scholarly journals RANCANGAN MASALAH MATEMATIKA UNTUK MENGIDENTIFIKASI BERPIKIR GEOMETRIS SISWA

2018 ◽  
Vol 3 (1) ◽  
pp. 39-50
Author(s):  
Noor Fajriah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Thinking ◽  
Junior High School Students ◽  
Validity And Reliability ◽  
School Students ◽  
Geometric Thinking ◽  
Descriptive Method

Geometric thinking has a very important role in developing students' mathematical thinking. To find out geometric thinking students needed a problem that could identify geometric thinking. The problem must be in accordance with the objectives to be measured, to meet validity and reliability as a valuation tool. The purpose of this research was to obtain the design of geometry problems to be able to identify valid and reliable geometric thinking. The descriptive method was used in this research. There are 6 people as validators and 3 junior high school students for testing. The results obtained prototype problems designed to pay attention to aspects of the material in accordance with the level of junior high school students and bring visualization, construction and reasoning activities. The construction aspect in which the problem does not lead to multiple interpretations. is clear and uses a question word/ command whose completion is a description. Aspects of language where the language is communicative easily understood and in accordance with the rules of the Indonesian language is good and true and meets the criteria of legibility.

scholarly journals Level Berpikir Geometri Peserta Didik Berdasarkan Teori Van Hiele pada Materi Bangun Ruang Sisi Datar

Jurnal Elemen ◽  
2021 ◽  
Vol 7 (2) ◽  
pp. 267-279
Author(s):  
Anna Cesaria ◽  
◽  
Tatang Herman ◽  
Jarnawi Afgani Dahlan ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Study Results ◽  
Stage Stage

According to Van Hiele, in understanding geometry, students need to understand five stages, namely stage 1 (introduction stage), stage 2 (analysis stage), stage 3 (sequencing stage), stage 4 (deduction stage), and stage 5 (accuracy stage). Each student has different geometric thinking abilities. This study aims to examine the geometric abilities of junior high school students in the material of flat-sided geometry according to Van Hiele's Theory. This research belongs to the type of qualitative research with a case study design. It was conducted at three schools in Padang, West Sumatra, Indonesia. The subjects were students of SMP Negeri 1 Padang, SMP Negeri 7 Padang, and SMP Negeri 25 Padang. Data collection was carried out using tests, interviews, and documentation. Data analysis was carried out with the stages of data reduction, data presentation, and data verification or drawing conclusions. The data originality technique was carried out with the triangulation technique, where the researcher compared the test data with the results of interviews with students. Of the 94 students (male = 38, female 56) tested based on the geometric thinking level of Van Hiele Theory, 92.55% of the students reached the Van Hiele thinking stage at the visualization level. As many as 45.74% of students reached the level of geometric analysis, and 6.38% of students reached the level of abstraction. For the level of deduction and accuracy, no one has been able to solve the problem. The results obtained in this study are that most students are still at stages 1 and 2, unlike van Hiele's opinion, which revealed that the level of geometric thinking for junior high school students is at level 3. According to the study results, it is essential to carry out further checks on the level of geometric thinking of junior high school students in other areas.

scholarly journals Pengaruh pembelajaran pendekatan rigorous mathematical thinking (RMT) terhadap pemahaman konseptual matematis siswa SMP

2017 ◽  
Vol 4 (2) ◽  
pp. 186
Author(s):  
Aan Hendrayana
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
Learning Approach ◽  
School Students ◽  
Mathematical Concepts

Pemahaman Konseptual Matematis (PKM)  memiliki peran penting karena dengan kemampuan ini siswa mudah dalam membangun hubungan untuk memahamai ide dan konsep baru. Kemampuan PKM ini dapat ditumbuh-kembangkan melalui pembelajaran di kelas. Untuk mencapai kecakapan tersebut, pembelajaran perlu memperhatikan keberagaman siswa karena pembelajaran yang mengakomodasi keberagaman menjadi lebih efektif, efesien, dan menarik. Keberagam tersebut dapat berupa Gender (G), Kemampuan Awal Matematika (KAM) dan Gaya Belajar Matematis (GBM) siswa. Salah satu pendekatan pembelajaran yang mengakomodir keberagaman ialah pembelajaran pendekatan Rigorous Mathematical Thinking (RMT). Artikel ini bertujuan untuk mengkaji kemampuan PKM siswa SMP yang memperoleh pembelajaran pendekatan RMT ditinjau dari : a). Gender, b). KAM siswa, dan c). GBM siswa. Penelitian ini merupakan penelitian eksperimen pada siswa SMP di salah satu sekolah di Bandung. Salah satu hasil yang penting adalah dengan pembelajaran ini menjadikan siswa dengan KAM sedang dan rendah dapat mencapai kemampuan yang baik. The Effect of Rigorous Mathematical Thinking (RMT) Learning Approach On Students’ Understanding of Mathematical Concepts AbstractAn understanding of mathematical concepts (PKM) has an important role because with this ability students are easy in building relationships to understand new ideas and concepts. The ability of PKM can be grown-developed through learning in the classroom. To achieve these skills, learning needs to pay attention to the diversity of students because learning that accommodates diversity becomes more effective, efficient, and engaging. Such diversity can be Gender (G), An initial mathematical ability (KAM) and students’ mathematics learning styles (GBM). One approach to learning that accommodates diversity is the Rigorous Mathematical Thinking (RMT) learning approach. This article aims to examine the ability of junior high school students who have learned RMT approach in terms of: a). Gender, b). students’ KAM, and c). students’ GBM. This research is an experimental research on junior high school students in one school in Bandung. One important result is that this learning engages students with medium and low of KAM able to achieve good abilities.

scholarly journals Measuring Self-Regulated Learning in the STEM Framework: A Confirmatory Factor Analysis

2021 ◽  
Vol 10 (4) ◽  
pp. 2067-2077
Author(s):  
Mulin Nu’man ◽  
Heri Retnawati ◽  
Sugiman Sugiman ◽  
Jailani Jailani
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
Validity And Reliability ◽  
School Students ◽  
Self Regulated Learning ◽  
Self Reliance ◽  
Regulated Learning

<p style="text-align: justify;">Within the context of Self-Regulated Learning (SRL), a process of directing oneself to facilitate individual learning more effectively, the SRL instrument development is deemed necessary to measure students’ self-reliance in learning mathematics in the science, technology, engineering, and mathematics (STEM) framework. The research aims to develop and test the validity and reliability of an SRL instrument, namely a 14-item SRL questionnaire accommodating four aspects, namely planning, self-monitoring, self-controlling, and evaluation. The study involved 420 junior high school students in East Java, Central Java, and Yogyakarta Special Region. The results show that the questionnaire was developed as planned and that planning, monitoring, controlling, and evaluating aspects can reflect the SRL variable in a valid, reliable, and significant way supported by each aspect's behavior indicator. The SRL variable theoretical model corresponds (good fit) with the empirical data, and all of the items are likely valid and reliable to assess student's mathematics SRL in the STEM framework. The SRL questionnaire was also found suitable for use by teachers to measure junior high school students’ self-reliance in SRL.</p>

scholarly journals A COMPARISON BETWEEN STAD-TYPE AND TPS-TYPE COOPERATIVE LEARNING IN MIDDLE SCHOOL STUDENTS’ GEOMETRY LEARNING

2018 ◽  
Vol 7 (1) ◽  
pp. 7
Author(s):  
Asri Ode Samura
Keyword(s):  
High School ◽  
High School Students ◽  
Cooperative Learning ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Thinking ◽  
Test Group ◽  
Junior High School Students ◽  
School Students ◽  
Post Test

This study aims to describe and compare the effectiveness of the application of STAD and TPS types in cooperative learning to the students. This study was a quasi-experiments research in which students were designed into a form of the experimental group (pre-test and post-test group designs), where the cooperative learning of STAD and TPS types will be applied in learning mathematics. The population in this study were junior high school students in Ternate, while samples were taken by 60 random students who had the same characteristics as the population. The result of the study shows that cooperative learning model of both STAD and TPS types are very effective to be applied on studying mathematics. However, between the STAD and TPS types of cooperative learning, the STAD types are more effective than TPS, seen from accomplishing standards of competence, mathematical communication skills, and mathematical thinking ability of Junior High School students.

scholarly journals Modifying and Assessing Validity and Reliability of Motivation for Reading Questionnaire

2021 ◽  
Vol 17 (1) ◽  
pp. 1-13
Author(s):  
Toni Indrayadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Reading Motivation ◽  
Junior High School Students ◽  
Validity And Reliability ◽  
School Students ◽  
Modification Process ◽  
Total Correlation

This study aimed to describe the modification process and validity and reliability assessment of instruments regarding motivations for reading questionnaire (MRQ) for measuring reading motivation of junior high school students in Jambi, Indonesia. Eighty-three students participated in this study, selected through the respondent who returned the questionnaires. The corrected items' total correlation of SPSS 23 was applied to examine the validity and reliability of MRQ. The result of the corrected items' total correlation of SPSS statistical analyses showed that all of the 53 modification items of MRQ were valid and reliable. It indicated that all 53 items of MRQ were appropriate to be used for measuring the reading motivation of junior high school students in Jambi, Indonesia. It can provide a future studies screening tool for measuring the students’ reading motivation. 

scholarly journals The Students Perception Regarding E-Learning in Pandemic Covid-19

2021 ◽  
Vol 11 (1) ◽  
pp. 33-43
Author(s):  
Trifonia Fahik ◽  
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Pearson Correlation ◽  
Junior High School Students ◽  
Validity And Reliability ◽  
School Students ◽  
E Learning

The spreading of COVID-19 has forced many schools in the world to implement e-learning learning. The application of e-learning learning policies reaps the pros and cons of an Indonesian citizen. Junior high school students have their own opinions regarding the implementation of e-learning. Framed within a descriptive quantitative analysis, this study aimed at exploring the perceptions and expectations of junior high school students regarding the implementation of e-learning. A survey was conducted by distributing a questionnaire to Stella Maris junior high school students in East Nusa Tenggara province. One hundred forty-two students from grade seven and eight participated in the study. The survey data were analyzed using Microsoft Excel 2016 and the Statistical Program for Social Sciences (SPSS) v.20. Before data analysis was carried out, the research instruments were examined using the Product Moment Pearson correlation to assess its validity and reliability. The test results indicated that the instrument used was sufficiently valid and reliable, with each indicator having a count-r > r-table (0.514). The results showed that a high percentage of students have willing to learn online. However, the availability of online learning instruments is a barrier to implementing online learning in their school. Students’ perception was analyzed by using descriptive statistics, namely percentage. Students’ responses were analyzed using the content analysis technique.

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