Penerapan “Rute Emas” Sebagai Salah Satu Desain  Math Trail Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika

Penelitian ini dilatarbelakangi banyak siswa yang kurang memiliki kemampuan dan kemauan belajar, sehingga belajar merupakan sesuatu yang sulit dan membosankan terutama pelajaran matematika, serta menganggap matematika adalah pelajaran yang kurang berguna dalam kehidupan sehari-hari. Salah satu penyebab adalah rasa kebosanan, kesulitan dan ketakutan siswa terhadap pelajaran matematika serta anggapan ketidakgunaan pelajaran matematika dalam kehidupan sehari-hari khususnya materi geometri dan pengukuran. Pada akhirnya melemahkan daya kreatifitas dan kemandirian siswa dalam belajar. Tujuan penelitian ini adalah meningkatkan kemampuan pemecahan masalah matematika materi keliling dan luas bangun segiempat pada siswa kelas VII A di SMP Negeri 33 Semarang dengan penerapan “Rute Emas” sebagai salah satu desain Math Trail suatu pembelajaran di luar kelas. Pada peta “Math Trail” atau setiap titik petunjuk penjelajahan siswa dapat merumuskan, mendiskusikan, dan memecahkan masalah matematika yang menarik. Kegiatan Math Trail dapat dilakukan sendirian atau berkelompok untuk saling bekerja sama untuk memecahkan permasalahan. Penelitian ini merupakan penelitian tindakan kelas meliputi 4 langkah: planning, actuating, observation, dan reflecting. Hasil penelitian menunjukkan bahwa Hasil tes rata-rata kelas pada siklus pertama dan kedua mengalami peningkatan dari 73,66 menjadi 75,05 serta prosentase banyaknya siswa yang mendapat nilai minimal 67 adalah 23 siswa (74,19)% menjadi 27 siswa (87,10%). Hasil tersebut menunjukkan terjadi peningkatan kemampuan pemecahan masalah materi menggunakan rumus keliling dan luas segiempat dalam menyelesaikan masalah melalui penerapan “Rute EMAS” sebagai salah satu desain Math Trail suatu pembelajaran matematika. Kata kunci: kemampuan pemecahan masalah, desain Math Trail. ABSTRACT This research is motivated by many students who lack the ability and willingness to learn, so learning is something difficult and boring, especially mathematics, and considers mathematics to be a lesson that is less useful in everyday life. One of the causes is a sense of boredom, difficulties and fears of students towards mathematics and the presumption of the uselessness of mathematics in everyday life, especially geometry and measurement material. In the end it weakens the creativity and independence of students in learning. The purpose of this study was to improve the mathematical problem solving abilities of the surrounding and wide-area quadrilateral in students of class VII A in 33 State Junior High School Semarang by applying "Golden Route" as one of the Math Trail designs for learning outside the classroom. On the "Math Trail" map or each exploration point of instruction students can form, discuss, and solve interesting mathematical problems. Math Trail activities can be done alone or in groups to work together to solve problems. This research is a classroom action research covering 4 steps: planning, actuating, observation, and reflecting. The results showed that the results of the class average tests in the first and second cycles had increased from 73.66 to 75.05 and the percentage of students who received a minimum score of 67 was 23 students (74.19)% to 27 students (87.10 %). These results indicate an increase in the ability of material problem solving using the circumference formula and square area in solving problems through the application of "EMAS Routes" as one of the Math Trail designs in a mathematics learning. Keywords: problem solving, math trail design.

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

Cartesius : Jurnal Pendidikan Matematika ◽

10.54367/cartesius.v1i1.469 ◽

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 â‰¥ 86.03.

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PENERAPAN I-SPRING SUITE 8 PADA MODEL PEMBELAJARAN IMPROVE UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK PADA POKOK BAHASAN PROGRAM LINEAR DI TINGKAT SEKOLAH MENENGAH

Gunahumas ◽

10.17509/ghm.v2i2.23026 ◽

2020 ◽

Vol 2 (2) ◽

pp. 357-386

Author(s):

Yomi Chaeroni ◽

Nizar Alam Hamdani ◽

Akhmad Margana ◽

Dian Rahadian

Keyword(s):

Problem Solving ◽

Direct Instruction ◽

Mathematics Learning ◽

Mathematical Problem ◽

Learning Model ◽

Mathematical Understanding ◽

Learning Models ◽

Research Subjects ◽

Purposive Sampling ◽

Mathematical Problems

ABSTRAK Penelitian ini dilatarbelakangi oleh fakta bahwa kemampuan pemahaman dan kemampuan pemecahan masalah matematis merupakan salah satu kemampuan matematika tingkat tinggi yang harus dimiliki oleh setiap peserta didik. Selain itu kemampuan pemahaman dan kemampuan pemecahan masalah matematis jarang diterapkan dalam pembelajaran matematika di sekolah. Salah satu model pembelajaran yang dapat menjadi alternatif bagi pembelajaran matematika dan kemampuan pemahaman dan pemecahan masalah matematis adalah model pembelajaran IMPROVE. Penelitian ini bertujuan untuk mengetahui penerapan i-spring suite 8 pada model pembelajaran IMPROVE untuk meningkatkan kemampuan pemahaman dan pemecahan masalah matematis peserta didik. Metode penelitian yang digunakan adalah quasi eksperimen karena penelitian ini menggunakan satu kelas eksperimen dan satu kelas kontrol sebagai subyek penelitian. Cara pengambilan subjek penelitian yang digunakan adalah purposive sampling. Subjek penelitian dipilih sebanyak dua kelas dari keseluruhan peserta didik kelas XI SMA Muhammadiyah Banyuresmi tahun pelajaran 2019/2020. Dari hasil penelitian dan perhitungan statistik diperoleh kesimpulan: 1) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE; 2) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan model pembelajaran konvensional/direct instruction; 3) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE dibandingkan dengan peserta didik yang dalam pembelajarannya menggunakan model pembelajaran konvensional/direct instruction; 4) Tidak terdapat perbedaan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE dan yang menggunakan model konvensional/direct instruction.Kata kunci: Kemampuan Pemahaman Matematis, Kemampuan Pemecahan Masalah Matematis, Model IMPROVEABSTRACT This research is motivated by the fact that the ability to understand and the ability to solve mathematical problems is one of the high-level mathematical abilities that must be possessed by every student. In addition, the ability to understand and the ability to solve mathematical problems are rarely applied in mathematics learning in schools. One learning model that can be an alternative for mathematics learning and mathematical understanding and problem solving abilities is the IMPROVE learning model. This study aims to determine the application of ispring suite 8 on the IMPROVE learning model to improve students' mathematical understanding and problem solving abilities. The research method used is quasi-experimental because this study uses one experimental class and one control class as research subjects. The method of taking the research subject used was purposive sampling. The research subjects were selected as many as two classes from all grade XI students of SMA Muhammadiyah Banyuresmi in the 2019/2020 academic year. From the results of research and statistical calculations conclusions: 1) There is an increase in the ability to understand and solve mathematical problems of students who in learning use the i-spring suite 8 on the IMPROVE learning model; 2) There is an increase in the ability of understanding and solving mathematical problems of students who in learning use conventional learning models / direct instruction; 3) There is an increase in students' mathematical understanding and problem solving abilities in learning using i-spring suite 8 in the IMPROVE learning model compared to students in learning using conventional learning models / direct instruction; 4) There is no difference in the ability to understand and solve mathematical problems of students who in learning use the i-spring suite 8 on the IMPROVE learning model and who use the conventional model / direct instruction.Keywords: Mathematical Understanding Ability, Mathematical Problem Solving Ability, IMPROVE Model

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STUDENTS’ CRITICAL THINKING PROFILES IN SOLVING MATHEMATICAL PROBLEMS BADES ON ADVERSITY QUOTIENT (AQ)

MATHEdunesa ◽

10.26740/mathedunesa.v9n1.p211-220 ◽

2020 ◽

Vol 9 (1) ◽

pp. 211-220

Author(s):

NILA NURCAHYANING KUSUMAWARDANI ◽

RADEN SULAIMAN

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Junior High School ◽

Mathematical Problem ◽

Good Communication ◽

Mathematics Problem Solving ◽

Mathematical Problems ◽

Processing Information ◽

Thinking Process ◽

Mathematics Problem

Critical thinking is a thinking process in processing information logically starti from understanding, analyzing, evaluating and making precise conclusions. Critical thinking indicators are clarification, assessment, inference, and strategy that referred to Jacob and Sam. Mathematics is designed to improve students' critical thinking in a solving problem. One of the factors that affect students' critical thinking in solving a problem is AQ. This research is descriptive study with qualitative approach. The aim is to describe critical thinking profile of climber, camper, and quitter students in solving mathematical problems. The subjects were three students of VIII grade junior high school who represented each AQ category and had good communication skills. The instrument used was the ARP questionnaire, mathematics problem solving tests, and interview guidelines. The results shows that students’ critical thinking profile in understanding the problem is climber and camper student do all indicators of critical thinking in the clarification phase. Quitter student is only able mentioning known and asked information. In devising a plan, climber student implements all indicators of assessment and strategy phase. Camper student implements all indicators in assessment phase, but do not discuss the possible steps in strategy phase. Quitter student does not do both assessment and strategy phase. In carrying out the plan, climber and camper students do all indicators of inference phase, while quitter student does not. In the step of looking back, only climber student who carries out evaluating steps that have been done. Keywords: Jacob and Sam’s critical thinking, mathematical problem solving, adversity quotient

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Application of Mathematical Problem Solving Sheets in Polya's Learning Strategy in Social Arithmetic Material

International Journal of Early Childhood Special Education ◽

10.9756/int-jecse/v13i2.211111 ◽

2021 ◽

Vol 13 (2) ◽

pp. 707-717

Author(s):

Hastri Rosiyanti ◽

Dyah Ayu Ratnaningsih ◽

Herwina Bahar ◽

Is wan ◽

Fai sal

Keyword(s):

Problem Solving ◽

Learning Strategies ◽

Junior High School ◽

Learning Strategy ◽

Mathematics Learning ◽

Mathematical Problem ◽

Sampling Technique ◽

Mathematical Problem Solving ◽

Problem Solving Skills ◽

Better Than

This research is motivated by the students 'mathematical problem solving ability is still low, because mathematics learning in the classroom is not built to hone problem solving skills and the student worksheets used do not help students in honing students' mathematical problem solving skills, so the writer applies Polya's learning strategy with the help of problem solving sheet on social arithmetic material. This study aims to describe the steps of implementing Polya's learning strategy with the help of problem solving sheets in solving mathematical problems in social arithmetic material and to test mathematical problem solving skills by applying Polya's learning strategies with the help of problem solving sheets is it better than not implementing learning strategies Polya. This research was conducted using a quasi experimental method, with a population of all students of class VII Junior High School 3 Cisauk, Indonesia. The sample was selected using purposive sampling technique, namely students of class VII-6 and grade VII-7. Collecting data on students' mathematical problem-solving abilities using the final test (posttest). The results showed that Polya's learning strategy with the help of problem solving sheets on social arithmetic material was implemented properly and in accordance with Polya's steps. Based on the statistical test, it shows that the mathematical problem solving ability of students whose learning applies Polya's learning strategy with the help of problem-solving sheets is better than students whose learning does not apply Polya's learning strategy on class VII social arithmetic material at SMP Negeri 3 Cisauk, Indonesia.

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DESCRIPTION OF MATHEMATICS PROBLEM SOLVING ABILITY IN TERMS OF LEARNING STYLE

MaPan ◽

10.24252/mapan.2021v9n2a6 ◽

2021 ◽

Vol 9 (2) ◽

pp. 280

Author(s):

Ahmad Aas Syamsuadi ◽

A. Aspar ◽

Andi Alim Syahri

Keyword(s):

Problem Solving ◽

Learning Styles ◽

Learning Style ◽

Junior High School ◽

Mathematical Problem ◽

Visual Learning ◽

Auditory Learning ◽

Mathematics Problem Solving ◽

Mathematical Problems ◽

Mathematics Problem

This study aims to describe and determine students' abilities to solve mathematical problems that focus on visual and auditory learning styles. Subjects are eighth-grade students from junior high school in Bulukumba district. This research is descriptive qualitative, which seeks to determine and describe the mathematical problem solving ability in terms of student learning styles. Data is collected using questionnaires, tests, and interviews. The use of questionnaires describes visual learning styles and auditory learning styles. Two numbers of the test determine mathematics problem solving ability in Polya's step, and interviews confirm mathematics problem solving ability. The data analysis techniques are reduction, presentation, and verification. Based on the results, the first subject with a visual learning style can fulfill all the indicators of Polya's steps, but another one is just three indicators. The first subject with an auditory learning style can meet all Polya's steps, but the other can fulfill three indicators.

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Peran Efikasi Diri (Self Efficacy) terhadap Kemampuan Pemecahan Masalah Matematika

Jurnal Konseling dan Pendidikan ◽

10.29210/118800 ◽

2018 ◽

Vol 6 (1) ◽

pp. 39 ◽

Cited By ~ 1

Author(s):

Somawati Somawati

Keyword(s):

Problem Solving ◽

Self Efficacy ◽

Mathematical Problem ◽

Learning Activities ◽

Mathematical Problem Solving ◽

High Concentration ◽

Math Problem ◽

Target Time ◽

Mathematical Problems ◽

Ability And Willingness

Mathematical problem solving ability is surely the must-have any students in doinga math problem that is abstract. But many of the students who have not been able to use the problem-solving ability in doing a math problem. Many of them assumed that mathematics is a difficult lesson, and it usually requires a high concentration oflearning math. So the efficacy of self (self efficacy) is in need of students to cope with these problems. Self-efficacy (self efficacy) refers to the belief that relates to the ability and willingness of a student to achieve and complete tasks and results of the study with the target time has been determined and self efficacy refers to the consideration of how big someone's beliefs about their ability to perform a number of learning activities and their ability to complete tasks. Students who have a good self-efficacy will be successful in theirlearning activities andcanperform academic duties smoothly likewise viceversa if the efficacy in low students then have students will quickly give up on any problems in dealing with. Hence the need for self-efficacy so that arise from the student is either the later will provide confidence in the ability of students in solving mathematical problems.

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Difference of Mistakes Reflective-Impulsive Students In Mathematical Problem Solving

International Journal of Trends in Mathematics Education Research ◽

10.33122/ijtmer.v2i2.115 ◽

2019 ◽

Vol 2 (2) ◽

pp. 101

Author(s):

Dwi Noviani Sulisawati ◽

Lutfiyah Lutfiyah ◽

Frida Murtinasari

Keyword(s):

High School ◽

High School Students ◽

Problem Solving ◽

Learning Styles ◽

Mathematical Models ◽

Learning Style ◽

Junior High School ◽

Junior High ◽

Mathematical Problem ◽

Mathematical Problems

Mathematics is one of the important subjects in realizing the goals of education in Indonesia. However, in reality there are many students who have different problem solving abilities between one and the other and many students make mistakes when solving problems. The mistakes that are often carried out by students can also be influenced by differences in learning styles possessed. Therefore this article aims to describe differences in errors made by reflective-impulsive students in solving mathematical problems. This research is a qualitative descriptive that involving 2 research subjects with each subject having a different learning style. This research was conducted in class VII Pakusari Jember 1 Junior High School in the academic year of 2018/2019. The results of data analysis showed that differences in mistakes made by junior high school students with reflective-impulsive learning styles in solving mathematical problems were located at the stage of determining mathematical models and at the stage of completing mathematical models that had been made with the percentage of impulsive learning styles when compared to a subject that is reflective learning style.

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PERILAKU PEMECAHAN MASALAH SISWA DALAM MENYELESAIKAN MASALAH MATEMATIKA KONTEKSTUAL DITINJAU DARI KECEMASAN MATEMATIKA

MATHEdunesa ◽

10.26740/mathedunesa.v9n1.p145-154 ◽

2020 ◽

Vol 9 (1) ◽

pp. 145-154

Author(s):

Olivia Khufyatul Adhimah ◽

Rooselyna Ekawati ◽

Dini Kinati Fardah

Keyword(s):

Problem Solving ◽

Junior High School ◽

Mathematics Anxiety ◽

Mathematical Problem ◽

Direct Translation ◽

Learning Mathematics ◽

Mathematical Problems ◽

The Difference ◽

Final Answer ◽

Problem Solving Behavior

Problem solving behavior make further information about behavior of students to understand contextual mathematical problems and their solutions. The different behaviors shown by students to each other shows how to steps, abilities, and understanding of students in solving contextual mathematical problems. It is important for students and teachers to know the problem solving behaviors in order to improve understanding and ability to solve contextual mathematical problems. Mathematics anxiety can influence students in soling mathematical problems. Given the importance of students problem solving behavior in learning mathematics, teachers need to know students problem solving behavior in solving contextual mathematical problems based on mathematics anxiety. This study investigate problem solving behavior of students with low and high mathematical anxiety in solving contextual mathematical problems. Subjects in this study were four students of Junior High School, consists each of the two students from each mathematics anxiety group, low and high. Four students were given contextual mathematical problem solving test to investigate about problem solving behavior. Classification of students mathematics anxiety levels is determined through the mathematics anxiety questionnaire score of each student. The results of this research showed that students problem solving behavior with high mathematics anxiety were categorized in Direct Translation Approach-proficient (DTA-p) dan Direct Translation Approach-not proficient (DTA-np) category. Students behavior with low mathematics anxiety were categorized in the category of Meaning Based Approach-justification (MBA-j). The difference in problem solving behavior from two categories of mathematics anxiety is in re-reading the problem, linking concepts, deciding strategies, using context in calculations and final answer, and providing an explanation at each step of the solution. Students problem solving behavior with low mathematics anxiety was better than students problem solving behavior with high mathematics anxiety.

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Penerapan Pembelajaran Matematika Realistik untuk Meningkatkan Kemampuan Pemecahan Masalah Matematik Siswa Di MIN 2 Padangsidimpuan

Logaritma: Jurnal Ilmu-ilmu Pendidikan dan Sains ◽

10.24952/logaritma.v8i01.2355 ◽

2020 ◽

Vol 8 (01) ◽

pp. 41-54

Author(s):

Lili Nur Indah Sari

Keyword(s):

Problem Solving ◽

Mathematics Learning ◽

Mathematical Problem ◽

Primary Data ◽

Mathematical Problem Solving ◽

Average Increase ◽

Initial Test ◽

Class V ◽

Realistic Mathematics ◽

Mathematical Problems

This study aims to improve the ability to solve mathematical problems with the application of realistic mathematics learning. From the students' initial abilities, it can be seen that students in class V MIN 2 Padang sidimpuan still have a fairly low average grade. The study used classroom action research as much as 2 cycles. The subjects of this study were students of class V MIN 2 Padangsidimpuan which were primary data. The research instrument in this study was a test of students' mathematical problem solving abilities and observation sheets. Based on the results of data analysis, it can be concluded that the average increase in students' mathematical problem solving ability from the initial test is 19.833 (19.833%) categorized as very poor to 51.083 (51.083%) which is not good enough in the first cycle and becomes 83.083 (83.083%) in the good category in the cycle II.

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POLYA’S STRATEGY: AN ANALYSIS OF MATHEMATICAL PROBLEM SOLVING DIFFICULTY IN 5TH GRADE ELEMENTARY SCHOOL

EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru ◽

10.17509/eh.v10i2.10868 ◽

2018 ◽

Vol 10 (2) ◽

pp. 140

Author(s):

Nunuy Nurkaeti

Keyword(s):

Elementary School ◽

Problem Solving ◽

Elementary School Students ◽

Mathematics Learning ◽

Mathematical Problem ◽

Descriptive Analysis ◽

Thinking Skills ◽

School Students ◽

Mathematical Concepts ◽

Mathematical Problems

Abstract:. Problem solving is one of ways to develop higher order thinking skills. Strategy of problem solving that can be developed in mathematics learning is Polya's strategy. This study aims to analyze the problem solving difficulties of elementary school students based on Polya strategy. To support this research,descriptive analysis is used on seven elementary school students . The results show that, the difficulty of mathematical problems solving of elementary school students consist of the difficulty of understanding the problem, determining the mathematical formula/concepts that is used, making connections between mathematical concepts, and reviewing the correctness of answers with questions. These happened because the problem presented is in a story problem, that is rarely studied by the students. Students usually solve mathematical problems in a form of routine questions, which only require answers in a form of algorithmic calculations. Abstrak: Pemecahan masalah adalah salah satu cara dalam mengembangkan kemampuan berpikir tingkat tinggi. Salah satu strategi pemecahan masalah yang dapat dikembangkan pada pembelajaran matematik adalah strategi Polya. Penelitian ini bertujuan menganalisis kesulitan pemecahan masalah siswa sekolah dasar berdasarkan strategi Polya. Untuk mendukung penelitian ini digunakan analisis deskriptif pada tujuh orang siswa sekolah dasar. Hasilnya menunjukkan bahwa, kesulitan pemecahan masalah matematik siswa sekolah dasar meliputi, kesulitan memahami masalah, menentukan rumus/konsep matematik yang digunakan, membuat koneksi antar konsep matematika, dan melihat kembali kebenaran jawaban dengan soal. Hal tersebut disebabkan, masalah yang disajikan berupa soal cerita yang jarang dipelajari siswa. Siswa biasanya menyelesaikan masalah matematik berupa soal rutin, yang hanya menuntut jawaban berupa perhitungan algoritmik.

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