scholarly journals Pengembangan Kemampuan Pemecahan Masalah Matematis melalui Habit of Thinking Interdependently

2020 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Fevi Rahmadeni
Keyword(s):  
Problem Solving ◽  
Literature Review ◽  
Body Problem ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematics Problem Solving ◽  
Learning Mathematics ◽  
Mathematics Problem ◽  
Development Of Students

Like the human body, problem solving is the heart of mathematics. Problem solving ability is a capital for students to develop and explore themselves further in mathematics learning. This article aim to explain the development of students' mathematical problem solving abilities through Habit of Thinking Interdependently (HTI). This type of research is literature review where the authors analyze and draw conclusions from several relevant references related to HTI. HTI the attitude of students towards learning mathematics in the form of the habit of thinking together in groups. The conclusions obtained indicate that students' mathematical problem solving abilities can be developed through HTI.

scholarly journals HUBUNGAN KECERDASAN EMOSIONAL DENGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA

2021 ◽  
Vol 2 (1) ◽  
pp. 129
Author(s):  
Rahayu Sri Ningsih ◽  
Mohamad Rif'at ◽  
Agung Hartoyo
Keyword(s):  
Emotional Intelligence ◽  
Problem Solving ◽  
Data Collection ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Indirect Communication ◽  
Mathematics Problem Solving ◽  
Processing Data ◽  
Data Collection Technique ◽  
Mathematics Problem

This research aims to know between emotional intelligence and mathematic’s problem-solving in students grade 8th in MTs. Al-Fathaanah Mempawah. This research used the correlation to be method and use the Pearson product moment’s formula to processing data. Twenty-one students are samples of this research, and they are select by using purposive sampling. The data collection technique in this research is using problem-solving and indirect communication that was using an emotional intelligence questionnaire. This research is the connection of emotional intelligence with mathematics problem-solving students grade 8th on MTs. Al-Fathaanah Mempawah, with r = 0.45 and the correlation classified is average. Keywords: Emotional Intelligence, Mathematical Problem Solving Ability

scholarly journals The description of students’ mathematical problem-solving skill and self-regulation

2017 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Ani Nurwijayanti ◽  
Akhmad Jazuli ◽  
Erni Widyastuti
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Self Regulation ◽  
Mathematical Problem Solving ◽  
Term Result ◽  
Mathematics Problem Solving ◽  
Significant Difference ◽  
Mathematical Problems ◽  
Data Source ◽  
Mathematics Problem

<p class="Abstract">The research aimed to describe the students’ mathematics problem-solving skill and self-regulation in <em>SMP Negeri 8 Purwokerto</em> used Miles and Huberman’s model of cover reduction, serve, and conclusion. The data source of this research were eight graders of class F by using purposive sampling. The students grouped into three categories according to the mid-term result. The categories were: high, mediocre, and low scores. The data was collected using tests, questionnaire, interview, and documentation. This research concluded that the students’ mathematics problem-solving skill from those three categories was different. The high score students’ group had a better problem-solving skill compared to the students in the mediocre or the low categories. However, the self-regulation from these three groups did not have a significant difference. It was still at the developing level. Thus, it could be concluded that the students’ self-regulation did not affect the ability to solve mathematical problems.</p>

scholarly journals Research on Mathematical Core Competency Cultivation Based on Polya Problem Solving Table

2018 ◽  
Vol 1 (2) ◽  
pp. 16-21
Author(s):  
Chao Yang ◽  
Zhenlai Han ◽  
Shurong Sun
Keyword(s):  
Problem Solving ◽  
Mathematics Teaching ◽  
Mathematical Problem ◽  
Core Competency ◽  
Mathematical Problem Solving ◽  
Mathematics Problem Solving ◽  
The Core ◽  
School Teaching ◽  
High School Teaching ◽  
Mathematics Problem

The core competency of mathematics has always been a hot issue in the education field. The ability to solve problems in mathematics is also an indispensable ability to learn mathematics problem solving. The Polya problem solving table has an important guiding role for mathematics problem solving. Simplify the Polya problem-solving form to make it more suitable for high school teaching. Through the Polya problem-solving table, the cultivation of mathematical core competency is integrated into the process of mathematical problem-solving for our mathematics teaching and promote the development of students' mathematical core competency.

scholarly journals UPAYA MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH SOAL NON-RUTIN PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL DENGAN PENERAPAN METODE PEER TUTORING [EFFORTS IN IMPROVING MATHEMATICAL PROBLEM-SOLVING SKILLS OF NON-ROUTINE PROBLEMS OF ONE-VARIABLE LINEAR EQUATIONS AND INEQUALITIES BY IMPLEMENTING THE PEER TUTORING METHOD]

2019 ◽  
Vol 3 (1) ◽  
pp. 96
Author(s):  
Thalia Thamsir ◽  
Destya Waty Silalahi ◽  
Robert Harry Soesanto
Keyword(s):  
Problem Solving ◽  
Peer Tutoring ◽  
Learning Process ◽  
Mathematical Problem ◽  
Linear Equations ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Mathematics Problem Solving ◽  
Learning Mathematics ◽  
Almost All

<strong></strong><p>The purpose of learning mathematics is to obtain life skills through problem solving. Problem solving skills are one of mathematics skills that must be possessed by students. The result of the pre-cycle in this research showed that 83.33% of students had not achieved the minimum predicate “B-” in solving non-routine problems. It proved that students’ abilities in mathematics problem solving in non-routine problems were still low. During the pre-cycle, the researcher also observed some students who were not brave enough yet to ask questions of the teacher directly during the learning process. Besides that, almost all the students still had high individualistic and low awareness. Based on the problems that happened in the class, the researcher offered the peer tutoring method as a solution to improve students’ mathematical problem-solving skills in non-routine problems. The research method used in this research was Classroom Action Research using the Kemmis and McTaggart model. The instruments used in this research were tests, observation sheets, students’ questionnaires, and journal reflections. Based on the data analysis, students’ mathematical problem-solving skills in non-routine problems improved to 29.17% by implementing the peer tutoring<em> </em>method with the steps (1) choosing the tutors, (2) guiding the tutors, (3) students doing the tutoring activity, and (9) evaluating the learning process</p><p class="abstrak"><strong>BAHASA INDONESIA ABSTRAK: </strong>Tujuan dari mempelajari matematika ialah untuk memperoleh kecakapan hidup salah satunya melalui pemecahan masalah. Kemampuan pemecahan masalah merupakan salah satu standar kemampuan matematika yang harus dimiliki oleh siswa. Hasil tes pra siklus pada penelitian ini menunjukkan sebanyak 83.33% siswa belum mampu mencapai predikat minimal ‘B-’ dalam menyelesaikan soal non-rutin. Ini membuktikan bahwa kemampuan pemecahan masalah matematis siswa pada soal non-rutin masih kurang. Selama pra siklus berlangsung, peneliti juga mengamati beberapa siswa belum berani untuk bertanya langsung kepada guru selama proses pembelajaran berlangsung. Selain itu, sebagian besar siswa masih memiliki sikap individualis yang tinggi dan juga rasa kepedulian antar siswa masih rendah. Berdasarkan masalah yang terjadi di dalam kelas tersebut maka peneliti menawarkan metode <em>peer tutoring </em>sebagai solusi untuk meningkatkan kemampuan pemecahan masalah matematis siswa pada soal non-rutin. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas dengan model Kemmis dan Mc. Taggart. Instrumen yang digunakan pada penelitian ini adalah tes, lembar observasi, angket siswa dan jurnal refleksi. Berdasarkan analisis data, kemampuan pemecahan masalah matematis siswa pada soal non-rutin mengalami peningkatan hingga 29,17% menggunakan metode <em>peer tutoring </em>dengan langkah-langkah penerapan yaitu (1) memilih tutor, (2) membimbing tutor, (3) siswa melakukan kegiatan tutorial, dan (4) mengevaluasi pembelajaran</p><strong></strong>

scholarly journals HUBUNGAN KEPERCAYAAN DIRI (SELF-CONFIDENCE) DENGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA DENGAN MENGGUNAKAN MODEL PROBLEM BASEDLEARNING DI MAN KISARAN

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Wulandari . . ◽  
NJM . Sinambela
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
The Self ◽  
Mathematical Problem Solving ◽  
Mathematics Problem Solving ◽  
Self Confidence ◽  
The Relationship ◽  
Mathematics Problem

ABSTRAKPenelitian ini bertujuan untuk mengetahui terdapat hubungan dan seberapa besar hubungan kepercayaan diri (Self Confidence) siswa dengan kemampuan pemecahan masalah matematika siswa dengan menggunakan model PBL (Problem Based Learning). Subjek penelitian ini berjumlah 30 orang. Data yang dikumpulkan dalam penelitian ini adalah data kepercayaan diri dengan angket, dan data kemampuan pemecahan masalah dengan tes esai. Hasil penelitian ini menunjukkan bahwa terdapat hubungan antara kepercayaan diri dengan kemampuan pemecahan masalah matematika siswa dengan menggunakan model PBL di MAN Kisaran yang ditunjukkan dengan   . Hubungan yang ada antara kepercayaan diri siswa dengan kemampuan pemecahan masalah matematika ditunjukkan  dengan , artinya semakin tinggi kepercayaan diri siswa maka semakin tinggi kemampuan pemecahan masalah matematika, dan semakin rendah kepercayaan diri siswa maka semakin rendah kemampuan pemecahan masalah matematika. Keywords: problem based learning, self confidence, kamampuan pemecahan masalah.  AbstrakThe purpose of this studi was to determine the relationship exists and how much the relationship of  self confidence (Self Confidence) students with a mathematics problem solving ability of students to use the PBL model (Problem Based Learning). Subjects in this study amounted to 30 people. The data collected in this study is a data on the self confidence by questionnaire, and the ability of solving mathematical problems with an tests essay. The results of this study indicate that there is a relationship between self confidence with mathematics problem solving ability of students using PBL models in MAN Kisaran indicated by . The relationship between self confidence in students with mathematical problem solving ability is indicated by, meaning that the higher the self confidence, the higher the students' mathematical problem solving ability, and the lower the self confidence of the students, the lower the mathematical problem solving abilities.Keywords: problem based learning, self confidence, problem solving mathematics ability

scholarly journals Etnomatematika Dalam Rumah Adat Panjalin

2018 ◽  
Vol 2 (2) ◽  
pp. 224
Author(s):  
Anggita Maharani ◽  
Seka Maulidia
Keyword(s):  
Problem Solving ◽  
Reference Material ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Alternative Idea

This study aims to improve the learning process at school by using culture-based learning that is ethnomatematics at the Panjalin traditional house. The purpose of this study is to explore the culture of the Panjalin community as a medium for learning mathematics. Through culture-based learning, it is expected that students can improve their mathematical learning outcomes. The results showed that there were mathematical concepts and activities at the Panjalin Traditional House. Students learn theories about mathematical concepts, then know the application of these mathematical concepts. The results of the study aimed to review the benefits of ethnomatematics-based mathematics learning that can motivate students and make the results of research on ethnomatematics at Panjalin traditional house as an alternative idea of mathematics learning outside the classroom and used as reference material for the preparation of contextual mathematical problem solving questions.

scholarly journals Profil Kemampuan Komunikasi Visual-Verbal Dalam Pemecahan Masalah Matematika

2019 ◽  
Vol 1 (2) ◽  
pp. 87
Author(s):  
Dewi Silviana ◽  
Arnasari Merdekawati Hadi
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Verbal Communication ◽  
High Learning ◽  
Learning Achievement ◽  
Mathematics Problem Solving ◽  
Mathematical Problems ◽  
Communication Ability ◽  
Mathematics Problem

This research aim to discusses the profile of visual-verbal communication ability in mathematical problem solving from students' mathematics learning achievement. The instruments in this study were the researchers themselves, visual-verbal communication mathematics problem solving test and interview guidelines. Subjects in this study were 2 students with high learning achievement (PBT), 2 students with moderate learning achievement (PBS), and 2 students with low learning achievement (PBR). The results showed that students with high learning achievement improve verbal communication and mathematical communication skills that are more complicated than students with learning achievement who are solving mathematical problems. Meanwhile, students with low learning achievement solve problems by communicating verbal mathematical symbol. AbstrakPenelitian ini bertujuan mengungkap profil kemampuan komunikasi visual-verbal dalam pemecahan masalah matematika dilihat dari prestasi belajar matematika siswa. Instrumen dalam penelitian ini adalah peneliti sendiri, tes pemecahan masalah matematika komunikasi visual-verbal dan pedoman wawancara. Subjek penelitian terdiri dari 2 orang siswa prestasi belajar tinggi (PBT), 2 orang siswa prestasi belajar sedang (PBS), dan 2 orang siswa prestasi belajar rendah (PBR). Hasil penelitian menunjukkan bahwa siswa dengan prestasi belajar tinggi meningkatkan kemampuan komunikasi visual dan matematis verbal yang lebih rumit dari siswa dengan prestasi belajar sedang memecahkan masalah matematika. Sementara, siswa dengan prestasi belajar rendah memecahkan masalah dengan komunikasi simbol matematis verbal. Siswa prestasi belajar rendah memecahkan masalah dengan komunikasi simbol matematis verbal. 

scholarly journals Efektivitas Pembelajaran Matematika Realistik Terhadap Kemampuan Pemecahan Masalah Matematik Siswa Kelas VII SMP

2018 ◽  
pp. 1-9
Author(s):  
Ananda Ria Pertiwi Sinaga
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Learning Approaches ◽  
Learning Attitudes ◽  
Realistic Mathematics ◽  
Quasi Experimental ◽  
Academic Year

This study aims to (1) find out whether the mathematical problem-solving abilities of students who are taught by realistic mathematics learning were higher than those students who were taught using conventional learning; (2) knowing students' learning attitudes towards realistic mathematics learning approaches. This research is a quasi-experimental study with a quantitative approach. This research was conducted in class VII of the Junior High School 28 Medan 2017/2018 Academic Year where the population of this study was all class VII. Samples from this study were class VII-G as the experimental class and class VII-F as the control class. Based on the results of the analysis of calculations, the following data are obtained: (1) the results of analysis of realistic mathematical learning on students' mathematical problem-solving abilities using the t-test found that ttable = 1.68 and tcount = 3.6821 so tcount> ttable then concluded that H0 is rejected and Ha be accepted. The mathematical problem-solving abilities of students who are taught by realistic mathematics learning was higher than conventional learning. (2) student responses were very positive towards realistic mathematics learning with an average of ≥ 86.03.

scholarly journals Inconsistency Among Beliefs, Knowledge, and Teaching Practice in Mathematical Problem Solving: A Case Study of a Primary Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 27-40
Author(s):  
Tatag Yuli Eko Siswono ◽  
Ahmad Wachidul Kohar ◽  
Ika Kurniasari ◽  
Sugi Hartono
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Teacher ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
And Mathematics ◽  
Teacher's Beliefs

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

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