scholarly journals Analysis of Thinking Ability Intuition of Mathematical Education Study Program Students Based on Realistic Mathematical Approaches

2019 ◽  
Vol 6 (3) ◽  
pp. p407
Author(s):  
H. Banjarnahor ◽  
Hasratuddin
Keyword(s):  
Standard Deviation ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Mathematical Education ◽  
Learning Approaches ◽  
Positive Role ◽  
Study Program ◽  
Intuitive Thinking ◽  
Thinking Ability ◽  
Education Study

Intuitive is a process of thinking based on intuition that is a purification of conclusions that are strongly reasoned through feeling and indispensable in learning mathematics. The research objectives were: describe the ability of mathematical intuition thinking (Kb-iM) and the effectiveness of the application of realistic mathematical approaches from students of Mathematics Education Study Program FMIPA Medan State University. The sample of the study was 36 students in the 2015 class who were / had attended the Kapita Selekta Mathematics School course. The research instrument was in the form of 8 items of objective test of mathematical intuitive thinking ability. This test was developed based on the formulation of indicators that are built from supporting theories. The results of data analysis show that: (1) for the pre-test Kb-iM the range = 0.88; smallest score 2.38; biggest score of 3.25; average = 2.86 and standard deviation = 0.24. The same thing with the Kb-iM post-test obtained a range of values = 1.30; smallest score 2.60; biggest score 3.9; average = 3.24 and standard deviation = 0.31. Average values mean that the level of initial achievement of students’ mathematical intuitive thinking skills was only 71.5% and after realistic mathematics learning it had reached 81.0% or an increase of 10%. This fact gave the meaning that realistic mathematical learning approaches play a positive role to improve students’ mathematical intuitive thinking skills. At the end of the study it turned out that the level of mathematical intuitive thinking ability of students was at least at the moderate level.

scholarly journals Pengaruh Kemampuan Berpikir Divergen dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Jumardi Rauf ◽  
Siti Nur Humaira Halim ◽  
Randy Saputra Mahmud
Keyword(s):  
Standard Deviation ◽  
Divergent Thinking ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Thinking Skills ◽  
Average Score ◽  
Self Reliance ◽  
Ex Post ◽  
Thinking Ability ◽  
Ex Post Facto

The aim of this study to know the influence of divergent thinking ability and self reliance learning towards students learning results. This is an ex-post facto research, the samples was 102 students from ninth class SMPN 24 Makassar. The instruments was divergent thinking skills test, koesioner self reliance learning, and test of student’s mathematical learning results. The results of a descriptive analysis showed that the ability to think divergent students in middle category with average score 55.91, standard deviation 10.623 of the 100 ideal score with percentage 42.42%. The self reliance of learning students in the high category with average score 60.03, standard deviation 6.528 of the 80 ideal score with percentage 74.2%. The results of students learning in the good categorized with average score 80.77, standard deviation 6.416 of the 100 ideal score with percentage 53%. The result of inferential analysis shows that the divergent thinking ability positively and significantly affects the learning results of 0.183. Self reliance learning also positively and significantly affect the learning results of 0.101. The results of inferential show that divergent thinking ability and self reliance learning simultaneously influence the results of mathematics learning students with regression equation Y=70,119+0,009X1+0,181X2. AbstrakTujuan dari penelitian ini yaitu untuk mengetahui ada tidaknya pengaruh kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika siswa. Jenis penelitian yang digunakan dalam penelitian ini adalah jenis penelitian ex-post facto, dengan mengambil sampel dari siswa kelas IX SMPN 24 Makassar sebanyak 102 orang. Instrumen yang digunakan dalam penelitian ini adalah tes kemampuan berpikir divergen, kuesioner kemandirian belajar dan tes hasil belajar matematika. Hasil analisis statistik deskriptif menunjukan bahwa kemampuan berpikir divergen siswa dikategorikan sedang dengan skor rata-rata 55,91 dan standar deviasi 10,623 dari skor ideal 100 dengan persentase 42,42%. Kemandirian belajar siswa berada pada kategori tinggi dengan rata-rata 60,03 dan standar deviasi 6,528 dari skor ideal 80 dengan persentase 74,2%. Sedangkan hasil belajar siswa dikategorikan baik dengan skor rata-rata 80,77 dan standar deviasi 6,416 dari skor ideal 100 dengan persentase 53%. Hasil analisis inferensial menunjukkan bahwa terdapat pengaruh positif dan signifikan antara kemampuan berpikir divergen terhadap hasil belajar matematika sebesar 0,183, terdapat pengaruh positif dan signifikan antara kemandirian belajar terhadap hasil belajar matematika sebesar 0,101, serta terdapat pengaruh positif dan signifikan secara simultan antara kemampuan berpikir divergen dan kemandirian belajar terhadap hasil belajar matematika persamaan regresi Y = 70,119 + 0,009X1 + 0,181X2 

scholarly journals PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA MELALUI METODE PENEMUAN TERBIMBING BERBANTUAN SOFTWARE GEOGEBRA PADA MATA KULIAH KALKULUS PEUBAH BANYAK DI FKIP UMSU

2019 ◽  
Vol 4 (2) ◽  
pp. 152-159
Author(s):  
Ismail Hanif Batubara
Keyword(s):  
Critical Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Study Program ◽  
Guided Discovery ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Education Study ◽  
Quasi Experimental ◽  
Discovery Method

Abstract. The purpose of this study was to find out: (1) Is the increase in mathematical critical thinking abilities of students given the guided discovery method assisted by Geogebra software higher than students who were given guided discovery method learning without Geogebra software, (2) Are their interactions between learning with students 'initial mathematical abilities towards improving students' critical thinking skills. This research is a quasi-experimental study. The population of this study is that all classes in the fourth-semester mathematics education study program are approximately 120 people. Randomly, two classes were chosen from four classes. The experimental class was treated with Geogebra assisted guided discovery methods and the control class was treated with a guided discovery method without the help of Geogebra. Data analysis was performed by analysis of two-way variance (ANAVA). The results showed (1) Improvement of mathematical critical thinking skills of groups of students who obtained guided discovery method learning using GeoGebra software was higher than the group of students who received learning through guided discovery methods without GeoGebra software. (2) There is no interaction between the learning model and the initial ability of students in improving students' critical thinking skills in mathematics.Keywords: Critical Thinking Ability, Guided Discovery Method, Geogebra

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

scholarly journals PENGARUH PENDEKATAN PEMBELAJARAN SOCIOSCIENTIFIC ISSUES TERHADAP KEMAMPUAN BERPIKIR KREATIF PESERTA DIDIK

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Widia Rahmawati ◽  
Jujun Ratnasari ◽  
Suhendar Suhendar
Keyword(s):  
Junior High School ◽  
Creative Thinking ◽  
Sampling Technique ◽  
Socioscientific Issues ◽  
Thinking Skills ◽  
Control Group ◽  
Learning Approach ◽  
Learning Approaches ◽  
Thinking Ability ◽  
Creative Thinking Ability

The purpose of this study is to examine the effect of Socioscientific Issues learning approach to improving students' creative thinking ability. Learning with the Socioscintific Issues approach needs to be trained because it not only develops creative thinking skills, but also other abilities can be developed such as critical thinking skills, decision-making and arguing ability. The research method that will be used is quasi experiment with Design Nonequivalent Control Group. This research was conducted at State Junior High School 6 Sukabumi with research population that is class VII (Seven). The sampling technique used is Purposing Sampling. Indicators of creative thinking that is sensitivity, thinking smoothly, thinking flexible, original thinking and thinking detailing. The results showed that the average value of N-gain of the experimental class was 0.56 higher than the control class of 0.44. The results of the z test show that the data produced in accordance with the criteria is zhitung = 3.177> ztabel = 1.998 with a trust level of 0.05 (5%), meaning H0 is rejected and H1 accepted, it means that the Socioscientific Issues learning approach influences the creative thinking ability of learners water pollution material. The response of learners to the learning approach Socioscientific Issue gave a positive response on the approach of learning approaches Socioscientific Issues.Keywords: Creative Thinking, Socioscientific Issues.

scholarly journals INCREASING THE MATHEMATICIS LEARNING THROUGH THE DEVELOPMENT OF VOCATIONAL MATHEMATICS MODULES OF STKIP MUHAMMADIYAH ENREKANG

2019 ◽  
Vol 3 (1) ◽  
pp. 69-79
Author(s):  
Suarti Djafar ◽  
Nadar Nadar ◽  
Arwan Arwan
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Study Program ◽  
Education Study ◽  
Study Programs ◽  
Asking Questions ◽  
Data Collection Technique ◽  
Academic Year ◽  
Vocational Mathematics

This research is Classroom Action Research which will be carried out in two cycles and through several stages in each cycle, namely planning, implementing actions, observing and reflecting. The purpose of this study was to determine the increase in mathematics learning outcomes of STKIP Muhammadiyah Enrekang students through the development of vocational mathematics modules. The subjects of this study were the fourth semester students of the 2018/2019 academic year study program in mathematics, totaling 10 people. The data collection technique that will be used is a test of student learning outcomes conducted at the end of each cycle, observation, reflection and student responses. The implementation plan begins with asking questions, thinking together and answering; 2) Application of the development of vocational mathematics modules about improving the learning outcomes of the mathematics education study program STKIP Muhammadiyah Enrekang. The goals and objectives of education held at the mathematics education study program of STKIP Muhammadiyah Enrekang can be achieved well, in order to produce vocational math modules for mathematics education study programs.

scholarly journals STUDENTS’ LEARNING APPROACHES IN THE EFL EMERGENCY ONLINE LEARNING CONTEXT

2021 ◽  
Vol 8 (2) ◽  
pp. 185-220
Author(s):  
Made Hery Santosa ◽  
Ni Made Ratminingsih ◽  
Luh Diah Surya Adnyani
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
English Education ◽  
Learning Approach ◽  
Learning Approaches ◽  
Learning Context ◽  
Structured Interviews ◽  
Study Program ◽  
Score Analysis ◽  
Education Study

Emergency online learning has transformed today’s learning while opening up opportunities and challenges, one of which is learning approach. This study aims to investigate students’ learning approach in the English Education study program in emergency online learning. A mixed-method was employed using two instruments; R-SPQ-2F questionnaire and semi-structured interviews. The results of the instrument check showed that the R-SPQ-2F survey and interview guide were valid (.90) and reliable (α=.88). Calculated using Slovin formula, there were 302 respondents for this study. The survey data were analysed using R-SPQ-2F mean score analysis and interview data were with interactive model analysis. The results of the study indicate that the learning approach of students in the English education study program in the context of emergency learning tends to be deep. The interview results provide important information that the student approach is influenced by several supporting and inhibiting factors. This shows that the student learning approach is dynamic in adjusting to learning process. Policy makers, lecturers, and students need to consider aspects of this learning approach in the current emergency online situation for a more effective and meaningful learning process.

scholarly journals PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS VII SMP NEGERI 2 KOTA JAMBI

2018 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
Rismaya Oktaviani ◽  
Harman Harman ◽  
Sri Dewi
Keyword(s):  
Critical Thinking ◽  
Standard Deviation ◽  
Mathematics Education ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning System ◽  
Realistic Mathematics Education ◽  
Critical Thinking Ability ◽  
Realistic Mathematics ◽  
Thinking Ability

Abstract: This research is motivated by low students' critical thinking ability. This is caused by the ineffectiveness of learning in the classroom in the learning process with conventional model while the students who receive it more passive and afraid to express the assumption because they think that math is hard to learn. So teachers need to apply a fun learning system and more real in improving the ability to think critically by using Realistic Mathematics Education Approach (RME) to help critical thinking of students to be more critical. This research is an experimental research. The population in this research is all students of class VII SMPN 2 Kota Jambi Academic Year 2017/2018. Sampling using Random Sampling technique, which is taken class VII A and VII D where two classes are given different treatment. This study aims to determine the difference of Realistic Mathematics Education (RME) approach to critical thinking skills of the seventh grade students of SMPN 2 Kota Jambi, the subject of the set. Based on Post-test results can be seen that the critical thinking ability of students of class VIIIA (experiment) SMP Negeri 2 Kota Jambi on the set material, the average value is 76.84 with standard deviation 6.96 whereas in class VIIID (Control) average of 72.75 with standard deviation of 11.64. Based on these calculations there is a difference between the experimental class and the control class, this is the influence of the approach of Realistic Mathematics Edication (RME).Keywords: Realistic Mathematics Education (RME) Approach, Student Critical Thinking Ability

scholarly journals PENINGKATAN KEMAMPUAN BERFIKIR KRITIS MAHASISWA MELALUI PENDEKATAN 5E DAN SETS BERBANTU APLIKASI MEDIA SOSIAL

2018 ◽  
Vol 4 (2) ◽  
pp. 102
Author(s):  
Abdul Ghofur ◽  
Nahdia Rupawanti Basuki Raharjo
Keyword(s):  
Social Media ◽  
Critical Thinking ◽  
Data Analysis ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Approaches ◽  
Critical Thinking Ability ◽  
Average Value ◽  
Thinking Ability ◽  
Media Applications

This study aims to examine the effect of 5E learning approaches (Engage, Explore, Explain, Elaborate, and Evaluate) and SETS learning approaches (Science, Environment, Technology, and Society) assisted by social media applications on students' thinking skills. The design of this study was a quasi-experimental design of 58 Lamongan Islamic University students who were selected by purposive sampling technique. Data collection techniques using written tests in the form of pretest and posttest, data analysis using two-way ANOVA. The results of data analysis showed that there was a significant influence between groups of students who were taught with the 5E approach and the SETS approach to their critical thinking skills. This is based on the calculated F value of 17,547 with a significance value of 0,000. Based on the results of the descriptive analysis showed that the average value of students' critical thinking skills that were taught with the 5E approach was higher compared to the average score of students who were taught by the SETS approach. The average value of critical thinking ability of students who are given learning using the 5E approach is 73.11, while the average value of critical thinking ability of students who are given learning by the SETS approach is 61.90. The use of social media applications in these two approaches is very helpful to complete the experience learning becomes more concrete so it can help them in discussion, reading, and practice.

scholarly journals PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN MATHEMATICS IN CONTEXT PADA KEMAMPUAN DAN KETERAMPILAN BERPIKIR KREATIF

2017 ◽  
Vol 3 (1) ◽  
pp. 87
Author(s):  
Eka Farida Fasha
Keyword(s):  
Creative Thinking ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Comparative Test ◽  
Thinking Skill ◽  
Average Value ◽  
Thinking Ability ◽  
Mathematics In Context ◽  
Creative Thinking Ability ◽  
Creative Thinking Skill

Abstract The purpose of this study is to determine the increase of creative thinking ability and creative thinking skill in mathematics learning with mathematic in context approach. The technique analisys used is the average comparative test for pretest and posstest data. To see an increased creative thinking skill, researcher compare the average value of creative thinking skills from the first meeting, the meeting II and III meeting. The result showed that there is an increasing of creative thinking ability and crtative thinking skill in mathematics learning with mathematic in context approach.

scholarly journals Contribution of collaborative skill toward construction drawing skill for developing vocational course

2021 ◽  
Vol 11 (1) ◽  
pp. 755-771
Author(s):  
Abdul Haris Setiawan ◽  
Ryo Takaoka ◽  
Agusti Tamrin ◽  
Roemintoyo ◽  
Eko Supri Murtiono ◽  
...  
Keyword(s):  
Regression Model ◽  
Student Performance ◽  
Civil Engineering ◽  
Positive Influence ◽  
Learning Approaches ◽  
Study Program ◽  
Education Study ◽  
Vocational High Schools ◽  
Collaborative Skills ◽  
Future Work

Abstract This study aims to support developing research in designing a vocational lesson and learning model for civil engineering education study program by examining students’ collaborative skills toward construction drawing skills as a substantial skill in civil engineering. This study investigated student performance for proposing collaborative learning approaches to improve student skills as needed by industry. It is an ex-post-facto study using 130 samples from several vocational high schools in Indonesia with descriptive statistics and regression for the data analysis. The results show that the collaborative skill is in a fair category of 60.00 and the construction drawing skill is in a good category of 67.49 on a 100 scale. There is a significant and positive influence of collaborative skill (X) toward construction drawing skill (Y) with a linear regression model Ŷ = 31.443 + 1.952X. Furthermore, it presented a correlation coefficient of 0.644, a determination coefficient (R 2) of 0.415, and an adjusted R 2 of 0.410, where it can be concluded that the collaborative skill variable (X) as a predictor in the regression model includes the moderate category, which gives a 41% contribution in explaining the variants of the construction drawing skill (Y) as the dependent variable. It needs special attention to the specific behavioral details of the collaborative skill. The future work is needed to improve collaborative skills that emphasize prioritizing collaboration between peers and learning interdependence.

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