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EDU-MAT: Jurnal Pendidikan Matematika
Published by Universitas Lambung Mangkurat
ISSN : 23382759     EISSN : 25979051     DOI : http://dx.doi.org/10.20527
Core Subject : Education,
Education Mathematics
EDU-MAT adalah jurnal yang didirikan pada tahun 2013 di Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Lambung Mangkurat. EDU-MAT merupakan kumpulan artikel hasil penelitian maupun kajian dosen, peneliti, guru, maupun mahasiswa di bidang pendidikan matematika yang belum pernah dimuat/diterbitkan di media lain. EDU-MAT diterbitkan oleh Program Studi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan Universitas Lambung Mangkurat yang terbit 2 kali dalam setahun, yaitu pada bulan April dan Oktober
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META ANALISIS: EFEKTIVITAS MODEL PROBLEM BASED LEARNING DITINJAU DARI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP Syajidah, Hanna; Zulkarnain, Iskandar; Noorbaiti, Rahmita
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18789

Abstract

Tujuan dari penelitian ini ialah untuk mengevaluasi dampak yang signifikan dari penerapan model PBL terhadap kemampuan pemecahan masalah matematis siswa, khususnya siswa yang ada di jenjang SMP. Metode yang dipakai ialah systematic review dengan teknik meta analisis. Artikel didapat melalui penelusuran menggunakan Google Scholar dengan rentang tahun antara 2019 dan 2023. Didapat sebanyak 16 artikel yang memenuhi syarat untuk dianalisis. Software Comprehensive Meta-Analysis (CMA) V3.0. dipakai sebagai alat bantu dalam melakukan analisis penelitian ini. Ukuran efek dihitung menggunakan persamaan Hedges dan ditentukan berdasarkan pada model estimasi efek-acak. Temuan dari penelitian ini memberikan gambaran bahwa ukuran efek secara keseluruhan dari penerapan model PBL terhadap kemampuan pemecahan masalah matematis siswa SMP ialah sebesar 1,260, menempatkannya dalam kategori efek besar. Analisis variasi dalam studi dilakukan dengan mempertimbangkan dua variabel moderator, yaitu tingkatan kelas dan materi yang diajarkan. Temuan dari analisis ini menegaskan bahwa penerapan model pembelajaran PBL memiliki dampak signifikan terhadap kemampuan siswa SMP dalam memecahkan masalah matematika. Berdasarkan tingkatan kelas model pembelajaran PBL paling efektif diterapkan di kelas IX dan berdasarkan materi yang diajarkan model pembelajaran PBL paling efektif diterapkan pada materi Teorema Pythagoras. Kata kunci: Meta-analisis, Problem Based Learning, Effect Size, kemampuan pemecahan masalah matematis Abstract: This research aims to analyze the significant impact of the problem-based learning (PBL) model on the mathematical problem-solving abilities of junior high school students. The method used is a systematic review with meta-analysis techniques. Articles were obtained through searches using Google Scholar with a range of years between 2019 and 2023, resulting in 16 scientific articles that met the eligibility criteria for analysis. The tool used to analyze this research is the Comprehensive Meta-Analysis (CMA) V3.0 software, and the effect size index from the Hedges-g equation obtained is determined based on the estimation of the random-effects model. The research findings revealed an overall effect size of 1.260 for the implementation of the PBL learning model on the mathematical problem-solving abilities of junior high school students, indicating a large effect category. Analysis of the study's variation levels was conducted by considering two moderator variables in terms of class levels and the taught material. The analysis findings indicate that the implementation of the PBL learning model has a significant impact on the mathematical problem-solving abilities of junior high school students. Based on class levels, the PBL learning model is most effective when applied in Grade IX, and based on the taught material, the PBL learning model is most effective when applied to the material of the Pythagorean Theorem. Keywords: Meta-analysis, Problem-Based Learning, Effect Size, Mathematical Problem Solving Abilities.
ANALISIS KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK DALAM MENYELESAIKAN MASALAH BARISAN DAN DERET BERDASARKAN ASPEK INFERENCE Kautsar, Farah Aprila; Ansori, Hidayah; Suryaningsih, Yuni
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.17230

Abstract

Kemampuan berpikir kritis merupakan salah satu kemampuan yang membantu seseorang untuk menentukan suatu kesimpulan. Salah satu aspek dari berpikir kritis adalah aspek inference dengan indikator mempertanyakan fakta, membuat alternatif, dan menarik kesimpulan. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis peserta didik dalam menyelesaikan masalah barisan dan deret berdasarkan aspek inference. Jenis penelitian ini adalah deskriptif dengan metode kualitatif. Subjek penelitian terdiri dari dua peserta didik yang dipilih dengan menggunakan teknik purposive. Instrumen penelitian terdiri dari dua soal tes tertulis dan pedoman wawancara. Hasil penelitian menunjukkan bahwa peserta didik dengan kemampuan matematika tinggi memenuhi ketiga indikator pada dua soal yang diberikan. Peserta didik dengan kemampuan matematika rendah memenuhi indikator mempertanyakan fakta pada dua soal yang diberikan; dan memenuhi indikator membuat alternatif dan indikator menarik kesimpulan hanya pada satu dari dua soal yang diberikan. Kata kunci: berpikir kritis, barisan dan deret, aspek inference Abstract: Critical thinking is one of the skills that helps someone come to a conclusion. One aspect of critical thinking is inference, with indicators of querying evidence, conjecturing alternatives, and drawing conclusions. This study aims to describe students’ critical thinking skills in solving sequence and series problems based on inference. This study used a descriptive-qualitative approach and involved two students as subjects selected using purposive techniques. The instruments were two written test problems and interview guidelines. The results found that students with high mathematical abilities fulfilled indicator abilities fulfilled the indicators of querying evidence, conjecturing alternatives, and drawing conclusions for the two problems that were given. Students with low mathematical abilities fulfilled the indicators of querying evidence for two problems that were given; meanwhile for conjecturing alternatives and concluding, one problem were not fulfilled. Keywords: critical thinking, series and sequences, inference aspect
PENGEMBANGAN MODUL AJAR BERDIFERENSIASI KONTEKS LAHAN BASAH UNTUK MATEMATIKA SMP/MTS KELAS VII Sari, Asdini; Karim, Karim; Khair, Muhammad Sa’duddien; Mahrida, Mahrida; Farapikatan, Diva
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18698

Abstract

Penerapan kurikulum merdeka pada semua tingkat pendidikan menjadi salah satu tantangan baru bagi guru karena kurangnya ketersediaan bahan ajar yang sesuai kebutuhan peserta didik. Salah satu solusi untuk mengatasi hal ini adalah melalui pendekatan pembelajaran yang berbeda-beda untuk setiap siswa dan mengintegrasikan konteks lingkungan sekitar siswa ke dalam proses pembelajaran.  Maka dari itu, diperlukan modul ajar yang dapat mengakomodasi kebutuhan individu siswa dengan memanfaatkan kearifan lokal sebagai konteks pembelajaran. Penelitian ini memiliki tujuan menghasilkan modul ajar berdiferensiasi konteks lahan basah untuk matematika SMP/MTs kelas VII. Metode penelitian yang digunakan adalah pengembangan yaitu Research and Development (R&D) dengan model pengem­bangan 4D. Ada 4 tahapan dari model 4D ini, yaitu: (1) tahap pendefinisian (define), (2) tahap perancangan (design), (3) tahap pengembangan (develop), dan (4) tahap penyebaran (disseminate). Namun, penelitian ini hanya sampai pada tahap pengembangan (develop). Subjek uji coba penelitian adalah 32 peserta didik kelas VII-E SMP Negeri 15 Banjarmasin. Teknik pengumpulan data menggunakan instrumen validasi, angket respon guru dan peserta didik, serta tes evaluasi. Hasil penelitian menunjukkan bahwa modul ajar yang dikembangkan memenui kriteria valid, praktis dan efektif. Kata kunci: Modul Ajar, Pembelajaran Berdiferensiasi, Konteks Lahan Basah Abstract:  The implementation of the independent curriculum at all levels of education is one of the new challenges for teachers due to the lack of availability of teaching materials that suitable for students. One solution to overcome this is through different learning approaches for each student and integrating the context of the students' surrounding environment into the learning process. Therefore, a teaching module is needed that can accommodate the individual needs of students by utilizing local wisdom as a learning context. This research aims to produce teaching modules with differentiated wetland context for seventh grade of junior high school mathematics. The research method used is development, namely Research and Development (R&D) with the 4D development model. There are 4 stages of this 4D model, namely: (1) define stage, (2) design stage, (3) develop stage, and (4) disseminate stage. However, this research only reached the develop stage. The research trial subjects were 32 students of seventh grade of SMPN 15 Banjarmasin. Data collection techniques used validation instruments, teacher and learner response questionnaires, and evaluation tests. The research results show that the teaching module meets the criteria of valid, practical, and effective. Keywords: Teaching Module, Differentiate Learning, Wetlands Context
EFEKTIVITAS CHATGPT UNTUK MENDORONG BERPIKIR KRITIS MAHASISWA DALAM MENYELESAIKAN MASALAH ALJABAR Rizaldi, Muhammad; Sasalia, Putri; Pancarita, Pancarita
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18668

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas ChatGPT sebagai alat bantu mahasiswa untuk berpikir kritis dan mendeskripsikan berpikir kritis mahasiswa dalam menyelesaikan masalah aljabar dengan bantuan ChatGPT. Penelitian ini merupakan penelitian mix method dengan explanatory sequential design yaitu data dianalis analisis secara kuantitatif terlebih dahulu dan dilanjutkan dengan secara kualitatif deskriptif. Hasil penelitian ini menunjukkan rata-rata nilai berpikir kritis kelas ChatGPT (56,67) lebih besar daripada kelas kontrol (41,33). Hasil analisis uji-t menunjukkan bahwa t-hitung (2,58) > t-tabel (2,03) dan nilai p-value 0,007 yang mana lebih kecil dari 0,05. Sehingga dapat disimpulkan bahwa hipotesis awal (H0)ditolak yang artinya ChatGPT efektif untuk mendorong mahasiswa kemampuan berpikir kritis. Lebih lanjut mahasiswa yang berpikir kritisnya tergolong tinggi akan mempertanyakan kredibelitas informasi dari ChatGPT maupun masalah, membuat kesimpulan yang tepat dari informasi yang diperoleh, dan menyelesaikan masalah dengan strategi yang tepat. Sedangkan mahasiswa yang berpikir kritisnya tergolong rendah menerima informasi dari ChatGPT maupun masalah tanpa mempertanyakan kredibilitasnya, dan hanya menyalin apa yang dikerjakan oleh ChatGPT tanpa memperhatikan kebenarannya.Kata kunci: Berpikir kritis, ChatGPT, Masalah aljabar, Mahasiswa Abstract: This research aims to determine the effectiveness of ChatGPT as a tool for assisting per-service teachers in critical thinking and describe the critical thinking of students in solving algebra problems with the help of ChatGPT. This study uses a mixed-methods approach with an explanatory sequential design, where quantitative analysis is conducted first, followed by qualitative descriptive analysis. The results of this research show that the average critical thinking score for the ChatGPT class (56.67) is higher than the control class (41.33). The t-test analysis indicates that the t-value (2.58) > t-table (2.03) with a p-value of 0.007, which is smaller than 0.05. Therefore, it can be concluded that the null hypothesis (H0) is rejected, meaning that ChatGPT is effective in enhancing pre-service teachers’ critical thinking abilities. Furthermore, pre-service teachers with high levels of critical thinking tend to evaluate the credibility of information from both ChatGPT and problems, make the correct conclusions from acquired information, and solve problems using appropriate strategies. On the other hand, pre-service teachers with low levels of critical thinking tend to accept information from ChatGPT and problems without questioning their credibility, merely copying what is generated by ChatGPT without paying attention to its accuracy. Keywords: Critical thinking, ChatGPT, Algebraic problems, Pre-service teachers
ANALISIS SELF-REGULATED LEARNING MAHASISWA PENDIDIKAN MATEMATIKA BERDASARKAN TINGKAT AKADEMIK Khusna, Hikmatul; Marlena, Leni; Nugraheni, Esti Ambar; Muntazhimah, Muntazhimah
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.17028

Abstract

Pembelajaran yang dilakukan di perguruan tinggi menuntut mahasiswa memiliki kemampuan mengatur serta mengendalikan proses belajar secara mandiri. Telah banyak studi terkait self-regulated learning mendapatkan perhatian yang signifikan karena potensinya dalam mempengaruhi prestasi akademik mahasiswa, namun belum banyak penelitian yang memfokuskan self-regulated learning pada tingkat akademik. Penelitian ini bertujuan untuk mengetahui perbedaan self-regulated learning mahasiswa pendidikan matematika Universitas Muhammadiyah Prof DR HAMKA berdasarkan tingkat akademik. Sampel penelitian terdiri dari 71 mahasiswa yang terdiri dari berbagai tingkatan akademik. Self-regulated learning diukur menggunakan kuesioner dengan indikator personal function, behaviour function, dan environment function. Temuan penelitian yang didapat yaitu tidak terdapat perbedaan self-regulated learning mahasiswa pendidikan matematika berdasarkan tingkatan akademik. Berdasarkan hasil temuan ini menunjukan bahwa tingkat akademik tidak memberikan pengaruh terhadap self-regulated learning pada mahasiswa pendidikan matematika. Kata kunci: Self-regulated learning, Tingkat Akademik, Mahasiswa Pendidikan matematika Abstract: Learning conducted in higher education requires students to have the ability to organize and control the learning process independently. The concept that refers to a person's ability to organize, supervise, and control learning strategies for effective learning is called self-regulated learning. Many studies related to self-regulated learning have received significant attention because of its potential to affect student academic achievement, but not many studies have focused on self-regulated learning at the academic level. This study aims to determine the differences in self-regulated learning of mathematics education students at Prof DR HAMKA Muhammadiyah University based on academic level. The research sample consisted of 71 students from various academic levels. Self-regulated learning was measured using a questionnaire with indicators of personal function, behavior function, and environment function. The research findings obtained are that there are no differences in self-regulated learning of mathematics education students based on academic level.  Based on these findings, it shows that academic level does not influence self-regulated learning in mathematics education students. Keywords: Self-regulated learning, Academic Level, Mathematics Education Students
DESAIN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS VISUAL NOVEL UNTUK MENINGKATKAN KEMAMPUAN PENALARAN MATEMATIS SISWA MATERI PELUANG Muhammad, Billy Surya; Winarni, Sri; Pasaribu, Feri Tiona
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.17300

Abstract

Perkembangan teknologi saat ini telah memberikan pengaruh yang besar terhadap dunia pendidikan, khususnya pada proses pembelajaran. Dengan menggunakan teknologi tersebut, pengajar dapat lebih mudah membuat media pembelajaran yang dapat membantu meningkatkan kemampuan matematis siswa, khususnya kemampuan penalaran matematis yang sulit dikembangkan dengan menggunakan metode konvensional. Maka dari itu akan didesain sebuah media pembelajaran bersifat interaktif yang dapat melatih kemampuan penalaran matematis siswa saat belajar. Untuk menarik minat dan memotivasi siswa untuk belajar, media akan dikembangkan dengan basis visual novel. Penelitian ini bertujuan untuk mendeskripsikan dan menghasilkan media pembelajaran berbasis visual novel untuk meningkatkan kemampuan penalaran matematis pada materi peluang. Penelitian ini merupakan penelitian dan pengembangan dengan menggunakan model ADDIE yang meliputi Analisis masalah, dan pelajar, identifikasi calon pengguna, sumber daya, dan sistem penyampaian potensial, Desain flowchart, storyboard, dan prototype, Validasi ahli materi, desain, dan praktisi, uji coba dan revisi produk, Implementasi, serta Evaluasi. Hasil penelitian menunjukkan kualitas kepraktisan media dari ahli validasi yang valid, kepraktisan oleh ahli praktisi sebesar 93,33%, kepraktisan siswa 92,14%, keefektifan media pembelajaran dari hasil respon siswa mencapai 90%, serta media masuk dalam kriteria cukup efektif dalam peningkatan kemampuan penalaran matematis, sehingga media pembelajaran yang dihasilkan masuk dalam kategori sangat baik dan layak digunakan.  Kata kunci: Interaktif, Visual Novel, Penalaran, Peluang. Abstract: The current advancement in technology has had a significant impact on education, particularly in the learning process. With the use of technology, educators can more easily create learning media that can help improve students' mathematical abilities, especially mathematical reasoning skills that are difficult to develop using conventional methods. Therefore, an interactive learning media will be designed to train students' mathematical reasoning skills during learning. To attract interest and motivate students to learn, the media will be developed based on visual novels. This research aims to describe and produce visual novel-based learning media to enhance mathematical reasoning abilities in probability topics. This research is a research and development using the ADDIE model, which includes problem and learner analysis, identification of potential users, resources, and potential delivery systems, Flowchart, storyboard, and prototype design, Validation by content experts, design experts, and practitioners, testing and product revision, Implementation, and Evaluation. The research results show the practicality of the media as validated by experts, with a practicality score of 93.33% by practitioner experts, 92.14% by students, and an effectiveness score of 90% based on student responses. The learning media is considered moderately effective in improving mathematical reasoning abilities, thus falling into the category of very good and suitable for use. Keywords: Interactive, Visual Novel, Reasoning, Probability.
ANALISIS KEBUTUHAN LEMBAR KERJA DIGITAL BERBASIS DISCOVERY LEARNING DAN BERORIENTASI KEMAMPUAN BERPIKIR KRITIS Susanto, Doni; Andriyani, Andriyani
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.19061

Abstract

Penelitian ini bertujuan untuk mendeskipsikan kebutuhan perangkat pendukung pembelajaran trigonometri yang berbasis digital dan berorientasi kemampuan berpikir kritis. Subjek penelitian ini terdiri dari 25 siswa kelas X di SMA Muhammadiyah 1 Prambanan. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan instrumen pengumpulan berupa angket respon dan lembar pedoman wawancara.  Hasil penelitian menunjukkan bahwa (1) capaian kemampuan berpikir kritis siswa masih rendah sehingga diperlukan perangkat pendukung pembelajaran; (2) model pembelajaran masih konvensional dan belum berorientasi pada kemampuan berpikir kritis; (3) siswa seringkali melakukan kesalahan dalam penyelesaian masalah trigonometri karena tidak terlatih dengan penugasan; (4) mayoritas siswa memiliki smartphone yang penggunaannya tidak mendukung pembelajarannya; (6) mayoritas siswa menginginkan perangkat digital dalam pembelajaran trigonometri. Kata kunci: kebutuhan, lembar kerja, Android, Discovery Learning, berpikir kritis Abstract: This research aims to describe the need for digital-based and critical thinking ability-oriented trigonometry learning support devices. The subjects of this research consisted of 25 class tenth students at SMA Muhammadiyah 1 Prambanan. The research method used in this research is descriptive qualitative with collection instruments in the form of response questionnaires and interview guide sheets. The results of the research show that (1) students' critical thinking skills are still low, so learning support devices are needed; (2) the learning model is still conventional and not yet oriented towards critical thinking skills; (3) students often make mistakes in solving trigonometry problems because they are not trained in assignments; (4) the majority of students have smartphones whose use does not support their learning; (6) the majority of students want digital devices in learning trigonometry.  Keywords: need, worksheets, Android, Discovery Learning, critical thinking.
ENHANCING MATHEMATICAL CREATIVE THINKING ABILITY: EXPERIMENTATION WITH REALISTIC MATHEMATICS EDUCATION BY EMBEDDING ICE BREAKING IN JUNIOR HIGH SCHOOL Ramadhanta, Sury Adellia; Simamora, Rustam Effendy; Susanti, Dwi
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18693

Abstract

The effectiveness of Realistic Mathematics Education (RME) in improving students' mathematical abilities has been examined through various research. Meanwhile, the use of ice-breaking (Ib), considered by experts and educational researchers as a highly beneficial tactic for improving learning effectiveness, had yet to be fully explored in the context of integration with RME. The study aimed to examine the effectiveness of Ib-RME (RME integrating Ib) in enhancing students' mathematical creative thinking abilities (MCTA) at SMPN 14 Tarakan, Indonesia. Involving 64 seventh-grade students in a quasi-experimental design, the experimental group adopted the Ib-RME approach. In contrast, the control group followed the conventional teaching method employed by mathematics teachers in the class, including ice-breaking activities as normally implemented in the classroom setting. Data analysis using t-tests revealed a significant improvement in MCTA in the Ib-RME group, confirming the effectiveness of this approach. The research noted that conventional teaching also enhanced MCTA, although to a lesser extent than Ib-RME. These findings contributed to understanding the potential integration between RME and Ib in improving Mathematics learning outcomes, particularly in developing MCTA. The implications could serve as a basis for the development of innovative and effective teaching approaches in the mathematics education. Keywords: conventional learning, ice-breaking, mathematical creative thinking ability, realistic mathematics education, school mathematics.
PROFIL PENALARAN ANALOGI SISWA DALAM MEMECAHKAN MASALAH TRIGONOMETRI DITINJAU DARI ADVERSITY QUOTIENT Pratama, Buana Elok; Abdussakir, Abdussakir
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.18611

Abstract

Salah satu jenis penalaran yang memegang peranan penting dalam pembelajaran matematika adalah penalaran analogi. Salah satu manfaat yang diperoleh siswa ketika menggunakan penalaran analogi dalam pembelajaran matematika adalah meningkatnya kreativitas dalam menyelesaikan dan memecahkan masalah. Analogi dilakukan dengan mencari kemiripan penyelesaian dari dua masalah matematika. Oleh karena itu, penelitian yang berkaitan tentang profil penalaran analogi siswa sangat diperlukan untuk memperoleh deskripsi pada setiap tahap penalaran analogi yang dilakukan oleh siswa. Tujuan dari penelitian ini adalah mendeskripsikan profil penalaran analogi siswa dalam memecahkan masalah trigonometri dengan adversity quotient sebagai peninjaunya. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan enam siswa sebagai subjek. Enam siswa tersebut merupakan siswa kelas XI MIPA SMA Negeri 1 Purwosari yang memiliki 3 AQ berbeda dengan masing-masing 2 siswa pada setiap tipe. Data dikumpulkan menggunakan tiga instrumen, yakni lembar angket ARP, lembar tes penalaran analogi, dan pedoman wawancara. Proses analisis data ini terdiri atas reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan profil penalaran analogi siswa pada setiap tipe AQ. Siswa climber dapat melakukan semua tahapan penalaran analogi yang disusun oleh Sternberg. Siswa camper dapat melakukan tahap encoding dan memenuhi satu indikator pada tahap inferring. Siswa quitter hanya dapat melakukan tahap encoding. Kata kunci: penalaran analogi, pemecahan masalah, adversity quotient Abstract: One type of reasoning that plays an important role in learning mathematics is analogical reasoning. One of the benefits that students gain when using analogical reasoning in learning mathematics is increased creativity in resolving and solving problems. Analogy is achieved by identifying similarities in the solutions of two mathematical problems. Therefore, research related to students' analogical reasoning profiles is very necessary to obtain descriptions of each stage of analogical reasoning carried out by students. The aim of this research is to describe students' analogical reasoning profiles in solving trigonometry problems with the adversity quotient as the observer. This research used a descriptive qualitative approach with six students as subjects. The six students are class XI MIPA students at SMA Negeri 1 Purwosari, each with three different AQs, with two students in each category. Data were collected using three instruments: the ARP questionnaire sheet, analogical reasoning test sheet, and interview guide. The data analysis process consists of data reduction, data presentation, and drawing conclusions. The results of this research indicate that there are differences in the analogical reasoning profiles of students in each type of AQ. Climber students can carry out all the stages of analogical reasoning as compiled by Sternberg. Camper students can carry out the encoding stage and fulfill one indicator at the inferring stage. Quitter students can only carry out the encoding stage. Keywords: analogical reasoning, problem solving, adversity quotient
THE EFFECT OF LEARNING MOTIVATION TOWARDS STUDENTS’ MATHEMATICS PROBLEM-SOLVING ABILITY: META-ANALYSIS CORRELATIONAL STUDY Arili, Neza Zakiya; Turmudi, Turmudi; Dasari, Dadan
EDU-MAT: Jurnal Pendidikan Matematika Vol 12, No 1 (2024)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v12i1.16556

Abstract

Studies emphasize that learning motivation is one of the primary elements that affect the achievement of learning objectives and at the same time, influences the skill of mathematical problem-solving. Research on the correlation between mathematical problem-solving and learning motivation despite numerous attempts at solutions, the correlation value is heterogeneous, making it inconsistent. This study aims to summarize the effect-size values obtained based on the main research through the correlation meta-analysis method. The literature data collection technique used the Google Scholar database which was selected using the inclusion criteria. Primary studies that fit the criteria consisted of 20 studies published in journals, proceedings, and theses from 2016 to 2022. Three steps of data analysis, including publication bias research, random or fixed effect models, and statistical hypothesis testing, were conducted using the Jeffreys Amazing Statistics Program (JASP) program. The results of the study show that there is a positive influence of learning motivation on students' mathematical problem-solving abilities at the elementary, middle, and high school levels in Indonesia in the moderate category (r = 0,56; p < 0,01). The results of this study suggest educators to further optimize students' learning motivation because learning motivation influences the level of students' mathematical problem-solving ability. Keywords:  Learning motivation, mathematical problem-solving, problem-solving, meta-analysis

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