scholarly journals EXPLORING THE USEFULNESS OF RICH MATHEMATICAL TASKS TO ENHANCE STUDENTS’ REFLECTIVE THINKING

2020 ◽  
Vol 39 (2) ◽  
pp. 346-358
Author(s):  
Fitriati Fitriati ◽  
Rita Novita ◽  
Rahmah Johar
Keyword(s):  
Junior High School ◽  
Reflective Thinking ◽  
Teaching Practice ◽  
Teaching Experiment ◽  
Mathematical Tasks ◽  
Thinking Ability ◽  
The Rich ◽  
Based Instruction ◽  
Rich Tasks

Promoting reflective thinking in daily teaching practice is vital to prepare students to live in a more challenging world. Rich tasks are one of the promising tasks that could be used as pedagogy trend to develop students' reflective thinking. Therefore, the purpose of this study is to describe the usefulness of rich mathematical tasks including how teachers use them in their teaching practice and the improvement of students’ reflective thinking following the rich tasks based instruction. This study employed a teaching experiment within a case study design. Participants were 28 Year 7 students of one the junior high school in Aceh, Indonesia. The instrument of the study is three valid and reliable rich mathematical tasks administered to the students through student worksheet. The results of the study show that rich tasks provided students with the opportunity to solve real-world problems by questioning their understanding and thinking reflectively. It also found that most students in the classroom were able to achieve the low level of reflective thinking with classroom mean score is 60. This value fairly enough since reflective thinking is a complicated concept. Subsequently, the results indicate the rich mathematical tasks approach hold potential in enhancing students’ reflective thinking ability.

Spinning the Cube with Technologies

2019 ◽  
Vol 112 (7) ◽  
pp. 551-554
Author(s):  
Lingguo Bu
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Teaching Experiment ◽  
Mathematical Tasks ◽  
Classroom Teaching ◽  
Sense Making ◽  
Pedagogical Issues ◽  
The Rich ◽  
Physical Manipulation

The rise of dynamic modeling and 3-D design technologies provides appealing opportunities for mathematics teachers to reconsider a host of pedagogical issues in mathematics education, ranging from motivation to application and from visualization to physical manipulation. This article reports on a classroom teaching experiment about cube spinning, integrating traditional tools, GeoGebra (www.geogebra.org), and 3-D design and printing technologies. It highlights the rich interplay between worthwhile mathematical tasks and the strategic use of diverse technologies in sustaining sense making and problem solving with a group of prospective teachers.

scholarly journals MENUMBUHKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA MELALUI MODEL BELAJAR PBL BERBASIS RICH TASK MATEMATIKA

Numeracy ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 20-34
Author(s):  
Fitriati Fitriati ◽  
Marlaini Marlaini
Keyword(s):  
Problem Solving ◽  
Mathematics Teachers ◽  
Mathematics Instruction ◽  
Junior High Schools ◽  
Mathematical Tasks ◽  
Problem Solving Skills ◽  
Learning Mathematics ◽  
Banda Aceh ◽  
Rich Tasks

Problem solving skills are essential skill for students to live in a challenging world. Teachers are required to carry out the mathematics instruction that could train these skills. One of the learning models that can be used is problem based learning (PBL) with rich mathematical tasks. Therefore, the purpose of this study is to apply the PBL-based Rich Tasks model to develop students' problem solving skills. This study used one-shot case study experimental design involving 21 grade 9 students from one of the junior high schools in Banda Aceh. The results showed that PBL with Rich Mathematical Tasks was able to develop students' problem solving skills with an average achievement before treatment (pre-test) equal to 2.92 which then improve after treatments given with the score equal to  70.82. In addition, the score of each of the end lesson tests also risen   with  62.14 for PB1 and  67.75 for PB2. This improvement was gained because the PBL with rich tasks approach has the potentials to facilitate student learning mathematics. Teachers are advised to use the PBL with rich tasks approach continuously in the daily mathematics instruction, so that students’ problem solving skills can be  improved in the future. Abstrak Keterampilan pemecahan masalah merupakan skil penting yang harus dimiliki peserta didik agar dapat hidup bertahan dalam dunia yang penuh dengan tantangan. Untuk itu guru dituntut agar mampu melaksanakan proses pembelajaran matematika yang dapat melatih keterampilan tersebut. Salah satu model pembelajaran yang dapat digunakan adalah model belajar PBL berbasis Rich Tasks Matematika. Oleh karena itu tujuan penelitian ini adalah untuk menerapkan model PBL berbasis Rich Tasks untuk menumbuhkembangkan keterampilan pemecahan masalah siswa. Penelitian ini menggunakan desain eksperimen one-shot case study yang melibatkan 21 siswa kelas IX dari salah satu sekolah menengah pertama di Banda Aceh. Hasil penelitian menunjukkan bahwa PBL berbasis Rich Tasks mampu mengembangkan keterampilan pemecahan masalah siswa, dengan rata-rata nilai tes awal sebesar 2.92  yang meningkat pada tes akhir dengan nilai rata-rata sebesar 70.82. Begitu juga dengan nilai tes matematika di akhir setiap pertemuan  terus meningkat yaitu 62,14 (P1) dan 67.75 (PB2). Hal ini disebabkan karena model PBL berbasis rich tasks sangat potensial dalam memfasilitasi siswa belajar. Guru disarankan untuk terus dapat menggunakan rich tasks secara kontinue dalam proses pembelajaran matematika sehari-hari, sehingga keterampilan pemecahan masalah siswa dapat ditingkatkan dimasa yang akan datang.   Kata Kunci: Rich Tasks, PBL, Keterampilan Pemecahan Masalah, Pembelajaran Matematika

scholarly journals ANALISIS KEMAMPUAN BERPIKIR REFLEKTIF DAN ANALITIK PESERTA DIDIK SMP DALAM MENYELESAIKAN SOAL MODEL PROGRAMME FOR INTERNATIONAL STUDENT ASSESSMENT (PISA)

2020 ◽  
Vol 2 (2) ◽  
pp. 46-59
Author(s):  
Hasan Bashri Hadimu ◽  
Theresia Laurens ◽  
La Moma
Keyword(s):  
High School ◽  
Junior High School ◽  
International Student ◽  
Reflective Thinking ◽  
Student Assessment ◽  
Thinking Skills ◽  
International Student Assessment ◽  
Analytical Skills ◽  
Analytical Thinking ◽  
Thinking Ability

During this time, reflective thinking and analytical skills have not been one of the objectives of mathematics and learners have not demonstrated reflective activity and analytic learning. The ability of the students ' reflective thinking and analytics is an important aspect to be examined and developed so that the learner's math learning is more optimal. The study aims to describe the ability of the students ' reflective thinking and analytic of junior high school in solving the Programme for International Student Assessment (PISA) model. This research is a qualitative descriptive study describing the reflective thinking skills and analytical students of junior high school in solving the Programme for International Student Assessment (PISA) model. The subject in this study is a class IX student consisting of three learners with the details of each of the 1 learners with reflective thinking skills, 1 student with analytic thinking skills and 1 student with reflective and analytical thinking skills. The data collection techniques used are tests of reflective thinking and analytical skills as well as interviews. Test Data and interviews are analyzed based on indicators that meet the ability of reflective thinking and analytical thinking skills. Data analysis techniques refer to the Miles and Hiberman concepts which include data reduction, data presentation, and conclusion withdrawal. Data validity techniques use observer persistence, triangulation time and peer checking. The results of the study provide conclusions: 1) Subject 1 meets the indicator of the reflective thinking ability, subject 1 able to the reacting phase, comparing, less in the contemplating phase: 2) Subject 2 meets the analytical thinking ability indicator, subject 2 is capable at would phase, organizing and attributing: 3) Subject 3 meets the indicator of reflective thinking capabilities capable of the reacting, comparing, contemplating and subject 3, organizing and attributing

scholarly journals Efektivitas metode pembelajaran PQ4R ditinjau dari kemampuan berpikir reflektif matematis dan self-concept siswa

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Intan Permatasari ◽  
Sri Hastuti Noer ◽  
Pentatito Gunowibowo
Keyword(s):  
Junior High School ◽  
Reflective Thinking ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
Self Concept ◽  
Control Group ◽  
Learning Method ◽  
Control Group Design ◽  
Group Design ◽  
Thinking Ability

Penelitian eksperimen semu ini bertujuan untuk menguji efektivitas metode pembelajaran PQ4R (Preview, Question, Read, Reflect, Recite, Review) ditinjau dari kemampuan berpikir reflektif dan self-concept siswa. Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 12 Bandar Lampung tahun pelajaran 2019/2020 yang terdistribusi dalam sembilan kelas. Dari sembilan kelas tersebut dipilih satu kelas sebagai kelas eksperimen dan satu kelas sebagai kelas kontrol. Desain penelitian yang digunakan adalah pretest-posttest control group design. Pengumpulan data dilakukan menggunakan tes kemampuan berpikir reflektif matematis dan angket self-concept siswa. Data hasil tes dan angket dianalisis secara deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa persentase siswa pada kelas PQ4R dengan kemampuan berpikir reflektif matematis dan self-concept terkategori baik lebih dari 60% dari jumlah siswa, namun peningkatan kemampuan berpikir reflektif matematis dan self-concept siswa yang mengikuti pembelajaran PQ4R tidak lebih tinggi daripada peningkatan siswa yang mengikuti pembelajaran konvensional. Dengan demikian, dapat disimpulkan bahwa metode pembelajaran PQ4R tidak efektif ditinjau dari kemampuan berpikir reflektif matematis dan self-concept siswa. The effectiveness of the PQ4R learning method in terms of students' mathematical reflective thinking ability and self-conceptAbstractThis quasi-experimental research aimed to examine the effectiveness of the PQ4R (Preview, Question, Read, Reflect, Recite, Review) learning method in terms of reflective thinking ability and self-concept of students. The study population was all eighth-grade students of SMP Negeri 12 Bandar Lampung (Junior High School) for the 2019/2020 academic year, distributed in nine classes. Of the nine classes, one class was selected as the experimental class and one class as the control class. The research design used was the pretest-posttest control group design. The data was collected using a test of reflective mathematical thinking skills and a students' self-concept questionnaire. Test and questionnaire results were analyzed descriptively and inferentially. The results showed that the percentage of students in the PQ4R class with good categories in reflective mathematical thinking and self-concept was more than 60% of students' total number. The increase in mathematical reflective thinking ability and self-concept of students who took PQ4R learning was not higher than the increase in students who follow conventional learning. Thus, it can be concluded that the PQ4R learning method was ineffective in terms of students’ mathematical reflective thinking skills and self-concept.

scholarly journals Reflective Thinking Ability of Junior High School Students of 2 Pleret Viewed from Self-Confidence

2020 ◽  
Vol 7 (8) ◽  
pp. 117
Author(s):  
Nurul Hidayat ◽  
Budi Usodo ◽  
Dewi Retno Sari Saputro
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Reflective Thinking ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Self Confidence ◽  
Thinking Ability ◽  
Mathematical Problems

Reflective thinking ability is the ability of students to answer a given problem actively and carefully to obtain a more appropriate solution. This study is set to determine the reflective thinking ability of junior high school students in solving mathematical problems viewed from self-confidence. This research employs descriptive qualitative methods using questionnaires, written tests, and interviews in collecting the data. The subjects are six students of eight grade of State Junior High School 2 Pleret. In selecting the subjects, the researchers use a questionnaire that divides students into three categories namely, high, moderate, and low self-confidence. The results reveal that students with high self-confidence already have reflective thinking ability because they can understand the information well and be careful in solving problems. The students with moderate self-confidence have not been able to evaluate the problems because they do not carefully rechecking the obtained answers. The students with low self-confidence can’t identify problems clearly and correctly, can’t remember their initial knowledge to solve new problems, can’t evaluate problems, and can’t draw conclusions from a given problem.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR REFLEKTIF SISWA SMP DITINJAU DARI DISPOSISI MATEMATIS SISWA

2018 ◽  
Vol 1 (1) ◽  
pp. 79
Author(s):  
Yuni Hajar ◽  
Ridwan Yanwar ◽  
Aflich Yusnita Fitrianna
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reflective Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Descriptive Analysis ◽  
School Students ◽  
Ability Test ◽  
Thinking Ability ◽  
Mathematical Problems

Reflective thinking ability and mathematical disposition in mathematics learning is very important to be improved. Reflective thinking ability can help students to get more optimal learning outcomes and mathematical disposition is required by students to solve a mathematical problem. The purpose of this study is to analyze the difficulties faced by junior high school students in working on the problem of reflective thinking ability that review based on students' mathematical disposition ability. The research method used is descriptive analysis method to analyze the available data and processed so as to obtain a clear description of the facts and the relationship between the phenomena studied. The sample in this research is the students of class IX B in SMPN 5 Cimahi. The results of this study is that almost allindicators ofreflective thinking abilityare still not achieved review bases on student’smathematical disposition. this is due to the following factors : (a) mathematic material that is still poorly understood so that students have difficulty when solving difficult mathematical problems ; (b) student made a mistake in concept when do reflective thingking ability test; (c) the student has never experienced a test with reflective thinking ability before.

scholarly journals Pengembangan Instrumen Kemampuan Berpikir Reflektif Matematis siswa Kelas 8 SMP

2019 ◽  
Vol 1 (5) ◽  
pp. 237-242
Author(s):  
Muntazhimah Muntazhimah
Keyword(s):  
Junior High School ◽  
Reflective Thinking ◽  
Junior High ◽  
Instrument Validity ◽  
Analysis Process ◽  
Thinking Ability ◽  
8Th Grade ◽  
Good Research ◽  
Limited Testing ◽  
Testing Product

The Instrument is a measuring tools in a research. Before using the instrument, it must go through an analysis process to produce a good research instrument. This study aims to analyze the validity, reability and effectiveness of the test instruments for mathematical reflective thinking ability of 8th grade students’ of junior high schools by using research and development (R&D). The stages in R&D are: 1) needs analysis, 2) product design, 3) design and development, 4) expert validation, 5) preliminary product revision, 6) limited testing, 7) product revision, 8) expanded testing, 9) revision and analysis of the testing product. The result obtained indicate that the findings in this study are, the Instrument validity of each items indicates that the five items are valid, the reability of the instrument is 0,721 which shows good category and the effectiveness of the instrument there is a score of 76,7 which has a moderate level of effectiveness. This shows that the test instrument of mathematical reflective thinking ability of 8th grade students in valid, reliable and effective used to assess the mathematical reflective thinking ability of 8th grade students of junior high school.

scholarly journals A Case Study on the Use of Contexts and Socio-Scientific Issues-Based Science Education by Pre-service Junior High School Science Teachers in Indonesia During Their Final Year Teaching Internship

2021 ◽  
Vol 5 ◽  
Author(s):  
Safwatun Nida ◽  
Novida Pratiwi ◽  
Ingo Eilks
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Junior High School ◽  
Teaching Practice ◽  
Daily Life ◽  
School Science ◽  
High School Science ◽  
State University ◽  
Science Content

This paper presents a case study looking at the use of daily life contexts and socio-scientific issues by pre-service science teachers (PSTs) in Indonesia during their final year teaching internship. The study is based on a questionnaire distributed to 42 PSTs at a State University in East-Java after they took part in a teaching internship program. The questionnaire focuses on the contexts the PSTs used in their teaching and how the contexts were used. Additionally, eight of the PSTs who taught a unit on environmental pollution were interviewed to more deeply explore how deeply they referred to real-world contexts in their teaching practice and whether or not they presented the topics as socio-scientific issues (SSIs). Most of the PSTs stated that they had used daily life contexts quite often when teaching. The most frequent contexts the PSTs used were daily life objects and questions related to society and the environment. The contexts were mostly introduced at the beginning of the lesson, before the science content was taught. They suggested that the function of contexts was generally for motivational purposes and for student engagement with science concepts. The contexts were rarely used to provoke societal discussions, even though the PSTs acknowledged that many contexts can be used in the sense of socio-scientific issues and were considered to potentially provoke discussions beyond science.

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