Proses Berfikir Matematis Siswa Dalam Memecahkan Masalah Matematika Ditinjau Dari Tipe Kepribadian Keirsey

The study aims to desdescribe the process of thinking of students in solving mathematical problems in accordance with keirsey personality types, namely guardian, artisan, rational and idealist. The method in this study uses descriptive qualitative. Data collection technique in this study are observation, interviews, mathematical thinking test (TBM) using fractions. From the result of the study, the guardian, Artisan, Rational an Idealist type students all indicators of mathematical thingking, namely relationship, statements, communication, reasoning nd evidence and problem solving have been seen even though not yet in full. However, what is more visible is the Artisan personality type, after that the rational and guardian types. Idialist type is the type of personality that most often does not appear as a whole.

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Re-Thinking the Boundaries of the Focus Group: A Reflexive Analysis on the Use and Legitimacy of Group Methodologies in Qualitative Research

Sociological Research Online ◽

10.5153/sro.3812 ◽

2015 ◽

Vol 20 (4) ◽

pp. 58-70 ◽

Cited By ~ 10

Author(s):

Martina Angela Caretta ◽

Elena Vacchelli

Keyword(s):

Qualitative Research ◽

Action Research ◽

Focus Group ◽

Data Collection ◽

Focus Groups ◽

Qualitative Data ◽

Participatory Action ◽

Group A ◽

Data Collection Technique ◽

Qualitative Data Collection

This article aims at problematizing the boundaries of what counts as focus group and in so doing it identifies some continuity between focus group and workshop, especially when it comes to arts informed and activity laden focus groups. The workshop [1] is often marginalized as a legitimate method for qualitative data collection outside PAR (Participatory Action Research)-based methodologies. Using examples from our research projects in East Africa and in London we argue that there are areas of overlap between these two methods, yet we tend to use concepts and definitions associated with focus groups because of the lack of visibility of workshops in qualitative research methods academic literature. The article argues that focus groups and workshops present a series of intertwined features resulting in a blending of the two which needs further exploration. In problematizing the boundaries of focus groups and recognizing the increasing usage of art-based and activity-based processes for the production of qualitative data during focus groups, we argue that focus groups and workshop are increasingly converging. We use a specifically feminist epistemology in order to critically unveil the myth around the non-hierarchical nature of consensus and group interaction during focus group discussions and other multi-vocal qualitative methods and contend that more methodological research should be carried out on the workshop as a legitimate qualitative data collection technique situated outside the cycle of action research.

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Profile of Mathematical Creative Thinking in Students Type Sensing and Intuiting Personality in Resolving Mathematical Problems

Journal of Instructional Development Research ◽

10.30998/jidr.v1i1.239 ◽

2020 ◽

Vol 1 (1) ◽

Author(s):

Bangun Susilo

Keyword(s):

Problem Solving ◽

Creative Thinking ◽

Mathematical Thinking ◽

Personality Types ◽

Personality Test ◽

Test Results ◽

Considerable Time ◽

Thinking Ability ◽

Mathematical Problems ◽

Student Subjects

A good country is a country that is able to deal with any changes quickly. Preparing good human resources is the best way to deal with it. The 2013 curriculum is designed to prepare qualified generations, one of which is having the ability to think creatively. A person's thinking ability is of course different, so is his personality. This study aims to describe the profile of students' creative mathematical thinking sensing and intuitive personality types in solving mathematical problems. This research is a descriptive study with a qualitative approach. There were 4 subjects in this study, 2 students with sensing personality types and 2 student subjects with intuitive personality types. The data obtained in the study were personality test results, interview tests and problem solving tests. Problem solving tests were analyzed using TTCT based on existing components. The results show that students with intuitive personality types have a higher level of creativity than students with sensing personality types. These differences can be seen from the way students respond to problems or problems given. Students with intuitive personalities more quickly adjust to the problems given. While students with sensing personality need considerable time in terms of adjusting to the problems given.

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Profile of Skills Students in Resolving Problems Trigonometry Based on Personality Type Myer-Briggs

Proceeding International Conference on Science and Engineering ◽

10.14421/icse.v3.557 ◽

2020 ◽

Vol 3 ◽

pp. 531-536

Author(s):

Dewi Anggreini ◽

Daffit Krisna Saputra

Keyword(s):

Problem Solving ◽

Data Collection ◽

Mathematical Problem ◽

Personality Type ◽

Personality Types ◽

Qualitative Approach ◽

Mathematical Problem Solving ◽

Ability Test ◽

Descriptive Research ◽

Math Problem Solving

The problem in this study is the low ability of students to solve problems. That is because students only refer to the examples of questions given by the teacher so that students have difficulty if given questions that are not the same as the examples given by the teacher. Diverse problem solving solutions are needed because students still find difficult to draw conclusions from the questions they have worked on. The purpose of this study is to describe students' ability to solve trigonometric problems in terms of the personality type of Myer-Briggs, namely ISTJ, ESFJ, ESTP, INFJ, ISTJ, ISTP, ESTJ, INTP and ISFJ. This research is a type of descriptive research using a qualitative approach. Methods of data collection using the MBTI questionnaire, math problem solving ability test questions and interviews. The results showed that the ISTJ personality type fulfilled 4 indicators of problem solving very well, while the personality types of ESFJ, ESTP, INFJ, ISTJ, ISTP, and ESTJ met 4 indicators of problem solving well, and for personality types ENTJ, INTP, and ISFJ were sufficient good by meeting 3 of the 4 indicators of problem solving. The results of the study can be used to improve students' mathematical problem solving abilities by further enhancing the positive characteristics present in students. Can inspire students to better understand the type of personality they have in themselves and hone their abilities to be more improved.

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Kesulitan Siswa Dalam Menyelesaikan Masalah Matematika Berdasarkan Langkah Polya

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i12.14347 ◽

2020 ◽

Vol 5 (12) ◽

pp. 1820

Author(s):

Amanda Putri Enlisia ◽

Swasono Rahardjo ◽

Sisworo Sisworo

Keyword(s):

Mathematical Model ◽

Problem Solving ◽

Data Collection ◽

Mathematical Models ◽

Qualitative Data ◽

Look Back ◽

The Given ◽

Looking Back ◽

Qualitative Data Collection ◽

Descriptive Qualitative

Abstract: The purpose of this study is to describe students' difficulties in mathematicals problem solving based on Polya's. The subjects in this study were 2 students of class VII. This type of research is descriptive qualitative. Data collection techniques through problem solving tests and interviews. The results of this study are (1) steps to understanding the problem that students have difficulty in understanding the sentences or terms contained in the problem, and students also have difficulty in finding keywords in the problem; (2) steps to devising the plan that students cannot make a mathematical model; (3) steps to carry out planning are students don’t understand the given problem and aren’t yet right in making mathematical models; (4) the step of looking back is that students don’t understand how to look back correctly and students are still lazy in checking the correctness of the answers.Abstrak: Tujuan penelitian ini adalah untuk mendeskripsikan kesulitan siswa dalam memecahkan masalah matematika berdasarkan langkah Polya. Subjek dalam penelitian ini adalah siswa kelas VII. Jenis penelitian yang digunakan adalah kualitatif deskriptif. Teknik pengumpulan data melalui tes pemecahan masalah dan wawancara. Hasil dari penelitian ini adalah (1) langkah memahami masalah yaitu siswa kesulitan dalam memahami kalimat atau istilah-istilah yang terdapat pada soal, dan siswa juga kesulitan dalam menemukan kata kunci pada soal; (2) langkah merencanakan masalah yaitu siswa belum dapat membuat model matematika; (3) langkah melaksanakan perencanaan adalah siswa kurang paham dengan masalah yang diberikan dan belum tepat dalam membuat model matematika; (4) langkah melihat kembali adalah siswa belum paham bagaimana cara melihat kembali dengan benar dan siswa masih malas dalam mengecek kebenaran jawaban.

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PROFIL BERPIKIR MATEMATIS SISWA TUNAGRAHITA DI SLB N KALIWUNGU KUDUS

Jurnal Pendidikan Matematika (Kudus) ◽

10.21043/jpm.v2i2.6362 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Ma’rufatin Nurus Sa’ady

Keyword(s):

Data Collection ◽

Student Development ◽

Growth And Development ◽

Qualitative Data ◽

Mathematical Thinking ◽

Mentally Retarded ◽

Second Grade ◽

Role Of Parents ◽

Qualitative Data Collection

PROFILE OF MATHEMATICAL THINKING OF MENTALLY RETARDED STUDENTS IN SLB N KALIWUNGU KUDUS. This research aims to describe the profile of mathematical thinking of mentally retarded students in class II of SLB N Kaliwungu Kudus. This research is a descriptive qualitative. Data collection techniques include observation, interviews, and documentation. The result that the mentally retarded students of the second grade of SLB N Kaliwungu were students who were able to recognize numbers 1-11, were able to count 1-20, willing to learn and be responsive, but the teacher had to be able to guide more exclusively. The role of parents is also influence student development, parents must always pay attention to the child's growth and development, and continue to support and motivate.

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Assessing Social Support and Emotionality of Students In Problem Solving

MATEMATIKA DAN PEMBELAJARAN ◽

10.33477/mp.v7i1.1044 ◽

2019 ◽

Vol 7 (1) ◽

pp. 35

Author(s):

Intan Laelatul Mubarokah

Keyword(s):

Social Support ◽

Problem Solving ◽

Data Collection ◽

Quantitative Study ◽

Sampling Technique ◽

Purposive Sampling ◽

Correlational Design ◽

Mathematical Problems ◽

Data Collection Technique ◽

The Relationship

Abstrak Penelitian ini bertujuan untuk mengetahui hubungan antara social support dengan emosionalitas siswa dalam pemecahan masalah matematika. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan desain korelasional. Teknik pengambilan sampel dengan menggunakan purposive sampling dengan subyek penelitiannya siswa kelas XI IPA 2 sebanyak 39 siswa dan kelas XI IPA 3 sebanyak 40 siswa di MAN 2 Majalengka. Teknik pengumpulan data menggunakan angket pernyataan terhadap social support dan emosionalitas siswa. Hasil dari penelitian ini menunjukkan bahwa Besaran social support yang diberikan terhadap siswa sebesar 81% dalam kategori sangat kuat dan kondisi emosionalitas siswa sebesar 81% dalam kategori sangat kuat. Selain itu, Hasil pengujian hipotesis menunjukan bahwa t_hitung 5,527 dengan nilai signifikansi 5,527> 2,000. Maka Ho ditolak dan Ha diterima, sehingga dapat maknai bahwa social support berhubungan dengan emosionalitas siswa dalam pemecahan masalah matematika. Abstract This study aims to determine the relationship between social support and student emotionality in solving mathematical problems. This research is a quantitative study using correlational design. The sampling technique used was purposive sampling with the subjects of the XI IPA 2 class as many as 39 students and XI IPA 3 classes as many as 40 students in MAN 2 Majalengka. The data collection technique uses statement questionnaires for students' social support and emotionality. The results of this study indicate that the amount of social support given to students is 81% in the very strong category and the emotionality of students is 81% in the very strong category. In addition, the results of hypothesis testing indicate that t count is 5.527 with a significance value of 5.527> 2,000. Then HO is rejected and Ha is accepted so that it can mean that social support is related to student emotionality in mathematical problems solving.

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PEMECAHAN MASALAH PEMBELAJARAN MATEMATIKA BERORIENTASI KURIKULUM CAMBRIDGE DI ERA PANDEMI COVID-19

Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika ◽

10.46306/lb.v2i2.43 ◽

2021 ◽

Vol 2 (2) ◽

pp. 244-252

Author(s):

Sinta Fitriana ◽

Sutama

Keyword(s):

Qualitative Research ◽

Problem Solving ◽

Data Collection ◽

21St Century ◽

Research Method ◽

Mathematics Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Mathematical Problems ◽

Data Collection Technique

21st-century literacy is very important in education. Critical thinking skills are one indicator of literacy. Regarding thinking skills, it cannot be separated from solving mathematical problems. This study aimed to describe the problem solving of mathematics learning oriented to the Cambridge curriculum in the Covid 19 pandemic era. This research method is descriptive qualitative research. While the data collection technique uses interview techniques and questionnaires via a google form. This study found that students who understand Cambridge mathematics material obtained 79.4% based on interviews and questionnaires. Students who do not understand the concept of the material 21.2%. Students make completion steps. The percentage results show that 57.1% while the remaining 42.9% of students sometimes use completion steps. Students can complete the counting operation by 67%. While the remaining 33% still have difficulty calculating. The percentage of students who re-checked the process and results were 94.3%, while the rest often did not check the process and results

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KEMAMPUAN PEMECAHAN MASALAH SISWA PADA MATERI PROGRAM LINEAR MELALUI TAHAPAN NEWMAN

Jurnal Inovasi Pendidikan Matematika (JIPM) ◽

10.37729/jipm.v2.n1.5 ◽

2020 ◽

Vol 2 (1) ◽

pp. 41-51

Author(s):

Choirul Fachis ◽

Dewi Azizah ◽

Nurina Hidayah

Keyword(s):

Problem Solving ◽

Data Collection ◽

Qualitative Data ◽

Descriptive Analysis ◽

Linear Programs ◽

Problem Transformation ◽

The Subject ◽

Average Problem ◽

New Procedures ◽

Qualitative Data Collection

The purpose of this article is to describe students' problem-solving abilities in completing linear programs through the Newman stages. This article uses qualitative. Data collection was obtained from the method of setting, testing, and interviewing. There are 36 students in class IX PS 2 as the subject of this article. The subject's abilities are categorized as high, medium, and low. Descriptive analysis was obtained from 9 students who represented each level. Test the validity of the data by triangulation. The results of the analysis obtained an average problem-solving ability using the Newman stage, namely the ability to read problems 85.6% classified well, the ability to solve problems 80% classified well, the ability to transform 82.59% classified well, the ability to process 73.3% classified good, the ability to solve answers 67.7% classified sufficiently. Of the 8 levels of ability obtained by 8 high-skilled students require new procedures well in solving problems, 24 capable students are having difficulty in the process of problem transformation, and 4 low-ability students are unable to handle new procedures.Keywords: problem-solving ability, Newman's procedure

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Proses Berpikir Matematis Siswa dalam Menyelesaikan Masalah Matematika di tinjau dari Tipe Kepribadian Keirsey

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v7i2.38 ◽

2016 ◽

Vol 7 (2) ◽

pp. 231-248

Author(s):

Khusnul Hamidah ◽

Suherman Suherman

Keyword(s):

Problem Solving ◽

Mathematical Thinking ◽

Personality Type ◽

Research Subjects ◽

Analysis Techniques ◽

Descriptive Research ◽

Mathematical Problems ◽

Qualitative Descriptive ◽

Data Validity ◽

Type Data

This study aims to describe the process of mathematical thinking of students in solving mathematical problems in terms of Keirsey's personality type. This research is a qualitative-descriptive research. Research subjects taken are MAN 2 Tulang Bawang Barat class XI students by purposive sampling. Research subjects amounted to 2 people from each personality type. Data collection is done by observation, interview, and documentation. Data validity using technique triangulation. Data analysis techniques used are the concept of Miles and Huberman, namely data reduction, data presentation, and conclusion. The results showed that each of Keirsey's students in solving mathematical problems was more likely to be a student of a Guardian personality type. In solving mathematical problems begins with the acceptance of information marked by understanding the problem involves knowing what is known (M1), knowing what is being asked (M2), knowing the required requirements in problem solving (M3), as well as making the model of math from the problem with its own understanding (M4). Then proceed with the processing of information marked by implementing the problem-solving plan (R1) and proceed with executing the plan to get the answer (P1), but the steps are not complete. While in rechecking the answer (C1) students do re-check, then in drawing a conclusion (C2), students draw conclusions only on some tests.

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PROSES BERPIKIR KREATIF SISWA SMP BERDASARKAN TAHAPAN WALLAS DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EKSTROVERT – INTROVERT

MATHEdunesa ◽

10.26740/mathedunesa.v9n1.p1-8 ◽

2020 ◽

Vol 9 (1) ◽

pp. 1-8

Author(s):

Nurul Fitriana ◽

Endah Rahaju

Keyword(s):

Problem Solving ◽

Creative Thinking ◽

Personality Type ◽

Personality Types ◽

Saturation Point ◽

Preparation Stage ◽

Mathematical Problems ◽

The Subject ◽

Thinking Process ◽

Thinking Processes

The creative thinking process is a stage that passed through while thinking creative. The stages of creative thinking according to Wallas of preparation, incubation, illumination, and verification. Differences in creative thinking processes in solving mathematical problems also affect differences in student’s extrovert and introvert personality types. This study is purposed to describe the student’s creative thinking processes based on the stages of Wallas with extrovert and introvert personality types. This research is a qualitative descriptive which conducted in 8th grade SMP Negeri in Gresik 2018/2019. The subject of this research consist of one student with extrovert personality type and one student with introvert ersonality type. The other criteria of the subject are having an same gender, and great ability communication. The research instruments consist of personality type test, problem solving task, and interview guideline. The result showed that : 1) The creative thinking’s process of students with extrovert types, (a) In the preparation stage, student could read and understand the questions twice based on subject’s ability to explain back information using its own language. (b) In the incubation stage, student experienced a saturation point and could not find a solution. Then, student made physical movements for thinking about the solution. (c) In the illumination stage, student has found a solution to find the maximum benefit by looking at the already known comparisons of the problems. (d) In the verification stage, student has implemented its idea as specified at the illumination stage, but student did not re-examine the steps and the results. 2) The creative thinking’s process of students with introvert types, (a) In the preparation stage, student could read and understand the questions several times based on subject’s ability to explain back information using its own language. (b) In the incubation stage, student experienced a saturation point but still though the solution with playing the writing instrument. The student resolves the problem which will be seen at the illumination stage. (c) In the illumination stage, student found the main idea that lead to problem solving, namely seeking maximum profit by looking at the already known comparisons of the problems. (d) In the verification stage, student has implemented its idea as specified at the illumination stage, student also re-checked the steps and the results from the first stage. Keywords : Creative Thinking Process of Wallas, Solve Mathematical Problems, Extrovert and Introvert, Personality Type

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