran MIPA - Oktober 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i2.829

Abstract

A study to investigate the role of framing in plant anatomy course was conducted to facilitate spatial thinking of prospective teachers. A number of Biology Education students in one state university in South Sumatra was involved in this study (n=35). Data on spatial thinking ability was collected through the usage of test developed based on Kosslyn framework and observation sheet been validated by expert judgment. Pre-test and post-test results were analyzed by using percentage and N-Gain for each spatial thinking indicator (generating representation, maintaining and managing representation in working memory, scanning the representation and transforming the representation). The study resulted in that there is improvement of students’ spatial thinking with N-gain 46.1 (moderate category) after having experience through framing based learning instruction. The highest percentage of students’ spatial thinking is generating representation (86.4) and the lowest is transforming representation (50.0). Research finding shows that framing had not fully framed students’ maintaining and managing representation, as well as transforming representation. In order to increase students’ spatial thinking, it is needed revision on framing dynamics.
PERANAN PRAKTIKUM RIIL DAN PRAKTIKUM VIRTUAL DALAM MEMBANGUN KREATIFITAS SISWA Widodo, Ari; Maria, Resik Ajeng; Fitriani, Any
Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Vol 21, No 1 (2016): Jurnal Pengajaran MIPA - April 2016
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v21i1.670

Abstract

This study examines the differences of virtual laboratory and real laboratory activity (actual lab) in developing students creative thinking. Samples were 53 tenth grader in one of senior high schools in Bandung. The instrument consists of student worksheet (LKS), virtual lab software and instruments to collect data. Students’ creative thinking skills were measured using tests of creative thinking in the form of eight essay questions about plant growth and development. Results showed that the average score of actual lab class was higher than the average score of virtual lab class. In addition, actual lab also can improve students creative thinking in all aspects of creative thinking abilities (flexibility, fluency, elaboration and originality). This suggests that the real laboratory activities provide better conditions for the development of students’ creative thinking.ABSTRAKPenelitian ini mengkaji perbedaan pembelajaran praktikum virtual dan praktikum riil dalam membangun keterampilan berpikir kreatif siswa. Sampel penelitian adalah 53 siswa kelas X salah satu SMA Negeri di Bandung. Instrumen kegiatan praktikum terdiri dari lembar kerja siswa (LKS) untuk kegiatan praktikum riil dan software praktikum virtual dan instrumen pengumpul data. Keterampilan berpikir kreatif siswa diukur dengan menggunakan tes keterampilan berpikir kreatif berupa delapan soal esai tentang materi pertumbuhan dan perkembangan tumbuhan. Hasil penelitian menunjukkan bahwa rerata skor kelas praktikum riil lebih tinggi dari pada rerata skor pada kelas praktikum virtual. Selain itu, praktikum riil juga bisa meningkatkan keterampilan berpikir kreatif siswa pada semua aspek keterampilan berpikir kreatif (flexibility, fluency, elaboration dan originality). Hal ini menunjukkan bahwa praktikum riil memberikan kondisi yang lebih baik untuk pengembangan keterampilan berpikir kreatif siswa.

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