scholarly journals The influence of open-ended and STAD method on the mathematical problem-solving skills in terms of learning achievement

2017 ◽  
Vol 5 (2) ◽  
pp. 112
Author(s):  
Alman Alman
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Post Test ◽  
Quasi Experimental ◽  
Univariate Test ◽  
Total Average

This study is a quasi-experimental research using factorial design. This study aimed at finding the facts that had been resulted from the different influence caused by the use of Open-Ended method and that of STAD method on the students’ mathematical problem-solving skills in terms of learning achievement. The learning achievement was categorized into two types namely the high achievement and the low achievement. The population in this study was Grade V students from SD Negeri Serayu. The data were analyzed by ANAVA univariate test. The results of the study were as follows. First, there have been differences in the mathematical problem-solving skills of the students who had been taught using Open-Ended method and those who had been taught using the STAD method. Second, there were also differences on the students’ score. For the students who had been taught using the Open-Ended method, the highest posttest average score of their learning achievement was 95.71 while the lowest post-test average score of their learning achievement was 63.92. These students’ total average score of learning achievement was 81.04. On the other hand, for the students who had been taught using STAD the highest posttest average score of their learning achievement was 95.50 while the lowest posttest average score of their learning achievement was 70.00. These students’ total average score of learning achievement was 89.13. Third, there has not been any differences between the Open-Ended method and the STAD method.

scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIK MELALUI PENDEKATAN PROBLEM POSING DALAM PEMBELAJARAN MATEMATIKA DI SMA

2018 ◽  
Vol 6 (1) ◽  
pp. 93-104
Author(s):  
Deddy Sofyan ◽  
Sukanto Sukandar Madio
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Mathematical Problem Posing

Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa SMA dalam pemecahan masalah dan komunikasi matematik melalui pendekatan problem posing dalam pembelajaran matematika. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Populasi penelitian ini adalah siswa di salah satu SMA Negeri di Kabupaten Garut. Sampel penelitian dipilih secara acak berdasarkan kelas, sampelnya adalah kelas XII IPA 1 yang mendapat pembelajaran menggunakan pendekatan problem posing dan siswa kelas XII IPA 3 yang mendapat pembelajaran konvensional. Simpulan hasil penelitian ini adalah bahwa dalam pembelajaran matematika di SMA: 1. Kemampuan pemecahan masalah matematik siswa yang mendapatkan pendekatan problem posing lebih baik dibandingkan dengan konvensional, 2. Tidak terdapat perbedaan kemampuan komunikasi matematik antara siswa yang mendapatkan pendekatan problem posing dengan konvensional, 3. Tidak terdapat kaitan yang signifikan antara kemampuan pemecahan masalah matematik dengan kemampuan komunikasi matematik pada siswa yang mendapatkan pendekatan problem posing. The purpose of this research is to improve the ability of high school students in problem solving and communication of mathematics through problem posing approach to learning mathematics. The method used is a quasi-experimental method. The study population was one of the students in high schools in Garut. Samples were selected randomly based on the class, the sample is a class XII IPA 1 gets learning using problem posing approach and class XII IPA 3 students who received conventional learning. Conclusion The results of this study is that the study of mathematics in high school: 1. mathematical problem solving ability of students to get a better problem posing approach compared to conventional, 2. there is no difference in the ability of mathematical communication between students who received conventional approach to problem posing, 3. there was no significant association between mathematical problem solving skills with communication skills in students who get a mathematical problem posing approach.

scholarly journals Think Pair Share With Comic For Mathematical Problem Solving Skills

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Turyanto Turyanto ◽  
Denik Agustito ◽  
Sri Adi Widodo
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Rank Test ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Post Test ◽  
Signed Rank Test ◽  
Parametric Statistical Test

The purpose of this study was to find out that Think Pair Share with mathematical comics is more effective than Think Pair Share learning without using comics. The research method used is an experiment with the design of Post-test-Only Control Design. The sample size was 64 students taken using cluster random sampling technique. The instrument used in this study is the Mathematical Problem Solving Test. Data analysis techniques were used using the Wilcoxon Signed Rank Test non-parametric statistical test. The results of the study showed that the learning of Think Pair Share models by using mathematical comics was no more effective than learning Think Pair Share without using comics. Although this study shows the opposite results from existing theoretical studies, in general, the use of learning media such as mathematical comics collaborated with any model can make mathematics learning more effective.

scholarly journals The Effectiveness of Mobile Blended Problem Based Learning on Mathematical Problem Solving

2021 ◽  
Vol 15 (01) ◽  
pp. 119
Author(s):  
Ahmad Kholiqul Amin ◽  
I Nyoman Degeng Sudana ◽  
Punaji Setyosari ◽  
Ery Tri Djatmika
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Research Findings ◽  
Vocational High Schools ◽  
Qualitative Responses ◽  
Cluster Random Sampling

<p>This study aimed to examine the effectiveness of mobile blended compared to conventional problem-based learning on mathematical problem-solving skills and look for students' responses about the use of online learning. The study was conducted using a pretest-posttest quasi-experimental research design supported with descriptive qualitative responses involving 188 students taken by applying cluster random sampling as subjects of research distributed from vocational high schools in <em>Bojonegoro</em> City, East Java, Indonesia. Research findings revealed that mathematical problem-solving skills for students treated with mobile blended problem-based learning were higher than those who have been treated with purely problem-based learning. In addition, students have responded positively to the usage of mobile blended problem-based learning that was applicable and acceptable for effectively improving mathematical problem-solving skills.</p>

scholarly journals Influence of the Guided Discovery Learning Model on Primary School Students’ Mathematical Problem-solving Skills

2019 ◽  
Vol 6 (2) ◽  
pp. 253
Author(s):  
Akhmad Badrul Lubis ◽  
Yelvema Miaz ◽  
Indah Eka Putri
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Guided Discovery ◽  
Problem Solving Skills

Difficulties of primary school students in solving mathematical problems that require problem solving or reasoning abilities indicate the existence of problems in the process of learning mathematics, because one of the purposes of learning mathematics in primary school is to develop the students’ mathematical problem-solving skills. As a solution to overcome the problems, this research aims at understanding how the implementation of the guided discovery learning model influences mathematical problem-solving skills. This research employs a quasi-experimental design by involving all fifth-grade students at one of primary schools in Tebo Regency, Jambi. The simple random sample was conducted to obtain class VB as experimental class, and class VA as control class. Based on the results of the final score, experiential class obtained an average score of 86.00, and control class obtained an average score of 76.93.  The results of hypothesis test using t-test obtained tcount = 2,203 > ttable = 2,020, which indicated that H0 was rejected, and H1 was accepted. Therefore, the guided discovery learning model influenced the fifth-grade students’ mathematical problem-solving skills, thus it is recommended for teachers to be able to use the guided discovery learning model in the mathematics learning process.

scholarly journals ANALISIS KESULITAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI KEMAMPUAN DISPOSISI MATEMATIS SISWA

2019 ◽  
Vol 2 (1) ◽  
pp. 65-76
Author(s):  
Sofie Dinia ◽  
Astri Yuliani Nurhafifah ◽  
Mayasari Mayasari ◽  
Siti Patimah ◽  
Wahyu Hidayat
Keyword(s):  
Qualitative Research ◽  
Student Achievement ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Ability ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Ability Test ◽  
Problem Solving Skills ◽  
12Th Grade

The purpose of this study was to study and analyze students' problems in problem-solving skills seen from their mathematical disposition level of the students on 12th grade class of  SMA IT Fithrah Insani. Method of this study is descriptive- qualitative research. From 35 students, there were three students taken as samples, consisting of a student with high disposition mathematical ability (T), a student with medium disposition mathematical ability (S), and a student with low disposition mathematical ability (R). The result of the study shows that there is a difference in the average score of students in each level of the mathematical disposition towards the conclusion of the students’ mathematical problem-solving ability test (ANOVA Test-One way). Following up on these differences, researchers identified student achievement and misconceptions on each mathematical problem-solving indicators. The results of the study show that all the student with high and medium disposition mathematical ability could not fulfill the indicators of the ability of mathematical problem solving, such as (1) understand the problem, (2) recheck the answer while all the student with low disposition mathematical ability could not fulfill all indicator of the ability of mathematical problem solving.

EFEKTIVITAS PENDEKATAN DOUBLE LOOP PROBLEM SOLVING DENGAN SCAFFOLDING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA

2019 ◽  
Vol 8 (2) ◽  
pp. 10-18
Author(s):  
M Widiastika ◽  
N.M.S Mertasari ◽  
I.M Ardana
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Conventional Approach ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Double Loop ◽  
Post Test ◽  
Loop Problem ◽  
Cluster Random Sampling

AbstrakPenelitian ini bertujuan untuk mengetahui efektivitas pendekatan Double Loop Problem Solving dengan Scaffolding terhadap kemampuan pemecahan masalah matematika siswa. Jenis penelitian yang digunakan adalah eksperimen semu dengan desain penelitian post-test only control group. Populasi dalam penelitian ini adalah siswa kelas VIII SMP N 1 Sukasada tahun ajaran 2017/2018 yang berjumlah 239 siswa. Sampel penelitian ditentukan dengan teknik cluster random sampling , diperoleh sampel penelitian sebanyak 61 siswa. Dari data post-test diperoleh rata-rata skor kemampuan pemecahan masalah matematika siswa yang dibelajarkan dengan pendekatan Double Loop Problem Solving dengan Scaffolding adalah 29,38 dan rata-rata skor kemampuan pemecahan masalah matematika yang dibelajarkan dengan pendekatan konvensional adalah 26,83. Dari hasil analisis data menggunakan uji-t satu ekor dengan taraf signifikansi 5% menunjukan bahwa . Hal ini berarti kemampuan pemecahan masalah matematika siswa yang mengikuti pembelajaran dengan pendekatan Double Loop Problem Solving dengan Scaffolding lebih baik daripada kemampuan pemecahan masalah matematika siswa yang mengikuti pembelajaran dengan pendekatan konvensional. Dengan kata lain, pendekatan DLPS dengan Scaffolding efektif dalam meningkatkan kemampuan pemecahan masalah matematika siswa. Kata kunci: Kemampuan Pemecahan Masalah, Pendekatan Konvensional, Pendekatan Double Loop Problem Solving dengan Scaffolding  AbstractThe study aims to determine the effectiveness of Double Loop Problem Solving approach with Scaffolding on student’s mathematical problem solving abilities. This study was a quasi experimental research with post-test only control group design. The population of this study was all students of VIII grade in SMP N 1 Sukasada in 2017/2018 academic year totaling 132 students’. The sample was 61 students’ which were chosen through cluster random sampling technique. The data were collected through a test of mathematical problem solving ability in a form of essay. The data from the post-test shows that the average score for the students who use Double Loop Problem Solving Approach with Scaffolding is 29.38 and the average score of the students who use conventional approach is 26.83. The data from T-test one tail with 5% significant level shows that  .The findings above indicate that the mathematical problem solving ability of students who use Double Loop Problem Solving Approach with Scaffolding show better result rather than the students who use conventional approach. So, DLPS approach with Scaffolding is effective in improving students’ mathematical problem solving abilities. Keywords: Problem solving ability, Conventional Approach, Double Loop Problem Solving Approach with Scaffolding. 

scholarly journals Efektivitas problem-based learning ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis

2019 ◽  
Vol 6 (1) ◽  
pp. 118-129
Author(s):  
Yuli Kurniyawati ◽  
Ali Mahmudi ◽  
Endang Wahyuningrum
Keyword(s):  
Problem Solving ◽  
Significant Relationship ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Quasi Experimental ◽  
Academic Year

Penelitian ini bertujuan untuk mendeskripsikan efektifitas problem-based learning ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Penelitian ini merupakan penelitian Quasi Experimental dengan populasi siswa kelas VIII SMP Negeri 1 Ngadirejo Temanggung tahun pelajaran 2017/2018. Pengambilan sampel dilakukan secara acak dengan mengambil 3 kelas dari 7 kelas yang ada, dan terpilih kelas VIII A sebagai kelas ujicoba, kelas VIIIB sebagai kelas eksperimen, dan kelas VIIIC sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah tes keterampilan pemecahan masalah matematis dan skala kemandirian belajar matematis. Hasil penelitian menunjukkan bahwa problem-based learning efektif ditinjau dari keterampilan pemecahan dan kemandirian belajar matematis. Terdapat perbedaan efektivitas antara problem-based learning dan pembelajaran konvensional ditinjau dari keterampilan pemecahan masalah dan kemandirian belajar matematis. Terdapat hubungan signifikan antara keterampilan pemecahan masalah dan kemandirian belajar matematis.The effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulatedAbstractThis study aims to determine the effectiveness of problem-based learning in terms of mathematical problem-solving skills and self-regulated. This study is quasi-experimental with a population of students of grade VIII SMP Negeri 1 Ngadirejo Temanggung academic year 2017/2018. The sampling was done randomly by taking 3 of 7 classes, and the elected class was VIII A, VIIIB, and VIIIC. Then, the three classes were randomized to determine the tryout class, control, and experimental class. Class VIIIB was selected as an experimental class, VIIIC as a control class and VIIIA as a tryout class. The instrument used was the test of mathematical problem-solving skills, the scale of self-regulated learning and observation sheet of learning implementation. The results of this study showed that problem-based learning is effective in terms of mathematical problem-solving skills and self-regulated learning. There is a difference in effectiveness between problem-based learning and conventional learning in terms of mathematical problem-solving skills and self-regulated learning. There is a significant relationship between mathematical problem-solving skills and self-regulated learning.

scholarly journals PENGARUH ACCELERATED LEARNING CYCLE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP

2015 ◽  
Vol 6 (1) ◽  
pp. 122
Author(s):  
Sindi Amelia
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Accelerated Learning ◽  
Learning Cycle ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Ability Test ◽  
Problem Solving Skills ◽  
National Education ◽  
Quasi Experimental

Mathematical problem solving ability is an ability that is included in Indonesia national education goals, but its achievement is still relatively low. This quasi-experimental research examines the ability of solving mathematical problems through the application of Accelerated Learning Cycle. The subjects were seventh grade students in Riau Province, which were divided into an experimental group and a control group. The research instrument used was mathematical problem solving ability test, and the data were analyzed using Mann-Whitney test and two ways ANOVA. The results of this study indicate that there was a significant effect of Accelerated Learning Cycle on the overall students’ mathematical problem-solving skills (p =0.000, p <0.05) and in all categories of KAM. Keywords: accelerated learning cycle, mathematical problem solving abilityABSTRAK Kemampuan pemecahan masalah matematis merupakan kemampuan yang termasuk kedalam tujuan pendidikan nasional, tetapi pencapaiannya masih tergolong rendah. Penelitian kuasi eksperimen ini mengkaji kemampuan pemecahan masalah matematis melalui penerapan Accelerated Learning Cycle. Subjek penelitian adalah siswa kelas VIII salah satu SMP Negeri di Provinsi Riau, yang dibagi menjadi satu kelas eksperimen  dan  satu  kelas kontrol. Instrumen  penelitian  yang digunakan  adalah perangkat tes kemampuan pemecahan masalah matematis, dan data yang diperoleh kemudian dianalisis menggunakan uji Mann-Whitney  dan  ANOVA dua  jalur.  Hasil  penelitian  ini  menunjukkan  bahwa  terdapat  pengaruh Accelerated Learning Cycle terhadap kemampuan pemecahan masalah matematis untuk keseluruhan siswa (p = 0,000, p < 0,05) dan semua kategori KAM.Kata kunci: accelerated learning cycle, kemampuan pemecahan masalah matematis

scholarly journals Pengaruh Strategi Belajar Aktif Sortir Kartu Terhadap Kemampuan Pemecahan Masalah Matematis

2019 ◽  
Vol 3 (2) ◽  
pp. 362-370
Author(s):  
Rilla Gina Gunawan ◽  
Aan Putra
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Learning Strategy ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Active Learning Strategy ◽  
Initial Knowledge ◽  
Better Than

The aim of this research is finding students' mathematical problem-solving skills based on high, medium and low initial knowledge. This research is a quasi-experimental study. The research sample used students in VIIIA and students in VIIIB SMPN 1 Kerinci that selected using random sampling techniques. The research data were processed using the t-test and the Mann Whitney test to comparing students' problem-solving skills that using active learning strategy sorting cards and problem-solving skills of students using ordinary learning. The result of data analysis showed that the mathematical problem-solving skill of students with high, medium and low initial knowledge was better than the mathematical problem-solving skill of students with the same initial knowledge that used ordinary learning. Penelitian ini bertujuan untuk mengetahui perbandingan kemampuan pemecahan masalah matematika siswa berdasarkan pengetahuan awal tinggi, sedang dan rendah. Penelitian ini merupakan penelitian eksperimental semu. Sampel penelitian yang digunakan adalah siswa di VIIIA dan siswa di VIIIB SMPN 1 Kerinci yang dipilih menggunakan teknik random sampling. Data hasil penelitian diolah menggunakan uji t dan uji Mann Whitney dengan tujuan membandingkan kemampuan pemecahan masalah siswa yang menggunakan strategi belajar aktif sortir kartu dan kemampuan pemecahan masalah siswa yang menggunakan pembelajaran biasa. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah matematika siswa dengan pengetahuan awal tinggi, sedang dan rendah lebih baik daripada kemampuan pemecahan masalah matematika siswa dengan kemampuan awal yang sama yang menggunakan pembelajaran biasa.

PEMBELAJARAN DALAM JARINGAN DENGAN PENDEKATAN SAINTIFIK BERBANTUAN PLATFORM EDMODO UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMA

2020 ◽  
Vol 2 (2) ◽  
pp. 100-115
Author(s):  
Nindy Ivalyn ◽  
Andi Pujo Rahadi
Keyword(s):  
Problem Solving ◽  
Statistical Tests ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Student Responses ◽  
Mathematics Problem Solving ◽  
Mathematics Problems ◽  
Scientific Approach ◽  
Quasi Experimental

The mathematics problem-solving ability of students in Indonesia is not high yet. The students found it difficult to do the mathematics problems that lead to solving a problem. This study aims to improve students' mathematical problem-solving skills using the Edmodo platform. The study used a quasi-experimental design to find out whether the enhancement of students' mathematical problem-solving abilities that obtain using the Edmodo Platform with a scientific approach is significantly higher than the students who obtain scientific approach learning models. The sample of the research was students in two classes X grade student Negeri 1 Parongpong, West Bandung 2019/2020. The first-class students obtained an using the Edmodo Platform with a scientific approach, while the students in the second class obtained a scientific approach learning with a scientific approach. The results showed that the enhancement of the students' mathematical problem-solving abilities in both classes was included in the moderate category. Based on the statistical tests, the students in the first class have a significant enhancement in mathematical problem-solving abilities compared with the students in the second class. Furthermore, student responses to use the Edmodo Platform with a scientific approach are categorized as "very like" and student responses to a scientific approach are categorized as "very like".

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