scholarly journals The Thinking Process of Class IX Students of Junior High School in Solving Problems Geometry

2022 ◽  
Author(s):  
Wiwin Sri Hidayati ◽  
Lia Budi Tristanti ◽  
Nurwiani ◽  
Jauhara Dian Nurul Iffah ◽  
Syarifatul Mafulah ◽  
...  
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Thinking Process

scholarly journals Evaluasi Proses Berpikir Kreatif Berdasarkan Model Wallas Bagi Siswa SMP Dalam Menyelesaikan Masalah Matematika

2017 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Mujib Mujib
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Creative Thinking ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Ability Test ◽  
Thinking Process ◽  
Math Problems

It is difficult for junior high school teachers to position and nurture their students who are still in transition in creative thinking when solving math problems. This study evaluates students' creative thinking process based on Wallas model (2014). The four stages of the creative thinking process according to Wallas include the preparatory, incubation, illumination, and verification phases. The purpose of this study is to describe the creative thinking process of students based on their basic ability level in solving math problems. This research applies giving test of geometric crater thinking ability by looking at homogenous student in kemampuandan interview for deepening. Subjects of junior high school students who categorized on the ability of high, medium, and low after the ability test. Variable of this research is the existence of junior high school students in solving math problems. By using qualitative descriptive method, data is analyzed through classification stage, data representation, and conclusion. In order to complete the results of data groupings used interview techniques to perform data triangulation. The results showed 1) there were 23.33% of students not complete and only reached the preparation stage, called the low category category; 2) there are 60% of students reach the illumination stage even though to this stage students take a long time, called the middle category category; And 3) 16.67% of students have been completed until the verification stage, called the high category category. Based on the deepening of the triangulation of the interviews, the students are correct in that category. For students with low and medium capability categories still require assistance when experiencing barriers to their creative thinking process, while high ability category students need enrichment material

scholarly journals Implementation of Reflective Thinking Process Approach to Students’ Mathematical Critical Thinking

2021 ◽  
Vol 2123 (1) ◽  
pp. 012033
Author(s):  
Edy Saputra ◽  
Rahmy Zulmaulida
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Junior High School ◽  
Reflective Thinking ◽  
Junior High ◽  
Thinking Skills ◽  
Attitude Scale ◽  
Process Approach ◽  
Critical Thinking Skills ◽  
Thinking Process

Abstract This study aims to measure students’ mathematical critical thinking skills after learning by using a reflective thinking process approach. An experimental research method with a quantitative approach was used in this research. The research design used was a One-Shot Case Study with a pre-test. The population in this study was students of Junior high school in central Aceh, meanwhile the sample was students of class VII2 of Junior high school in central Aceh with consideration of heterogeneous students’ abilities selected by purposive sampling. A mathematical critical thinking test instrument and a student’s attitude scale questionnaire were applied for the data collection of this study. The results of the research showed; (1) the improvement of students’ mathematical critical thinking skills who get learning using a reflective thinking process approach was better than learning without a reflective thinking approach; (2) the reflective thinking approach had an effect of 53.6% on increasing students’ critical thinking skills; (3) students showed a positive attitude towards learning mathematics, and also towards mathematical critical thinking questions.

scholarly journals A Content Analysis of the Reading Activities in “Bright 2”an English Textbook for Junior High School Students

2019 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Sucipto Sucipto ◽  
Septian Dwi Cahyo
Keyword(s):  
High School ◽  
Content Analysis ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Thinking Skills ◽  
Junior High School Students ◽  
School Students ◽  
Thinking Process ◽  
Reading Activities

This study aimed to analyze reading activities in “Bright 2” an English textbook for junior high school students grade VIII in Indonesia by using Bloom’s revised taxonomy. A content analysis was conducted to achieve the research purpose. The findings show that the textbook has dominant reading activities on the cognitive process “analyze” 27% and “apply” 21% of the total 145 reading activities, respectively.  The number of higher and lower cognitive processes in this textbook is almost balanced on 49% of higher order thinking skills and 51% of lesser order thinking skills correspondingly. There is a slight difference between the number higher thinking process and lower thinking process since most reading activities are on “analyze”, which is belong to the higher thinking process while the second most frequent reading activities are “apply”, the lower thinking process. Meanwhile, “apply” and “analyze” is placed on the 3rd and 4th in the taxonomy, it means that the textbook emphasizes the middle cognitive thinking process of Bloom’s revised taxonomy, which is formed by “apply” and “analyze”  thinking process.

scholarly journals Proses Berpikir Siswa Berkecerdasan Matematis Logis Dalam Menyelesaikan Masalah Matematis “Ill Structured Problems”

2019 ◽  
Vol 4 (11) ◽  
pp. 1441
Author(s):  
Siti Nurjanah ◽  
Erry Hidayanto ◽  
Swasono Rahardjo
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Junior High School ◽  
High School Student ◽  
Junior High ◽  
Mathematical Problem ◽  
Junior High School Student ◽  
Structured Problems ◽  
The Subject ◽  
Thinking Process

<p><strong>Abstract</strong><strong>:</strong> Understanding the thinking process of students in mathematical problem solvingis very important for the teacher. Every student has different abilities in problems solving. Ill structured problems depend on the type of intelligence they have. This research uses descriptive qualitative research. The purpose of this study is to describe the thinking process of students with logical mathematical intelligence in solving limited mathematical information problems. The subject of this study consisted of one grade VIII junior high school student who had high logical mathematical intelligence. The results showed that the thinking process of students with logical mathematical intelligence in completing "Ill structured problems" used several stages of completion in the form of: (1) solving the problem (parsing the problem) into several important parts, (2) connecting various information also used, and (3) completing by adding information and changing information, so that it will be easier to solve problems Ill structured problems.</p><strong>Abstrak:</strong><em> </em>Memahami proses berpikir siswa dalam menyelesaikan masalah matematika sangat penting bagi guru. Setiap siswa memiliki kemampuan yang berbeda-beda dalam memecahkan masalah <em>Ill structured problems</em> tergantung dari jenis kecerdasan yang dimilikinya. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif. Tujuan penelitian ini adalah untuk mendeskripsikan proses berpikir siswa berkecerdasan matematis logis dalam menyelesaikan masalah matematis informasi terbatas. Subjek penelitian ini terdiri satu orang siswa kelas VIII SMP yang memiliki kecerdasan matematis logis yang tinggi. Hasil penelitian menunjukkan bahwa proses berpikir siswa berkecerdasan matematis logis dalam menyelesaikan “<em>Ill structured problems</em>” menggunakan beberapa tahap penyelesaian berupa (1) memecah masalah (mengurai masalah) menjadi beberapa bagian penting, (2) menghubungkan berbagai informasi juga digunakan, dan (3) menyelesaikan dengan cara menambah informasi dan mengubah informasi sehingga akan lebih mudah dalam menyelesaikan masalah <em>Ill structured problems.</em>

ANALISIS KETERKAITAN STANDAR KOMPETENSI LULUSAN (SKL), KOMPETENSI INTI (KI), DAN KOMPETENSI DASAR (KD) DALAM IMPLEMENTASI KURIKULUM 2013

2020 ◽  
Vol 12 (34) ◽  
Author(s):  
Ryna Rachmawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Procedural Knowledge ◽  
Junior High ◽  
School Science ◽  
Metacognitive Knowledge ◽  
High School Science ◽  
Evaluation Stage ◽  
Thinking Process

This article aims to explain and describe the steps of the SKL KI KD analysis in the hope of helping teachers to harmonize the KD demands on the curriculum with KI achievement. Using one of the KD-3 and KD 4 examples of the 7th grade junior high school science subjects, the results obtained were that KD-3 was quite harmonious based on the thinking process dimensions and the knowledge dimensions of Anderson's Taxonomy. Although the level of KD-3 can be raised to the evaluation stage (C5) with dimensions of metacognitive knowledge, KI demands for junior high school / MTs are sufficient to procedural knowledge. Whereas in KD-4 using Dyer's taxonomy is included in the realm of abstract skills but can be said to be sufficiently aligned for the achievement of KI-4 in the concrete domain.  Keywords: SKL KI KD Analysis, Knowledge Taxonomy (Anderson), Psychomotor Taxonomy (Dyer-Dave-Simpson).

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