scholarly journals PROBLEM POSING DAN STRATEGI METAKOGNISI PESERTA DIDIK DALAM MATERI BANGUN RUANG DI SMK

2021 ◽  
Vol 12 (2) ◽  
pp. 228-236
Author(s):  
Tanti Eviliana Pardede ◽  
Sugiatno Sugiatno ◽  
Dede Suratman
Keyword(s):  
Pearson Correlation ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Multimedia Data ◽  
Combination Method ◽  
Problem Posing ◽  
Actual Performance ◽  
Problem Solving Skills ◽  
Solid Geometry ◽  
The Relationship

ABSTRAKProblem posing dan strategi metakognisi merupakan keterampilan berpikir tingkat tinggi dan sangat penting dikuasai oleh peserta didik. Penelitian ini bertujuan untuk mendeskripsikan kemampuan problem posing, strategi metakognisi peserta didik, hubungan kemampuan problem posing dan strategi metakognisi peserta didik. Penelitian ini menggunakan metode kombinasi sequential exploratory. Sumber data penelitian ini adalah peserta didik kelas XI Multimedia. Data berupa hasil tes uraian dan hasil wawancara semi-terstruktur. Tes uraian terdiri sebanyak tiga soal yang meminta peserta didik untuk mengajukan masalah berdasarkan indikator situasi problem posing yang telah ditetapkan pada soal. Peserta didik diminta untuk mengajukan masalah matematis bangun ruang sisi lengkung pada situasi bebas, situasi semi-terstruktur, dan situasi terstruktur. Menyelesaikan masalah matematis bangun ruang sisi lengkung mengggunakan strategi metakognisi. Setelah itu akan dilakukan wawancara semi-terstruktur terhadap tiga peserta didik untuk memperdalam data dan mengungkap lebih lanjut mengenai kemampuan problem posing dan strategi metakognisi yang tidak terlihat pada hasil tes uraian. Kemampuan peserta didik dalam mengajukan masalah lebih dominan pada situasi bebas dan semi-terstruktur. Strategi metakognisi secara signifikan mempengaruhi kinerja aktual keterampilan pengajuan masalah dan penyelesaian masalah matematis. Hasil penelitian juga menunjukkan hubungan kemampuan problem posing dan strategi metakognisi dengan Pearson Correlation sebesar 0,72 yang berarti merupakan korelasi kuat dan memiliki hubungan yang positif.Kata Kunci: Problem Posing, Strategi Metakognisi, Bangun Ruang Sisi LengkungABSTRACTProblem-posing and metacognition strategies are high-level thinking skills and are very important to be mastered by students. This study aims to describe problem-posing abilities, students' metacognition strategies, the relationship between problem-posing abilities and students' metacognition strategies. This study uses a sequential exploratory combination method. The data sources of this research are students of class XI Multimedia. The data are in the form of description test results and semi-structured interview results. The description test consists of three questions that ask students to pose problems based on the problem-posing situation indicators set on the questions. Students are asked to pose a mathematical problem of solid geometry in free situations, semi-structured situations, and structured situations. They are solving mathematical problems of solid geometry using metacognition strategies. After that, interviews with three students will be conducted to deepen the data and reveal more about problem-posing abilities and metacognition strategies that are not seen in the results of the description test. The ability of students to pose problems is more dominant in free and semi-structured situations. Metacognition strategies significantly affect the actual performance of problem-posing and mathematical problem-solving skills. The results also show the relationship between problem-posing abilities and metacognition strategies with the Pearson Correlation of 0.72, which means it is a strong correlation and has a positive relationship.Keywords: Problem Posing, Metacognition Strategy, Solid Geometry

scholarly journals Investigation of the Solutions of Prizren-Kosovo Education Faculty Teachers Mathematics Problems

2018 ◽  
Vol 2 (3) ◽  
pp. 69
Author(s):  
Münevver Muyo Yıldırım
Keyword(s):  
Problem Solving ◽  
Classroom Teacher ◽  
School Teacher ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Problem Posing ◽  
Problem Solving Skills ◽  
Similar Work ◽  
Teacher Trainees ◽  
Faculty Of Education

The aim of the study was to examination of mathematical problem-solving skills and to determine the relationship of between problem posing and problem-solving skills of teacher trainees in Prizren “Ukshin Hoti” University, Faculty of Education in Kosovo. The results of this study are important because there is no a similar work in teacher training in Kosovo. For this aim, the case studies, qualitative research (case study), model was used. The research at the state Prizren “Ukshin Hoti” University has been established by Turkish Teacher trainers.  These teachers’ group was selected as a working group. The classroom teacher department NCT=26, Pre-school teacher department NPST=27 and physics-chemistry teacher department NPCT=12 teacher trainees were participated.  The total number of trainers was 65. The data were collected by semi-structured interview form and worksheets in this study. Rubrik and descriptive statistics were used as an analyzing instrument. In conclusion, the levels of problem-solving skills of teacher trainees have been determined and recommendations for the development of these levels have been included. Key words: Worksheets, Teacher Trainees, Problem Solving, Problem-Solving Skills, Problem Posing.

scholarly journals Repeated sprint ability (RSA) performance is not related to body height and body weight measurements among perak sukma 2018 male rugby players

2019 ◽  
Vol 10 (SPL1) ◽  
Author(s):  
Nor Fazila Abd Malek ◽  
Nur Ikhwan Mohamad ◽  
Mohansundar Sankaravel2 ◽  
Sakinah Mohd Hassan
Keyword(s):  
Body Weight ◽  
Pearson Correlation ◽  
Body Height ◽  
Anthropometric Measures ◽  
Actual Performance ◽  
Repeated Sprint Ability ◽  
Repeated Sprint ◽  
The Relationship ◽  
Rugby Players ◽  
Sprint Ability

Repeated sprint ability (RSA) is typically used for speed-endurance and agility-endurance training and assessment. RSA is preferred as it mimics actual performance during competition. RSA test involves straight sprint and quick turning movements. Thus, the aim of this study is to determine the relationship between height and body weight measurements on RSA performance, as height and weight may influence the mechanical properties of it. Ten male rugby players (body weight 72.99 ± 14.29 kg, height 169 ± 5.55 cm) selected for Perak SUKMA 2018 team were assessed during centralized training ~9 months prior to their competition.  Body weight and height were measured using standard laboratory weight and height scales prior to the RSA test. RSA were hand-timed for 5 repetitions x 2 sets x 60 seconds rest in between repetitions x 5 minutes rest in-between set. The sprints were performed in the evenings, on grass surface with participants wearing full playing attire. Standardized pre-game warm-up and cooling down were performed. Data recorded was analyzed statistically using a t-test comparison for set one versus set two performances. Pearson correlation coefficient was used to analyze the relationship between anthropometric measures and the RSA test. RSA performance has a negative correlation with the athletes’ height (r= -0.233 set 1, r = -0.435 set 2) and body weight (r= -0.556 set 1, r= -0.629 set 2). RSA performance was significantly different between set 1 and set 2 (p=0.001), with set 1 performance better than set 2. Body height and body weight did not influence RSA performance. Athletes involved did not have adequate speed-agility-endurance needed. In practical, selecting athletes based on their body height and body weight with the assumption that taller and heavier athletes may perform better may not be suitable for this kind of sport. On the other hand, using RSA to test and develop the speed-agility-endurance ability for rugby players is suggested.  

scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIK MELALUI PENDEKATAN PROBLEM POSING DALAM PEMBELAJARAN MATEMATIKA DI SMA

2018 ◽  
Vol 6 (1) ◽  
pp. 93-104
Author(s):  
Deddy Sofyan ◽  
Sukanto Sukandar Madio
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Problem Solving Skills ◽  
Quasi Experimental ◽  
Mathematical Problem Posing

Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa SMA dalam pemecahan masalah dan komunikasi matematik melalui pendekatan problem posing dalam pembelajaran matematika. Metode penelitian yang digunakan adalah metode kuasi eksperimen. Populasi penelitian ini adalah siswa di salah satu SMA Negeri di Kabupaten Garut. Sampel penelitian dipilih secara acak berdasarkan kelas, sampelnya adalah kelas XII IPA 1 yang mendapat pembelajaran menggunakan pendekatan problem posing dan siswa kelas XII IPA 3 yang mendapat pembelajaran konvensional. Simpulan hasil penelitian ini adalah bahwa dalam pembelajaran matematika di SMA: 1. Kemampuan pemecahan masalah matematik siswa yang mendapatkan pendekatan problem posing lebih baik dibandingkan dengan konvensional, 2. Tidak terdapat perbedaan kemampuan komunikasi matematik antara siswa yang mendapatkan pendekatan problem posing dengan konvensional, 3. Tidak terdapat kaitan yang signifikan antara kemampuan pemecahan masalah matematik dengan kemampuan komunikasi matematik pada siswa yang mendapatkan pendekatan problem posing. The purpose of this research is to improve the ability of high school students in problem solving and communication of mathematics through problem posing approach to learning mathematics. The method used is a quasi-experimental method. The study population was one of the students in high schools in Garut. Samples were selected randomly based on the class, the sample is a class XII IPA 1 gets learning using problem posing approach and class XII IPA 3 students who received conventional learning. Conclusion The results of this study is that the study of mathematics in high school: 1. mathematical problem solving ability of students to get a better problem posing approach compared to conventional, 2. there is no difference in the ability of mathematical communication between students who received conventional approach to problem posing, 3. there was no significant association between mathematical problem solving skills with communication skills in students who get a mathematical problem posing approach.

scholarly journals ANALISIS SELF CONFIDENCE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMK PADA MATERI BARISAN DAN DERET

2018 ◽  
Vol 7 (2) ◽  
pp. 171
Author(s):  
Zenal Muh Ramdan ◽  
Liana Veralita ◽  
Euis Eti Rohaeti ◽  
Ratni Purwasih
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Test Analysis ◽  
Ability Test ◽  
Problem Solving Skills ◽  
Self Confidence ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Year ◽  
Confidence Scale

This study aims to determine the relationship between self confidence on the mathematical problem-solving abilities of students of SMK on the sequence and series material. The method in this research is descriptive qualitative. The place of research conducted at SMK Al-Ibrohimiyah Cianjur academic year 2018/2019 class XII Administration Offices with the number of 17 students. The instruments in this research are self confidence scale questionnaire and math solving ability test. Analysis of data used in this study using SPSS 21.00 with product moment analysis to measure the relationship of self confidence to the ability of problem solving mathematically. Based on the calculation, the result of data analysis shows that there is a correlation coefficient (r) of 0.784 with p = 0,000 (p <0.01) which means there is a significant positive relationship between self confidence on the ability of problem solving mathematically. This means that self confidence covering the aspects that exist in it can be used as a predictor to measure the ability of problem solving mathematically, the higher the self confidence of students, the students have good problem solving skills, otherwise the lower the students' self confidence, the students has a poor problem solving ability.

scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIK SISWA MTS DENGAN MENGGUNAKAN PROBLEM POSING

2018 ◽  
Vol 1 (6) ◽  
pp. 1055
Author(s):  
Elza Efriyani Nursyifaa ◽  
Eka Senjayawati
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Research Data ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Learning Procedure ◽  
Mathematical Problems ◽  
Planning Problems ◽  
Better Than

The purpose of this research is to assess whether the improvement of students' mathematical problem solving skills using Problem Posing approach is better than those using ordinary learning. The population in this research is MTs Nurul Falah Cimahi. This research instrument in the form of a test of mathematical problem solving skills of five items. This research data is processed using software SPSS Version 22. Data analysis used is test of normality and test of two difference of mean. The result of this research stated that the achievement and improvement of problem solving skills of MTs students using Problem Posing approach is better than the normal learning, and the implementation using Problem Posing approach has been run in accordance with the learning procedure found and the difficulties experienced by students in solving the problem of solving skills mathematical problems are present in indicators of understanding problems, planning problems, implementing problem-solving plans, and re-examination.

scholarly journals Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

2021 ◽  
Vol 6 (3) ◽  
pp. 239-259
Author(s):  
Alper Yorulmaz ◽  
Hümeyra Uysal ◽  
Halil Çokçaliskan
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Metacognitive Awareness ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Metacognitive Awareness Inventory ◽  
The Relationship

Metacognitive awareness is a variable that is thought to affect beliefs in  problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.

scholarly journals Creative Problem Posing Activity (CPPA): A New Approach for Evaluating Creative Thinking Abilities in Mathematics

2018 ◽  
Vol 6 (09) ◽  
Author(s):  
Dr. Onder Koklu
Keyword(s):  
Teacher Candidates ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Problem Posing ◽  
New Approach ◽  
Creative Problem ◽  
Mathematical Problem Posing ◽  
The Relationship ◽  
New Scoring ◽  
Research Show

The purpose of this study is to analyze a new measurement method in the examination of the creative thinking abilities of prospective mathematics teachers. CPPA (Creative Problem Posing Activity) is a method that is revealed with the aim of measuring the creativity of teacher candidates in mathematical problem posing. CPPA has made it possible for the teacher candidates to measure creativity components of individual mathematical creativity (fluency, flexibility, originality) separately by establishing a new scoring scheme. With participating 305 mathematics teacher candidates, this research has revealed the relationship between CPPA performances and TTCT (Torrance Creative Thinking Test) performances of teacher candidates. The findings of the research show a statistically significant relationship between teacher candidates' scores on the Torrance Test of Creative Thinking (TTCT) and their scores on the CPPA.

scholarly journals Upaya meningkatkan Kemampuan Pemecahan Masalah melalui Model Problem Posing pada Mata Pelajaran Matematika

2019 ◽  
Vol 2 (1) ◽  
pp. 23-28
Author(s):  
Hendhisca Cipta ◽  
Tria Lestari
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Mastery Learning ◽  
Mathematical Problem ◽  
Action Planning ◽  
Problem Posing ◽  
Fifth Grade ◽  
Problem Solving Skills ◽  
Average Value ◽  
Fifth Grade Students

This research is motivated by the low problem solving ability of students in Mathematics in class V SDIT Nurut Taqwa West Cikarang. This study aims to improve the ability to solve Mathematical problems through Problem Posing learning models for fifth grade students at SDIT Nurut Taqwa Cikarang Barat. This research method uses Classroom Action Research (CAR) which consists of 3 cycles. Each cycle consists of stages of action planning, implementation of actions, stages of observation and assessment, then reflection. Subjects numbered 19 students. The data in this collection was obtained using data collection techniques in the form of written tests and observations. The criterion for success in this study is if 80% of the number of students reach the KKM value that has been set is 70. Based on the results of the study obtained in cycle I, the problem solving ability of students obtained a percentage of mastery learning by 32% with an average value of 58.95. In cycle II, the problem solving ability of students obtained a percentage of completeness of 63% with an average value of 74. In cycle III, the problem solving ability of students obtained a percentage of mastery learning by 89% with an average value of 85. The conclusion of this study is a model Problem Posing learning can improve Mathematical problem solving skills in fifth grade students at SDIT Nurut Taqwa Cikarang Barat.

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