scholarly journals Pengaruh Kecerdasan Numerik dan Penguasaan Konsep Matematika terhadap Kemampuan Berpikir Kritik Matematika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Ari Irawaan
Keyword(s):  
Public Schools ◽  
Hypothesis Testing ◽  
Direct Effect ◽  
Mathematical Thinking ◽  
Thinking Skills ◽  
Survey Method ◽  
Direct Influence ◽  
Mathematical Concepts ◽  
Validity Data ◽  
Math Concepts

<p>The purpose of this study is to analyze and test hypotheses about the influence <br />of numerical intelligence and mathematical concepts to the criticism athematical <br />thinking skills. The hypothesis of this study include: 1) There is a direct nfluence on the ability to think intelligence numerical mathematics criticism. 2) There is a direct effect of mastery of mathematical concepts to the criticism athematical thinking skills. 3) There is a direct effect of the numerical intelligence mastery of mathematics concepts. 4) There is no direct effect of intelligence numerical mathematical thinking skills through mastery of critical math concepts. The method used in this study is a survey method. Affordable population is students of class VII school year 2012/2013 Junior High School in Depok Cimanggis. Sample size of 91 students, with the sampling technique used is random <br />sampling, taken 3 public schools. Research instruments used were shaped PG numerical aptitude tests as much as 25 questions, test mastery of math concepts PG shaped by 20 questions, and thinking skills of mathematics in the form of criticism essay 10 questions, which has tested its validity. Data analysis using path analysis. Retrieved hypothesis testing results the following conclusions. The first hypothesis testing results show that: 1) there is a direct influence on the ability to think intelligence numerical mathematics criticism.; 2) there is a direct effect of mastery of mathematical concepts to the criticism mathematical thinking skills.; 3) there is a direct influence of the numerical intelligence mastery of mathematics concepts.; 4) there is no indirect effect wit criticism numerical mathematical thinking skills through mastery of mathematical concepts. </p><p>Keywords: Intelligence numerical, mathematical concepts, critical thinking math</p>

scholarly journals Pengaruh Konsep Diri dan Kecemasan Siswa Terhadap Pemahaman Konsep Matematika

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Shinta Dwi Handayani
Keyword(s):  
Social Sciences ◽  
Data Analysis ◽  
Sampling Technique ◽  
The Self ◽  
Self Concept ◽  
Survey Method ◽  
Direct Influence ◽  
Mathematical Concepts ◽  
Math Concepts ◽  
Academic Year

<p>This research was conducted with the purpose of knowing the self concept and anxiety influence students towards an understanding of mathematical concepts. The methods used in this research is a survey method. Affordable population are students of Class XI Science social sciences academic year 2014/2015 in Depok. Large sample as much as 90 students, with a sampling technique used was a combination of proportional and random, taken from three private schools. Research instrument used, namely the now self concept as much as 37 statement, now as many as 36 students anxiety statements, test understanding math concepts shaped 24 multiple choice question, which has been in test validitasnya. Data analysis using path analysis. The results of hypothesis testing indicate that: 1) there is a significant direct influence on the concept itself against the understanding of mathematical concepts. 2) there is a significant direct influence on anxiety of students towards an understanding of mathematical concepts. 3) there is a significant direct influence on the concept of yourself against anxiety students. 4) there is an indirect influence on the concept of understanding the mathematical concepts themselves against through the anxiety of students.</p><p><br /> <strong>Keywords</strong>: self concept, to the dismay of the students, understanding of math concepts.</p>

scholarly journals Pengaruh Kecerdasan Emosional dan Minat Belajar terhadap Penguasaan Konsep Matematika Siswa SMAN di Kecamatan Kebon Jeruk

2015 ◽  
Vol 5 (1) ◽  
Author(s):  
Mira Gusniwati
Keyword(s):  
Hypothesis Testing ◽  
Direct Effect ◽  
Indirect Effect ◽  
Random Sampling ◽  
Sampling Technique ◽  
Survey Method ◽  
Mathematical Concepts ◽  
School Year ◽  
Math To Mastery ◽  
School Research

<p>The purpose of this study is to determine the influence of Emotional Question <br />and interest in learning towards mastery of mathematical concepts. The hypothesis of this study include: (1) there is a direct effect of emotional question to mastery of mathematical concepts; (2) there is a direct effect of emotional question to interest in learning math; (3) there is a direct effect of interest in learning math to mastery of mathematical concepts; (4) there is an indirect effect of emotional question toward mastery of mathematical concepts through interest in learning mathematical. The method used in this study is a survey method with data analysis using path analysis. Affordable population are students of class x1 school year 2013/2014 public senior high school in Kebon Jeruk, west Jakarta. Sample size is 70 student with the sampling technique used is random sampling taken from 2 public school. Research instrument used is questioner and test of mastery of mathematical concepts. Retrieved hypothesis testing results the following conclutions. Hypothesis testing results show that: (1) there is a direct effect of emotional question to mastery of mathematical concepts; (2) there is a direct effect of emotional question to interest in learning math; (3) there is a direct effect of interest in learning math to mastery of mathematical concepts; (4) there is an indirect effect of emotional question toward mastery of mathematical concepts through interest in learning <br />mathematical. <br /> <br />Keywords: emotional question, interest in learning, mathematical concepts.</p>

scholarly journals Pengaruh Kecemasan Belajar dan Pemahaman Konsep Matematika Siswa terhadap Kemampuan Penalaran Matematika

2016 ◽  
Vol 5 (3) ◽  
Author(s):  
Munasiah Munasiah
Keyword(s):  
Direct Effect ◽  
Indirect Effect ◽  
Mathematical Reasoning ◽  
Sampling Technique ◽  
Mathematical Concept ◽  
Survey Method ◽  
Multiple Choice Questions ◽  
Mathematical Concepts ◽  
Math Concepts ◽  
Significant Direct Effect

<p>This research was conducted in order to know the influence of the anxiety of learning and students' understanding of mathematical concepts penanalaran mathematical abilities of students. The hypothesis of this study include: 1) There is a significant direct effect on the ability of anxiety learn mathematical reasoning. 2) There is significant direct influence students' understanding of mathematical concepts of mathematical reasoning abilities. 3) There is a significant direct effect of anxiety learn to understanding math concepts students. 4) There is a significant indirect effect on the ability of anxiety learn mathematical reasoning through the understanding of math concepts students. The method used in this research is survey method. Affordable population is class VIII students of academic year 2014/2015 a private SMP in Depok. A large sample of 80 students, with a sampling technique used was multistage sampling, taken four private schools. Research instrument used is questionnaire anxiety to learn as much as 25 statement, test understanding of mathematical concepts as much as 23 multiple choice questions, tests of mathematical reasoning ability in the form of an essay as much as 10 questions, which te; ah tested its validity. Analysis of data using path analysis. Hypothesis testing results show that: 1) There is a direct effect not significant anxiety study on the ability of mathematical reasoning, 2) There is a direct effect of significant understanding of the mathematical concept of the ability of mathematical reasoning, 3) There is a direct effect not significant anxiety learn to understanding of mathematical concepts , 4) There is the indirect effect which is not significant anxiety on the ability to learn mathematical reasoning.</p><p> <strong>Keywords</strong>: anxiety of learning , mathematical concepts , mathematical reasoning</p>

scholarly journals TYPICAL CLASS METHODS FOR SOLVING EQUATIONS AND INEQUALITIES WITH DIFFERENT STRUCTURES

2021 ◽  
Vol 58 (3) ◽  
pp. 53-62
Author(s):  
A.K. Alpysov ◽  
◽  
A.K. Seytkhanova ◽  
I.Sh. Abishova ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematical Concept ◽  
Thinking Skills ◽  
Practical Application ◽  
Mathematical Concepts ◽  
Theoretical Substantiation ◽  
New Methods ◽  
General Article ◽  
Solving Equations

The article discusses the ways of developing skills and abilities to effectively solve problems when describing methods for solving equations and inequalities, clarifying theoretical knowledge, the basics of forming skills for practical application. The formation of mathematical concepts through solving problems in teaching mathematics opens the way to the development of mathematical thinking, the application of knowledge in practice, and the development of search skills. To master a mathematical concept, along with its definition, it is necessary to know its features and properties. This can be achieved primarily through problem solving and exercise. Problem solving is based on the development of new methods, the creation of algorithms, ways of developing practical skills in the methods and techniques mastered with the help of tasks.In addition, transforming equations and inequalities through the development of thinking skills helps to identify common or special properties in order to draw correct conclusions. Solving various problems, it shows what operations should be used to determine the situation in which a solution was found, and what features of the solution allow choosing the most effective methods. Thanks to the theoretical substantiation of the general article, it is possible to master convenient methods for solving equations and inequalities of various structures.

scholarly journals Peran Efikasi Diri (Self-Efficacy) dan Kemampuan Berpikir Positif terhadap Kemampuan Pemecahan Masalah Matematika

2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Rahmawati Yuliyani ◽  
Shinta Dwi Handayani ◽  
Somawati Somawati
Keyword(s):  
Problem Solving ◽  
Hypothesis Testing ◽  
Self Efficacy ◽  
Mathematical Problem ◽  
Survey Method ◽  
Mathematical Problem Solving ◽  
Positive Thinking ◽  
Direct Influence ◽  
Problem Solving Skills ◽  
Indirect Influence

<p>This research was conducted with the purpose of knowing the influence of self-efficacy and positive thinking towards problem-solving ability in mathematics. The hypothesis of this research includes: 1) there is a direct influence of self-efficacy against mathematical problem-solving ability. 2) there is a direct influence ability of positive thinking towards problem-solving ability in mathematics. 3) there is a direct influence of self-efficacy against the ability of positive thinking. 4) there is an indirect influence self-efficacy against the ability of problem-solving through positive thinking. The methods used in this research is a survey method and hypothesis testing using path analysis. Large sample as many as 60 students, with a sampling technique used, was a combination of proportional and random, taken from the three high schools. The research instrument used is self-efficacy of 30 statements, positive thinking of 40 statements, test problem-solving skills in the form of essays as many as 10 questions, which have been tested the validity. The results of hypothesis testing indicate that: 1) there is a significant direct influence self-efficacy against the ability of mathematical problem-solving. 2) there is a significant direct influence ability of positive thinking towards problem-solving ability in mathematics. 3) there is a significant direct influence self-efficacy against the ability of positive thinking. 4) there is a significant indirect influence efficacy of self against the ability of problem-solving through positive thinking.</p>

scholarly journals ANALISIS STRATEGI PEMBELAJARAN MATEMATIKA KURKULUM 2013 DALAM RANGKA MENINGKATKAN NILAI PISA MATEMATIKA

2018 ◽  
Vol 5 (1) ◽  
pp. 42-64
Author(s):  
Mochamad Soekardjo ◽  
Lipur Sugiyanta
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Creative Thinking ◽  
International Student ◽  
Mathematical Thinking ◽  
Student Assessment ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
International Student Assessment ◽  
Level 1

Mathematics courses are given to students from elementary school to higher education which equip them with logical, analytical, systematic, critical, and creative thinking skills, as well as the ability to work together. According to the Organization for Economics Cooperation and Development (OECD) year 2013, the concep of mathematical literacy in Programme for International Student Assessment (PISA) supports the importance of developing strong understanding of pure mathematical concepts and the benefits involved in exploration in the abstract world of mathematics. This research produces a Mathematics strategic learning analysis of grade IX that supports high-order mathematical thinking skills (HOMT). Two (2) parts of the materials will be discussed more focused, ie (a) learning materials and (b) learning strategies. With a learning syllabus that supports the HOMT, the opportunity to increase the value of Mathematics education is greater, one of which is formulate challenging questions. Challenging Mathematical questions will meet the criteria of high-level questions (PISA has a level of questions from level 1 to level 6). HOMT supports the development of a strong understanding of pure mathematical concepts and is useful in exploration in the abstract world of mathematics. The sources of data used in the preparation of this reseach are the results of the PISA survey in 2006 and 2012 and the 2013 curriculum book sourced from the Ministry of Education and Culture.  Keywords: Mathematics grade IX, 2013 curriculum, PISA, HOMT   Abstrak Mata pelajaran Matematika diberikan kepada semua peserta didik mulai dari sekolah dasar untuk membekali peserta didik dengan kemampuan berpikir logis, analitis, sistematis, kritis, dan kreatif, serta kemampuan bekerja sama. Menurut Organization for Economics Coopration and Development (OECD) tahun 2013, konsepsi literasi matematika dalam Program for International Student Assessment PISA mendukung pentingnya siswa mengembangkan pemahaman yang kuat tentang konsep-konsep matematika murni dan manfaat yang terlibat dalam eksplorasi dalam dunia abstrak matematika. Penelitian ini menghasilkan sebuah analisis trategi pembelajaran matematika Kelas IX yang mendukung kemampuan berpikir tingkat tinggi matematika (HOMT). Dua (2) bagian dari materi akan dibahas lebih fokus, yaitu (a) materi pembelajaran dan (b) strategi pembelajaran. Dengan silabus pembelajaran yang mendukung HOMT tersebut maka peluang untuk meningkatkan nilai pendidikan Matematika lebih besar, salah satu di antaranya adalah dapat disusunnya soal-soal yang menantang. Soal-soal matematika yang menantang akan memenuhi kriteria soal level tinggi (PISA memiliki tingkatan soal dari level 1 hingga level 6). HOMT mendukung pengembangan pemahaman yang kuat tentang konsep-konsep matematika murni dan bermanfaat dalam eksplorasi dalam dunia abstrak matematika. Sumber data yang digunakan dalam penyusunan buku penelitian  ini adalah hasil survey PISA tahun 2006 dan 2012 dan buku kurikulum 2013 yang bersumber dari Kementerian Pendidikan dan Kebudayaan. Kata Kunci: Matematika kelas IX, Kurikulum 2013, PISA, HOMT   References B. Johnson. 2002. Contextual Teaching and Learning: What it is and why it’s here to stay. Corwin Press,Inc. California. A. Dahlan. 2009. Pengembangan model computer based e-learning untuk meningkatkan kemampuan high order mathematical thinking siswa SMA. LPPM UPI. Bandung. Watson and E. M. Glaser. 1980. Critical Thinking Appraisal. Harcourt Brace Jovanovich, Inc. New York. Hakim. 2016. Analisis Gambaran Kompetensi Guru Terhadap Prestasi Belajar Siswa SMP            Pada Ujian Nasional Tahun 2015 Provinsi Daerah Istimewa Yogyakarta. Pusat                    Data dan Statistik Pendidikan dan Kebudayaan. Jakarta. Abdurrahman. 2003. Pendidikan Bagi Anak Berkesulitan Belajar. Rineka Cipta. Jakarta. Nata. 2009. Perspektif Islam Tentang Strategi Pembelajaran. Kencana Prenada Media              Group. Jakarta. Purwanto. 2004. Psikologi Pendidikan. Remaja Rosdakarya. Bandung OECD. 2012. OECD Programme for International Student Assessment 2012. OECD.                      Westat. OECD. 2006. OECD Programme for International Student Assessment 2006. OECD.                      Westat. P. P. Kemdikbud. 2016. Penilaian yang Berkualitas untuk Pendidikan yang Berkualitas [Online]. Available:http://litbang.kemdikbud.go.id/pengumuman/Mengenal%20Puspendik%205%20Jan %202015-2.pdf. [Accessed 07 Feb 2016]. K. d. Perbukuan. 2015. Buku Guru Matematika Kelas IX SMP/MTs. Kementerian Pendidikan dan Kebudayaan. Jakarta. H. Ennis. 1985. Critical Thinking. University of lllinois. New Jersey: Prentice Hall. W. Weisberg. 2006. Expertise and Reason in Creative Thinking: Evidence from Case Studies and the Laboratory. Cambridge University Press. Cambridge. Mariana. 2011. Penerapan pendekatan kontekstual dengan pemberian tugas mind map setelah pembelajaran terhadap peningkatan kemampuan koneksi matematis siswa SMP. Krulik and J. A. Rudnick. 1995. The New Sourcebook for Teaching Reasoning and Problem Solving in Elementary School. Allyn & Bacon. Needham Heights. Sardiman. 1987. Interaksi dan Motivasi Belajar Mengajar. Rajawali Pers. Jakarta. Suwarma and D. Mayadiana. 2009. Suatu Alternatif Pembelajaran Kemampuan                           Berpikir  Kritis Matematika. Cakrawala Maha Karya. Jakarta Gustiningsi. 2015. Pengembangan Soal Matematika Model Pisa Untuk Mengetahui Kemampuan Berpikir Kritis Matematis Siswa Kelas VII. Jurnal Pendidikan Matematika JPM RAFA , vol. Vol.1, no. No.1, September 2015. Y. E. Siswono. 2016. Berpikir Kritis dan Berpikir Kreatif sebagai Fokus Pembelajaran Matematika in Seminar Nasional Matematika Dan Pendidikan Matematika (1st SENATIK). Semarang.

scholarly journals Analysis of the Mathematical Thinking Levels of Individual and Team Athletes in Terms of Different Variables

2021 ◽  
Vol 8 (2) ◽  
pp. 148-157
Author(s):  
Nedim TEKİN
Keyword(s):  
Academic Success ◽  
Mathematical Thinking ◽  
Pearson Correlation ◽  
Team Sports ◽  
Thinking Skills ◽  
Survey Method ◽  
Significant Difference ◽  
Pearson Correlation Test ◽  
Research Population ◽  
Or Team

This study was carried out to examine athletes' mathematical thinking levels who do individual and team sports in different variables. The study was conducted with a relational screening model, which is one of the general screening models. The data were collected by a survey method. "Mathematical Thinking Scale" was used to determine the mathematical thinking levels of athletes. The research population was composed of licensed athletes studying in high schools and universities in the 2020-2021 academic year in Turkey, while 459 licensed athletes determined among these students by a simple random method made up the sample group. The Independent-Samples T-Test was applied to determine the differences between the participants' gender, education and branch variables, and their mathematical thinking level. The Pearson Correlation test was applied to determine the relationship between age, sports year, and mathematical thinking levels. As a result of the analysis, a significant difference was observed favouring female participants in the gender variable and mathematical thinking skills sub-dimension. Additionally, it was determined that there was a significant positive relationship between the sports year and the reasoning sub-dimension. As a result, it is thought that the more inclusion of individual or team sports types in education programs will contribute to an individual's mathematics and academic success.

scholarly journals Students' Creative Thinking Skill in Solving Higher Order Thinking Skills (HOTS) Problems

2020 ◽  
Vol 11 (1) ◽  
pp. 111-120
Author(s):  
M Zaiyar ◽  
Irfan Rusmar
Keyword(s):  
Creative Thinking ◽  
Mathematical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Average Score ◽  
Mathematical Concepts ◽  
Higher Order Thinking Skills ◽  
Mathematical Problems ◽  
Thinking Processes

Creative thinking skills one of the important aspects that must be possessed by students' mathematical thinking skills to connect mathematical concepts as well as the development of thinking processes in solving mathematical problems. The purposes of this research are to determine the level of students' creative thinking skills in solving Higher-Order Thinking questions and to investigate the students' creative thinking skills in solving Higher Order Thinking Questions. This research employed the descriptive qualitative method with 28 students who have passed the Calculus subjects the samples of the research determined through nonprobability sampling. The data were collected through tests and interviews. The research discovered that the average score obtained was 38.43%, specifically35.71%of the students were at the very creative level, 50% of the students were at the creative level, and 14, 29% of the students were at the fairly creative level. Students' creative thinking skills were lacking in creativeness and detail indicators. They were not able to solve problems properly and correctly. The fluency and flexibility indicators were in a good category. So, it can be concluded that the level of students’ creative-thinking skills in solving the Higher-Order Thinking Skills problems was at the creative level. 

scholarly journals Pengaruh Kemampuan Berpikir Kritik dan Konsep Diri Terhadap Prestasi Belajar Matematika

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Dona Katarina
Keyword(s):  
Data Analysis ◽  
Mathematics Achievement ◽  
Direct Effect ◽  
Indirect Effect ◽  
Self Esteem ◽  
Thinking Skills ◽  
Self Concept ◽  
Direct Influence ◽  
Testing Techniques ◽  
Significant Direct Effect

The direct effect of the ability to think criticism of the concept of self-esteem, self-concept directly determine the effect of students' mathematics achievement and to determine the effect of indirect criticism of the ability to think mathematics achievement through student self-concept. Data analysis using descriptive statistical methods and testing techniques of data analysis requirements. The results showed: (1). there are a significant direct influence thinking skills of criticism and self-concept of the student mathematics achievement. (2). there is a significant direct influence thinking skills critique of mathematics achievement. (3). there is a significant direct effect on the achievement of self-concept study mathematics. (4) there is an indirect effect is not significant ability to think criticism of mathematics achievement through self-concept.

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