PEMBELAJARAN DENGAN PENDEKATAN OPEN ENDED SEBAGAI UPAYA PENINGKATAN KEMAMPUAN  BERPIKIR KREATIF MATEMATIS

This research was conducted at the junior level students with the aim to improve the ability of the creative thinking of the students through the application of mathematical models of learning mathematics with the open ended approach. This type of research is Research Action class (Classroom Action Research), research done by the teacher in class of his own with a planned, systematic way to fix/improve the quality of practice learning in his class. As for the subject researches it is grade VII SMP Negeri Padangsidimpuan Year 7 Lesson 2017-2018, chosen was a Class VII-2 with the number of students is 22 people. Whereas the object of this research is the application of the model of learning mathematics with the open ended approach to increasing the ability of mathematical creative student berpkir is not good and needs to be fixed. Research instrument on this research will use the test engineering and non test. As for the test used was the ability of the creative thinking of the students in the form of mathematical problems such as shape description. While the test is the Non observation sheet and attitude. Based on the results and discussion in research then it can be drawn the following Conclusions 1) Increasing the ability of mathematical reasoning through the application of learning mathematics with the open ended approach on a grade VIII-2. As for the improvement of the ability of mathematical reasoning students acquired for 0.5 criteria are, and 2) based on the characteristics of the creative nature of the conformity with the students, obtained that most creative nature for compliance with students is the nature of curiosity.

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UPAYA PENCAPAIAN KEMAMPUAN PENALARAN MATEMATIKA SISWA MELALUI PEMBELAJARAN DENGAN PENDEKATAN METAKOGNITIF

Didaktik : Jurnal Ilmiah PGSD STKIP Subang ◽

10.36989/didaktik.v5i2.97 ◽

2020 ◽

Vol 5 (2) ◽

pp. 202-212

Author(s):

Fina Milawati ◽

Timbo Siallagan

Keyword(s):

Mathematical Reasoning ◽

Sample Selection ◽

Preliminary Test ◽

Reasoning Ability ◽

Final Test ◽

Reasoning Abilities ◽

Learning Mathematics ◽

Eighth Grade Students ◽

Mathematical Problems ◽

The Subject

ABSTRACT For the development of education towards more advanced learning mathematics sought metacognitive learning. Learning that can build students' perspectives on mathematical problems, by thinking of an appropriate strategy. Then, from the knowledge obtained by the student is able to draw conclusions or reasoning, in this case the achievement of students' mathematical reasoning abilities. This study aims to determine the achievement of the reasoning ability of students who are given learning with a metacognitive approach and students who are given conventional learning. This study uses an experimental method conducted on eighth grade students of SMP Negeri 3 Kalijati. The sample selection is done randomly by selecting two classes from three classes. Of the two classes selected, class VIIIC as an experimental class whose learning uses a metacognitive approach and class VIIIB as a control class whose learning uses conventional learning models. To determine the ability of the two classes are given a preliminary test and a final test with the same questions. The results of the study concluded that students' reasoning abilities on the subject of the circle using learning metacognitive approaches were higher than using conventional learning. ABSTRAK Untuk pengembangan pendidikan kearah lebih maju dalam pembelajaran matematika diupayakan suatu pembelajaran metakognitif. Pembelajaran yang dapat membangun cara pandang siswa terhadap masalah matematika, dengan memikirkan suatu strategi yang tepat. Kemudian, dari pengetahuan yang diperoleh siswa tersebut mampu mengambil kesimpulan atau penalaran, dalam hal ini pencapaian kemampuan penalaran matematika siswa. Penelitian ini bertujuan untuk mengetahui pencapaian kemampuan penalaran siswa yang diberi pembelajaran dengan pendekatan metakognitif dan siswa yang diberi pembelajaran konvensional. Penelitian ini menggunakan metode eksperimen yang dilakukan pada siswa kelas VIII SMP Negeri 3 Kalijati. Pemilihan sampel dilakukan secara acak dengan memilih dua kelas dari tiga kelas. Dari dua kelas yang terpilih, kelas VIIIC sebagai kelas eksperimen yang pembelajarannya menggunakan pendekatan metakognitif dan kelas VIIIB sebagai kelas kontrol yang pembelajarannya menggunakan model pembelajaran konvensional. Untuk mengetahui kemampuan dari kedua kelas tersebut diberi tes awal dan tes akhir dengan soal yang sama. Hasil penelitian menyimpulkan bahwa kemampuan penalaran siswa pada pokok bahasan lingkaran menggunakan pembelajaran pendekatan metakognitif lebih tinggi daripada menggunakan pembelajaran konvesional.

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MODEL PEMBELAJARAN CONNECTING, ORGANIZING, REFLECTING, DAN EXTENDING (CORE) UNTUK MENINGKATKAN KREATIVITAS SISWA DI SMK MUHAMMADIYAH 13 SIBOLGA

PeTeKa ◽

10.31604/ptk.v1i3.213-221 ◽

2018 ◽

Vol 1 (3) ◽

pp. 213

Author(s):

Iwan Setiawan Nasution ◽

Benny Sofyan Samosir

Keyword(s):

Learning Model ◽

Learning Activities ◽

Activity Levels ◽

Ability Test ◽

Research Results ◽

Is Research ◽

Learning Mathematics ◽

The Subject ◽

Research Action ◽

Core Class

The problem in this research is the lack of ability of creativity in students. To fix the issue, on the research learning model applied to Connecting, Organizing, Reflecting, and Extending (CORE). Research objectives for the enhancement of creativity and learning activities of students in learning mathematics through the application of the model of learning a CORE class XI Accounting SMK Muhammadiyah 13 Sibolga. This type of research is research action class. Where the subject of this research is the grade XI Accounting SMK Muhammadiyah 13 Siboga consisting of 36 students. While the techniques and data-collecting instruments namely observation and tests. Research results can be seen from the students ' creativity ability test on cycle I with a percentage of 53% in cycle II an increase in the percentage of 82% with an increase of 29%. Activity levels of students against mathematics increases, it is retrieved from 63% percentage of the cycle I, and 82% in cycle II increased by 18%. The ability of the teacher to manage learning percentage of 72% in cycle I and 94% in cycle II, with an increase of 23%. Based on the results of this study, it can be concluded that the model Connecting, Organizing and Extending (CORE) can increase creativity in learning mathematics processed XI accounting SMK Muhammadiyah 13 Sibolga.

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STUDI DESKRIPTIF MINAT CALON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN ALAT PERAGA MATEMATIKA SETELAH PERKULIAHAN MEDIA DAN MODEL PEMBELAJARAN MATEMATIKA SD

Jurnal Dinamika Pendidikan ◽

10.33541/jdp.v8i1.110 ◽

2015 ◽

Vol 8 (1) ◽

pp. 19

Author(s):

Isna Rafianti ◽

Etika Khaerunnisa

Keyword(s):

Elementary Teachers ◽

Elementary Mathematics ◽

Mathematics Learning ◽

Learning Model ◽

Prospective Elementary Teachers ◽

Descriptive Research ◽

Learning Mathematics ◽

Mathematical Problems ◽

The Subject ◽

Object Of Study

This research is motivated by the lack of interest of teachers in the use of props in the process of learning mathematics in elementary school. In accordance with the demands of the curriculum in 2013 and supported by the developed learning theory, learning mathematics is abstract object of study, students need an intermediary that props math-ematics, so that students can more easily understand the concepts that will be pre-sented, and in the end it can deliver students to solve mathematical problems, not only that proposed by the teacher but also the problems in life. The purpose of this study was to determine the interest of prospective elementary teachers on the use of props mathematics after getting lectures media and elementary mathematics learning model. By knowing the interest of prospective elementary teachers will be developed further realization of the state of the subject being studied. The method used is descriptive research, then the instruments used were questionnaires and interviews. The results of this study stated that the interest of prospective elementary teachers on the use of props after attending lectures media and elementary mathematics learning model is high over-all with a percentage of 76.70%.Keywords : Interest, Props Mathematics

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PENGARUH METODE EKSPOSITORI TERHADAP PEMAHAMAN KONSEP MATEMATIKA MAHASISWA PGSD

Jurnal Cerdas Proklamator ◽

10.37301/jcp.v6i1.16842 ◽

2018 ◽

Author(s):

Daswarman Daswarman

Keyword(s):

Research Design ◽

Experimental Research ◽

Mathematical Abilities ◽

Learning Mathematics ◽

Mathematical Problems ◽

The Subject

The aim of learning mathematics in universities is to improve students' mathematical abilities. One of the important mathematical abilities of students is understanding the concept. With an understanding of the concept, students will easily solve mathematical problems. This research is an experimental research design with One Group Pretest-Posttest Design. In the design of this study, researchers used one class as the subject of research. Before being given treatment, the pretest is first performed, then given treatment within a certain period, then given a posttest. The results showed that there was an increase in students' understanding of the concept after being given the application of the expository method.

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PENERAPAN METODE PEMBELAJARAN INQUIRY DALAM PENINGKATAN RASA INGIN TAHU DAN KREATIVITAS SISWA PADA MATERI KALOR DI SMA NEGERI 3 PADANGSIDIMPUAN

PeTeKa ◽

10.31604/ptk.v1i3.179-184 ◽

2018 ◽

Vol 1 (3) ◽

pp. 179

Author(s):

Nur Aisyah Harahap

Keyword(s):

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Models ◽

Physics Students ◽

Average Value ◽

Implementation Model ◽

Is Research ◽

Research Grade ◽

The Subject ◽

Research Action

One of the demands of the Curriculum for teachers in learning, using the learning models appropriate to the characteristics of the material and their students. But the reality on the ground shows teachers generally use methods lectures are teacher centered and less teachers facilitate students to work in groups in learning. One form of the model that can enable students work together in learning is modelInquiry. The purpose of this study was to describe the competence of physics students. This type of research is research action class. The location of the research of SMA Negeri 3 Padangsidimpuan. The subject of research grade X with a total of 29 students. The research was conducted by two cycle consists of four steps of research, namely planning, implementation, observation and reflection. Research instrument consisting of a sheet of observation and tests the student's competence. Technique of data analysis was descriptive. Implementation research is held in even-numbered Annual semester Teaching 2013/2014. The results showed an increase in the competence of physics students. The results of the three cycles undertaken showed an increase in the percentage of students who achieve a minimum criterion. The percentage of students who complete learning increased from 36% in cycle I became the 88% in cycle III. The average value of student learning outcomes have also been increased from 66.88 on cycle I became 85.52 cycle III. Thus, it can be concluded the implementation model of inquiry can improve the competence of physics students of class X SMA Negeri 3 Padangsidimpuan.

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Realistic mathematics education: Mathematical reasoning and communication skills in rural contexts

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v10i2.20640 ◽

2021 ◽

Vol 10 (2) ◽

pp. 522

Author(s):

Anderson Leonardo Palinussa ◽

Juliana Selvina Molle ◽

Magy Gaspersz

Keyword(s):

Mathematics Education ◽

Communication Skills ◽

Mathematical Reasoning ◽

Mathematics Learning ◽

Realistic Mathematics Education ◽

Realistic Mathematics ◽

Mathematical Problems ◽

Geographical Position ◽

Rural Context

Mathematics learning has always been a problem in the world of education in Indonesia especially in the Province of Maluku, which is a thousand island area. The geographical position of Maluku, which is an area of the archipelago, is quite extensive, affecting the quality of students in mathematics. One approach that is recommended to overcome mathematical problems of rural island-based students is realistic mathematics education (RME). The purpose of this study was to analyze the effect of RME on mathematical reasoning and communication skills in a rural context. The research design used was quasi experiment. The sample size was 130 students from several junior high schools in Central Maluku Regency. The instrument developed was in the form of problem descriptions to measure students' mathematical reasoning and communication skills. The findings prove that RME has a significant influence on students' mathematical reasoning and communication skills. Thus, RME can be recommended in improving students' mathematical reasoning and communication skills in the island-based rural context.

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Fifth Grade Students’ Creative Thinking in Solving Open-Ended Mathematical Problems

JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) ◽

10.33578/jtlee.v3i1.7829 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Madha Lely ◽

Zetra Hainul Putra ◽

Syahrilfuddin Syahrilfuddin

Keyword(s):

Elementary School ◽

Data Collection ◽

Creative Thinking ◽

Fifth Grade ◽

Class V ◽

Average Ability ◽

Fifth Grade Students ◽

Mathematical Problems ◽

The Subject

This research is a case study. The purpose of this study is to find out how creative thinking abilities of fifth grade students in solving math-type open-ended in Elementary School 016 Mekar Jaya kecamatan Kampar Kiri Tengah Kabupaten Kampar. Data collection techniques is a test. The subject of this study 19 the students of class VA. Creative thinking abilities of fifth grade students in solving math-type open-ended views of the three indicators that have been set think smooth, think flexible and think original. The results show that the average ability of creative thinking of students on a creative level is of 5.26, while at the level of quite a creative is 31, 57 and at a rate of less creative is 63,15. From these results the overall average is 23,68. This suggests that the ability of creative thinking of students of class V in solving math-type open-ended in Elementary School 016 Mekar Jaya Kecamatan Kampar Kiri Tengah Kabupaten Kampar is less creative.

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PERKEMBANGAN PENDIDIKAN MATEMATIKA REALISTIK INDONESIA (PMRI) DI LPTK BANDUNG RAYA

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v5i3.279 ◽

2018 ◽

Vol 5 (3) ◽

pp. 233-246

Author(s):

Yuniawatika Yuniawatika ◽

Devi Nurul Yuspriyati ◽

Ibrahim Sani ◽

Febriyanti Febriyanti

Keyword(s):

Character Education ◽

Developed Countries ◽

Thinking Skills ◽

National Average ◽

Descriptive Data ◽

Realistic Mathematics ◽

Learning Mathematics ◽

Mathematical Problems ◽

The Subject ◽

The Government

AbstrakMatematika sangat penting untuk menumbuhkembangkan kemampuan berpikir siswa serta menanamkan pendidikan karakter pada diri siswa sehingga dengan kemampuan itu diharapkan peserta didik mampu bertahan hidup dalam keadaan yang tidak pasti dan kompetitif. Namun sampai saat ini sebagian besar siswa tidak menyukai dan bahkan benci dengan matematika karena mereka merasa matematika adalah sesuatu yang membosankan dan menakutkan. terdapat bukti dengan masalah umum matematika seperti rendahnya rata-rata NEM nasional, rendahnya daya saing di ajang internasional serta rendahnya minat belajar matematika. Banyak upaya-upaya yang telah dilakukan oleh pakar pendidikan matematika di Indonesia bahkan di negara-negara maju pun melakukan banyak inovasi-inovasi pendidikan khususnya pada matematika. Indonesia sendiri tengah dipopulerkan Pembelajaran Matematika Realistik Indonesia atau disingkat PMRI. Metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif yang akan menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari subjek yang diamati. Teknik pengumpulan data yang digunakan adalah dengan menggunakan metode observasi, metode angket, metode wawancara, dan dokumentasi. Hasil penelitian ini bahwa Perkembangan PMRI di Jawa Barat khususnya Bandung Barat belum berkembang maksimal sesuai yang diharapkan pada saat pertama kali PMRI dikenalkan di Indonesia. Hal ini dapat dilihat hanya beberapa yang menerapkan PMRI itu sendiri di sekolah. Pada saat sekarang ini LPTK-LPTK sudah mulai jarang mengadakan pelatihan/workshop, seminar dan juga penelitian yang bertemakan PMRI. Kemudian ditunjang juga bahwa kurang adanya dukungan dari pemerintah mengenai PMRI. Sehingga, PMRI dalam perkembangannya belum menyebar secara menyeluruh di Bandung Raya.AbstractMath is very important to develop students' thinking skills and instill character education on students with abilities so that learners are expected to survive in an uncertain and competitive . However, to date most of the students do not like and even hate math because math is something they feel boring and intimidating . there is evidence of the general mathematical problems such as low national average NEM , low competitiveness in the international arena as well as the lack of interest in learning mathematics . Many efforts have been made by experts of mathematics education in Indonesia, even in developed countries also do a lot of innovations in education, especially in mathematics . Indonesia is in the midst popularized Realistic Mathematics EducationIndonesia or abbreviated PMRI. The method used in this study is a qualitative research method that will generate descriptive data in the form of words written or spoken of the subject being observed. Data collection techniques used is to use the method of observation , questionnaire , interview, and documentation . The results of this study that PMRI Developments in West Bandung West Java has not been fully developed as expected when first introduced in Indonesia PMRI . It can be seen that only a few PMRI apply themselves in school . At this present time LPTKs - LPTK already begun rarely held pelatiha / workshops , seminars and study also the theme PMRI . Then also supported that the lack of support from the government regarding PMRI . Thus, PMRI in its development as a whole has not spread in Bandung Raya .

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PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN HASIL BELAJAR MATEMATIKA SISWA KELAS VIII MTS

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v10i1.8532 ◽

2021 ◽

Vol 10 (1) ◽

pp. 61

Author(s):

Eka Khairani Hasibuan ◽

Nur Atikah Rambe ◽

Syarbaini Saleh

Keyword(s):

Research Result ◽

Three Dimensional ◽

Discovery Learning ◽

Motivation To Learn ◽

Mathematics Students ◽

Learning Mathematics ◽

Class Viii ◽

The Subject ◽

Research Action ◽

Planning Action

Abstrak:Penelitian ini bertujuan untuk meningkatkan motivasi belajar dan hasil belajar matematika siswa kelas VIII MTs Nurul Iman Tanjung Morawa materi bangun ruang sisi datar dengan menerapkan model discovery learning. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari tahap perencanaan, tindakan, pengamatan, dan refleksi. Subjek penelitian ini adalah siswa kelas VIII I MTs Nurul Iman yang berjumlah 34 siswa. Berdasarkan analisis data pada siklus I rata-rata motivasi belajar siswa adalah 53,1 dan pada siklus II meningkat menjadi 58,4. Adapun rata-rata hasil belajar siswa pada siklus I adalah 71,3 dan pada siklus II meningkat menjadi 81,1. Dari hasil penelitian dapat disimpulkan bahwa penerapan model discovery learning dapat meningkatkan motivasi belajar dan hasil belajar matematika siswa pada materi bangun ruang sisi datar. Kata Kunci:Model Discovery Learning, Motivasi Belajar, Hasil Belajar Matematika Abstract:This study aims to improve the motivation to learn and the results of learning mathematics students class VIII MTs Nurul Iman Tanjung Morawa material flat face three dimensional by applying model discovery learning. This study is the research action class consisting of the planning, action, observations, and reflection. The subject of this study is students class VIII MTs Nurul Iman Tanjung Morawa that numbered in 34 students. Based on date analysis on the cycle I average motivation to learn of students is 53,1 and on the cycle II increased to 58,4. As an average of the results of learning students in the cycle I was 71,3 and on the cycle II increased to 81,1. Of research result can be concluded that the implementation of the discovery learning can increase the motivation to learn and the results of learning mathematics students in the material flat face three dimensional. Keywords:Discovery Learning Model, Motivation to Learn, Result of Learning Mathematics

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Learning mathematics for personal understanding and productions: A viewpoint

Pythagoras ◽

10.4102/pythagoras.v0i72.57 ◽

2010 ◽

Vol 0 (72) ◽

Author(s):

David Mtetwa ◽

Lazarus Mudehwe ◽

Sheunesu Munyira

Keyword(s):

Mathematics Teacher ◽

Personal Development ◽

Creative Thinking ◽

Learning Experience ◽

Learning Processes ◽

Modern Life ◽

Life World ◽

Learning Mathematics ◽

The Subject ◽

Personal Understanding

In this paper we reflect on what makes mathematics more meaningful and more easily understood and thus enabling the learner to apply it to everyday situations in his/her life world. We identify personal – in relation to ‘collective’ or ‘public’ – mathematising as one key component towards real understanding of mathematics. We observe that today’s mathematics learner is often typified by such orientations as approaching the subject with timidity and in a cookbook fashion, adopting a re‐productive rather than a productive mode, and showing lack of intrinsic interest in the subject. Debilitating effects of some of these characteristics in relation to learning mathematics for personal development, include learner’s failure to exploit the subject’s natural features for developing own mental orientations such as algorithmic, stochastic, reflective, and creative thinking so essential in coping with modern life environments. We propose that, for inspirational effects, learners should have closer contact with and appreciation for the activities and practices of the professional mathematician. The mathematics teacher could enhance the learner’s mathematical learning experience by orienting instructional designs in ways that make the learning processes and outcomes more personal to the learner.

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