Proses Berpikir Kreatif Siswa Tipe Linguistik dalamPemecahan Masalah Biologi

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Imelda Aisah Sarip ◽  
Kamid Kamid ◽  
Bambang Hariyadi
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Creative Thinking ◽  
Research Data ◽  
Think Aloud ◽  
The Subject ◽  
Thinking Process ◽  
Problem Solving Process ◽  
The Given

The aim of this research is to describe creative thinking process of linguistic type student in biology problem solving. This research is conducted to linguistic intelligence type of subject at SMPN 6 Kota Jambi. SL the subject was selected based on the aim of the research. Data collection is conducted by interview and a modified think aloud method. Data is analyzed based on creative thinking process purposed by Polya.The result of this research shows that SL could find and arrange the given problems and collect data correctly and appropriately. The problem solving steps is done systematically to the end of problem solving process. The last steps problem solving, SL does checking while doing scratching to make sure that the written answers meet her need.

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

scholarly journals PROFIL METAKOGNISI MAHASISWA PEREMPUAN DALAM MENYELESAIKAN MASALAH BANGUN DATAR DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF

2018 ◽  
Vol 5 (1) ◽  
pp. 91
Author(s):  
Sugiyanti Sugiyanti ◽  
Rizky Esti Utami ◽  
Kristi Indriana
Keyword(s):  
Data Collection ◽  
Qualitative Study ◽  
Cognitive Style ◽  
Female Students ◽  
Think Aloud ◽  
Mathematics Students ◽  
Thinking Process ◽  
The Given ◽  
Metacognitive Ability

Abstract: This qualitative study described the metacognition of female students with reflective and impulsive cognitive style in solving the problems of plane. The subjects of the study were female students of the fourth semester in Universitas PGRI Semarang period 2016/2017 whom was given the problems of plane. Data collection applies think aloud method. The analysis of data focused on students' metacognitive ability in three steps, i.e. planning, monitoring, and evaluating.This research showed that: 1) metacognitive ability of female mathematics students with impulsive cognitive style in solving the problem was not able to realize the thinking process, causing student has not been able to answer all the given problems with the correct results; and 2) metacognitive ability of female mathematics students with reflective cognitive style in solving the problem was able to realize the thinking process well in the planning, monitoring and evaluating stages, causing subject is able to answer all the given problems with the correct result.Keywords: Profile; Metacognition; Reflective; ImpulsiveAbstrak: Penelitian kualitatif ini mendeskripsikan metakognisi mahasiswa perempuan dengan gaya kognitif reflektif dan impulsif dalam menyelesaikan masalah bangun datar. Subjek penelitian adalah mahasiswa perempuan semester IV Universitas PGRI Semarang periode 2016/2017 yang diberikan soal pemecahan masalah bangun datar. Teknik pengumpulan data menggunakan metode Think Aloud Method. Analisis data difokuskan pada kemampuan metakognitif mahasiswa dalam tiga tahap yaitu perencanaan, pemantauan, dan pengevaluasian. Hasil penelitian menunjukkan bahwa: 1) kemampuan metakognitif mahasiswa matematika berjenis kelamin perempuan dengan gaya kognitif impulsif dalam pemecahan masalah belum mampu menyadari proses berpikirnya dengan baik, menyebabkan subjek belum mampu menjawab semua permasalahan yang diberikan dengan hasil akhir yang benar; dan 2) kemampuan metakognitif mahasiswa matematika berjenis kelamin perempuan dengan gaya kognitif reflektif dalam pemecahan masalah mampu menyadari proses berpikirnya dengan baik pada tiga tahap metakognitif menyebabkan subjek mampu menjawab semua permasalahan yang diberikan dengan hasil akhir yang benar.Kata kunci: Profil; Metakognisi; Reflektif; Impulsif 

Proses Recall Pengetahuan Oleh Siswa Autis pada Pemecahan Masalah Biologi

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Muhammad Eka Setiawansyah ◽  
Aprizal Lukman ◽  
Kamid Kamid
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Research Data ◽  
Single Subject ◽  
Thinking Aloud ◽  
The Subject ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

The research aimed to describe the knowledge recall process of the autism student. The subject of this research is a single subject at junior high school autism student (AS), appropriate to the aim of the research. Data collecting by interview and modified thinking aloud method. The result shows that AS be able to find out and to understand problems and recalling data or information appropriately, correctly, and consistently. AS mentioned the conditions that must be fulfilled in order to conduct the problem solving strategy steps. Problem solving steps are conducted systematically to the end of problem solving process through written or oral recall process.

scholarly journals PROSES BERPIKIR SISWA YANG MENGALAMI MATH-ANXIETY DALAM MENYELESAIKAN MASALAH SISTEM PERSAMAAN LINIER DUA VARIABEL

2018 ◽  
Vol 3 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Muhammad Irfan
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
Math Anxiety ◽  
Reflective Thinking ◽  
Mathematics Learning ◽  
Planning Problem ◽  
Research Subjects ◽  
Mathematical Problems ◽  
The Subject ◽  
Thinking Process

Algebra is one of the most difficult material for students to understand, especially those experiencing math-anxiety. This study aimed to describe: (1) the thinking process of students who have high math-anxiety in solving mathematical problems according to Polya steps, (2) the thinking process of students who have low math-anxiety in solving mathematical problems according to Polya steps. Type this research is qualitative research with case study method. Sampling is done by purposive sampling technique. Subjects used in this study as much as two research subjects, namely: students who have high anxiety math, students who have low anxiety math. The instruments used to collect data are classification of anxiety level of mathematics learning, mathematics problem sheet, and interview guidance. The data validation test used is the triangulation test of time. In this study, researchers used a type of reflective and creative thinking to analyze the thinking process of the subject. The results show: (1) when understanding the problem, planning problem solving, running problem-solving plan, and re-examining answers, students experiencing high math-anxiety using reflective thinking process, (2) when understanding the problem and re-examining answers, students who experience low anxiety math using reflective thinking processes, while at the time of planning problem solving and running problem-solving plans, the subject engages in a process of reflective and creative thinking.

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

MATHEdunesa ◽  
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

scholarly journals Students’ Ability and Thinking Profile in Solving Plane Problems by Provision of Scaffolding

2017 ◽  
Vol 1 (2) ◽  
pp. 120-130
Author(s):  
Sugiyanti Sugiyanti ◽  
Muhtarom Muhtarom
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Data Collection ◽  
Plane Problem ◽  
Process Development ◽  
Research Subject ◽  
Thinking Process ◽  
Data Collection Technique ◽  
The Given ◽  
Selection Of

This study aims to reveal thinking profile and problem solving ability of mathematics department students of Universitas PGRI Semarang in solving plane problem by providing scaffolding. Type of this study is a qualitative research. The selection of research subject is based on students’ ability, feedback from lecturers and fluency both in oral or writing. Data collection technique used is Think Aloud Method. The results of the study provide an overview that after being given scaffolding, students with intermediate level of mathematics have characteristics: using the assimilation thinking process in understanding the problem, using assimilation and accommodation in planning to solve the problem. The students with lower level  of mathematics, they use assimilation thinking process in understanding the problems and planning the settlement whereas they are not able to use accommodation thinking process.  Students’ inability in accommodation thinking process causes they can not make solution planning correctly, solve the given problems and checking the solutions. The study shows the students experienced a lot of thinking process development since they have been able to use all of information for solving the problems. The number of the given scaffolding depends on individuals and the level of students’ tinking ability.

scholarly journals Proses Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika Berdasarkan Model Wallas

2017 ◽  
Vol 10 (1) ◽  
pp. 18 ◽  
Author(s):  
Agus Purnama Sari ◽  
M Ikhsan ◽  
Saminan Saminan
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Creative Thinking ◽  
Model Problem ◽  
High Category ◽  
Mathematics Problems ◽  
Mathematics Ability ◽  
Solution Verification ◽  
The Given

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mengetahui proses berpikir kreatif siswa dalam memecahkan masalah matematika berdasarkan model Wallas (1926). Subjek penelitian terdiri dari 6 siswa kelas VII, masing-masing dua siswa memiliki kemampuan matematika tinggi, sedang, dan rendah. Pengumpulan data dilakukan dengan menggunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa proses berpikir kreatif siswa kategori tinggi yaitu siswa memahami permasalahan dan informasi yang diberikan dengan menuliskan apa yang diketahui maupun yang ditanyakan (persiapan), siswa tidak membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan yang dihadapi dengan mengingat soal yang sudah diajarkan (inkubasi), siswa mendapatkan ide untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dan memeriksa kembali pemecahan masalah sebelum mengambil kesimpulan yang tepat (verifikasi). Proses berpikir kreatif siswa kategori sedang yaitu siswa mencoba untuk memahami permasalahan akan tetapi kurang memahami informasi atau petunjuk yang diberikan (persiapan), siswa diam megingat kembali rumus yang digunakan untuk memecahkan masalah (Inkubasi), siswa menghasilkan ide berdasarkan pemahamannya terhadap soal untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dihasilkan dan tidak memeriksa kembali proses pemecahan masalah (verifikasi). Proses berpikir kreatif siswa kategori rendah yaitu siswa tidak memahami permasalahan dan informasi yang diberikan (persiapan), siswa membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan (Inkubasi), siswa gagal dalam menemukan ide untuk memecahkan permasalahan (Iluminasi), dan siswa menguji ide yang dihasilkan dan tidak memeriksa kembali jawaban yang telah diujikan (verifikasi). Kata kunci: Berpikir Kreatif; Model Wallas; Pemecahan Masalah; Kemampuan Siswa  [English]: This qualitative research aims at getting insight on students’ creative thinking in solving mathematics problems based on Wallas’ model (1926). The subjects are six students in 7th grade, each two students respectively have high, medium and low mathematics ability.  Data is collected through test and interview. This research shows that the students in high category can understand the problem and given information by writing what is known and asked (preparation), can easily think the solution of the problem by remembering the previous problem (incubation), get the ideas to solve the problem (illumination), and examine the ideas and re-check the solution before drawing the proper conclusion (verification). The students in medium category try to understand the problem but they are less in understanding the given information or hint (preparation), remember the formula to solve the problem (incubation), generate the ideas from their understanding to solve the problem (illumination), and examine the ideas and do not check the solution again (verification). For students in low category, they do not understand the problem and the given information (preparation), have a while to think the solution (incubation), fail to find any ideas to solve the problem (illumination), and examine the generated ideas and do not re-check the solution (verification).     Keywords: Creative Thinking; Walla’s Model; Problem Solving; Students’Ability

scholarly journals DEFRAGMENTATION THINKING STRUCTURE TO OVERCOME ERRORS IN ADDRESSING MATHEMATICAL PROBLEM

2021 ◽  
Vol 10 (1) ◽  
pp. 339
Author(s):  
Siti Puri Andriani ◽  
Triyanto Triyanto ◽  
Farida Nurhasanah
Keyword(s):  
High School ◽  
Problem Solving ◽  
Random Sampling ◽  
Mathematical Problem ◽  
Islamic State ◽  
Algebraic Functions ◽  
Process Error ◽  
Procedural Error ◽  
The Subject ◽  
The Given

This research is intended to describe students' procedural errors in solving problems derivative of algebraic functions and efforts to overcome these errors by using the defragmentation process. Error analysis is carried out based on the procedural error theory based on Elbrink which includes the following aspects of errors: 1) Mis-identification; 2) Mis-generalization; 3) Repair Theory; and 4) Overspecialization. The subjects in this study are students of class XII MIPA Islamic State Senior High School (MAN) 3 Tulungagung taken from snowball random sampling. In taking the subject, the researchers select one of the students who make procedural errors by considering the completeness of the students when solving the given problems based on the problem-solving phase according to Polya. Based on the results of this study, it is found that the procedural errors made by the students are repair theory errors and overspecialization.  The defragmenting process to correct these errors is intended to provide dis-equilibration and scaffolding. The results after the defragmenting process are the students can correct their mistakes and the structure of their thinking.Keywords: Defragmenting structure thinking; derivative algebraic functions; problem solving; procedural errors. AbstrakPenelitian ini bertujuan untuk menggambarkan kesalahan prosedural siswa dalam menyelesaikan masalah turunan fungsi aljabar dan upaya untuk mengatasi kesalahan tersebut dengan menggunakan proses defragmenting. Analisis kesalahan dilakukan berdasarkan konsep teori kesalahan prosedural menurut Elbrink yang mencakup aspek kesalahan sebagai berikut: Mis-identificstion; 2) Mis-generalization; 3) Repair Theory; dan 4) Overspecialization. Subjek dalam penelitian ini adalah siswa kelas XII MIPA MAN 3 Tulungagung yang diambil secara snowball  random sampling. Dalam pengambilan subjek dipilih salah satu siswa yang melakukan kesalahan prosedural dengan mempertimbangkan kelengkapan siswa ketika menyelesaikan masalah yang diberikan berdasarkan tahap pemecahan masalah menurut Polya. Dari hasil penelitian ini ditemukan bahwa kesalahan prosedural yang dilakukan siswa ialah kesalahan repair theory dan overspecialization. Proses defragmenting yang dilakukan untuk memperbaiki kesalahan tersebut ialah dengan memberikan dissequillibrasi dan scaffolding. Hasil yang diperoleh setelah proses defragmenting dilakukan ialah siswa mampu memperbaiki kesalahannya dan struktur berpikirnya.Kata kunci: Defragmenting struktur berpikir, kesalahan prosedural, pemecahan masalah, turunan fungsi aljabar.

scholarly journals IPTEKS ANALISIS SWOT TENTANG PERKEMBANGAN PASAR PINASUNGKULAN SAGERAT

2018 ◽  
Vol 2 (02) ◽  
Author(s):  
Christian Morgan Moray ◽  
Sintje Rondonuwu
Keyword(s):  
Problem Solving ◽  
Data Collection ◽  
Swot Analysis ◽  
External Factors ◽  
Internal Factors ◽  
Field Surveys ◽  
Analysis Process ◽  
Swot Matrix ◽  
Problem Solving Process ◽  
Internal And External Factors

Swot analysis is a problem solving process in determining the best strategy for the progress of the organization by looking at aspects of strengths, weaknesses, opportunities and threats. Swot analysis is accompanied by looking at the efas ifas and swot matrix for measuring the strategy assessment that will be taken. SWOT analysis process by identifying internal factors and external factors by means of data collection and field surveys aimed at obtaining aspects in internal factors and external factors. aspects of strengths and weaknesses are internal because they start from within the organization itself, while aspects of opportunities and threats are included in the external because they originate outside the organization, then the process is continued by connecting internal and external factors in the SWOT matrix to get four strategies, namely how to exploit opportunities, how weaknesses take advantage of opportunities, how strengths minimize threats and how weaknesses and threats seek solutions. from these results can be reflected which strategy is the best to run.Keywords : Strategic planning ,evaluate strenghs, evaluate weaknesses, evaluate opportunities, evaluate threats

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