scholarly journals MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN PENALARAN MATEMATIS DENGAN LAPS-HEURISTIC DAN PENDEKATAN OPEN-ENDED

2017 ◽  
Vol 2 (1) ◽  
pp. 91-108
Author(s):  
Moch. Rasyid Ridha
Keyword(s):  
Problem Solving ◽  
Mathematical Reasoning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Microsoft Excel ◽  
Control Group Design ◽  
Reasoning Abilities ◽  
Reasoning Test ◽  
Medium Correlation

This article reports the findings from an experimental pretest-posttest control group design conducted by using open-ended approach with Logan avenue problem solving (LAPS)-Heuristic model to investigate students’ mathematical problem solving and reasoning abilities. The study involved 88 grade-10 students from SMA in Bandung. The instrumens of this study are mathematical problem solving test and mathematical reasoning test. By using SPSS 2.0.0 and Microsoft Excel 2013, the study found the open-ended approach with Logan avenue problem solving (LAPS)-Heuristic was able to improve students’ mathematical problem solving and reasoning abilities better than that of conventional approach. Students’ mathematical problem solving and reasoning abilities were classified as mediocore. Furthermore, the study found there was medium correlation between mathematical problem solving and reasoning abilities.

scholarly journals PERBEDAAN PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DI KELAS X SMA NEGERI 2 PEMATANGSIANTAR

2020 ◽  
Vol 1 (2) ◽  
pp. 85-96
Author(s):  
Winmery Lasma Habeahan
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Equation System ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Contextual Approach ◽  
Control Group Design ◽  
Contextual Teaching ◽  
The Difference

The purpose of this study was to determine the differences in the improvement of students' mathematical problem-solving abilities with the Contextual Teaching and Learning approach in the material of the two-variable linear equation system in class X SMA Negeri 2 Pematangsiantar. This study used an experimental method with the aim of being in accordance with the previous statement to determine the difference in students' mathematical problem-solving abilities with a contextual approach and an expository approach, with a randomized pretest-posttest control group design. The average increase in problem-solving abilities in the control class was 0.1688 while the increase in problem-solving abilities in the experimental class was 0.0085. By using the t-test (SPSS), with a value of Fcount = 10.907 and a significant level of 0.05, a significant probability is obtained 0.002 <0.05, it can be concluded that there is a difference in normalized gain or an increase in problem-solving ability with conventional and contextual approaches. Based on the average gain of the control and experimental classes, the increase in the control class using the conventional approach is higher than the experimental class with the contextual approach. The difference in increasing problem-solving abilities in conventional classrooms is possible due to differences in students' entry-level abilities, which can be seen in the average pretest of each class.

scholarly journals Peningkatan Kemampuan Pemecahan Masalah Matematis dan Kemandirian Belajar Siswa Menggunakan Model Pembelajaran Means End Analysis

2019 ◽  
Vol 8 (3) ◽  
pp. 435-446
Author(s):  
Nur Asih ◽  
Sendi Ramdhani
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Purposive Sampling ◽  
Group Design ◽  
Better Than

AbstrakTujuan penelitian adalah untuk mengetahui apakah peningkatan kemampuan pemecahan masalah matematis siswa yang menggunakan model pembelajaran Means End Analysis (MEA) lebih baik dari pada konvensional, untuk mengetahui sikap kemandirian belajar siswa terhadap pembelajaran matematika menggunakan model pembelajaran Means End Analysis (MEA), dan untuk mengetahui hambatan siswa dalam menyelesaikan soal-soal kemampuan pemecahan masalah matematis. Metode penelitiannya adalah eksperimen kuasi dan desain penelitiannya Nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas XI SMA PASUNDAN CIKALONGKULON dengan sampel sebanyak dua kelas. Teknik pengambilan sampel menggunakan teknik purposive sampling. Kelas XI MIPA-3 sebagai kelas eksperimen dan kelas XI MIPA-1 sebagai kelas kontrol. Instrumen berupa tes kemampuan pemecahan masalah matematis, angket dan wawancara. Berdasarkan hasil analisis data, peningkatan kemampuan pemecahan masalah matematis siswa yang menggunakan model pembelajaran Means End Analysis (MEA) lebih baik dari konvensional. Hasil angket siswa kelas XI MIPA-3 memperoleh hasil hampir seluruhnya positif respon siswa terhadap model pembelajaran Means End Analysis (MEA).Kata Kunci: Kemandirian, MEA, Pemecahan Masalah Matematis. Increased Mathematical Problem Solving Ability and Student Learning Independence Using the Means-End Analysis Learning Model AbstractThe purpose of this research is to find out whether the improvement of students 'mathematical problem-solving abilities using the Means-End Analysis (MEA) learning model is better than conventional learning, to determine the attitudes of students' learning independence towards mathematics learning using the Means-End Analysis (MEA) learning model, and to find out the obstacles of students in solving problems mathematical problem solving abilities. The research method is a quasi-experiment and the research design is Nonequivalent control group design. The population in this study were all students of class XI SMA PASUNDAN CIKALONGKULON with a sample of two classes. The sampling technique uses a purposive sampling technique. Class XI MIPA-3 as an experimental class and class XI MIPA-1 as a control class. The instruments were in the form of tests of mathematical problem-solving abilities, questionnaires, and interviews. Based on the results of data analysis, the improvement of students' mathematical problem-solving abilities using the Means-End Analysis (MEA) learning model is better than conventional. The results of the XI MIPA-3 class questionnaire obtained almost entirely positive student responses to the Means-End Analysis (MEA) learning model.Keywords: Independence, MEA, Mathematical Problem Solving.

scholarly journals PENGARUH PENGGUNAAN MODEL PEMBELAJARAN MASTERY LEARNING (BELAJAR TUNTAS) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS X SMA ‘AISYIYAH 1 PALEMBANG

2018 ◽  
Vol 6 (1) ◽  
pp. 81-92
Author(s):  
Eliza Ayu Pratiwi ◽  
Amir Rusdi ◽  
Agustiany Dumeva Putri
Keyword(s):  
High School ◽  
Problem Solving ◽  
Random Sampling ◽  
Mastery Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Cluster Random Sampling

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model pembelajaran mastery learning (belajar tuntas) terhadap kemampuan pemecahan masalah matematika siswa dikelas X SMA ‘Aisyiyah 1 Palembang. Jenis penelitian yang digunakan adalah true exprimental design dengan desain pretest – posttest control group design, populasi yang digunakan adalah seluruh siswa kelas X yang ada di SMA ‘Aisyiyah 1 Palembang tahun ajaran 2015/2016. Penelitian ini mengambil dua kelas sebagai sampel yang diambil dengan menggunakan teknik cluster random sampling yaitu kelas X4 dengan jumlah 37 siswa sebagai kontrol dan kelas X1 berjumlah 37 siswa sebagai kelas ekprimen. Pengumpulan data dilakukan dengan menggunakan instrumen berupa tes kemampuan pemecahan masalah matematika dan observasi kepada siswa. Data yang diperoleh dari hasil tes digunakan untuk menguji hipotesis penelitian dengan menggunakan uji-t. Dari hasil analisis diperoleh bahwa terdapat pengaruh positif penggunaan model pembelajaran mastery learning (belajar tuntas) terhadap kemampuan pemecahan masalah matematika siswa dan hasil rata-rata observasi aktivitas kemampuan pemecahan masalah matematika siswa sebesar 74.This research aims to determine the effect of using the mastery learning models to the mathematical problem solving ability of first grader of 'Aisyiyah 1’s Senior High School Palembang. The type of this research is the true experimental design with the design pretest - posttest control group design, the populations are all first grader of 'Aisyiyah 1’s Senior High School Palembang 2015/2016. This research took two classes as a samples by using the cluster random sampling technique. The classes are X4 with 37 students as a control and X1 with 37 students as a experiment class. The research was conducted of eight meetings. The collection of datas are done by using an instrument which are mathematical problem solving ability test and observation to students. The datas obtained from the test are used to test the research hypothesis by using t-test. From the analysis, this shows that there is positive effect of using the mastery learning to the mathematical problem solving abilities of students and the average result of observation the ability mathematical problem solving is 74.

scholarly journals Peningkatan Kemampuan Pemecahan Masalah dan Berpikir Kritis Matematis Siswa melalui Pendekatan Metakognitif

2018 ◽  
Vol 5 (2) ◽  
pp. 53-64 ◽  
Author(s):  
Ainuna Fasha ◽  
Rahmah Johar ◽  
M. Ikhsan
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Design Research ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Learning Approaches ◽  
Control Group Design ◽  
Problem Solving Skills

Mathematical problem solving and critical thinking is two skills that need to be improved through learning mathematics. Metacognitive approach is one approach to improve them. This study aims to examine differences in the improvement of problem solving skills and mathematical critical thinking between students who get learning with a metacognitive approach and students who get conventional learning. This research is an experimental study with a pre-test post-test control group design research design. The population was all students of class XI of SMAN 3 Banda Aceh by taking samples of two classes, namely the experimental class and the control class through purposive sampling technique. Data collection was carried out using problem solving ability tests and mathematical critical thinking tests. Data analysis used t-test and analysis of variance. The results show that overall the improvement of students' mathematical problem solving and critical thinking skills that are learning with a metacognitive approach are better than students who obtain conventional learning, and there is an interaction between learning approaches and student ratings on mathematical problem-solving abilities

scholarly journals The Relationship between Problem-Solving Ability and Students' Characters Based on Islamic Perspectives

2019 ◽  
Vol 4 (2) ◽  
pp. 203-214
Author(s):  
Syamsul Huda ◽  
Muhammad Syahrul ◽  
Mu'min Firmansyah ◽  
Rahmi Ramadhani ◽  
Andika Eko Prasetiyo
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental ◽  
Gender Factor

The purpose of this study was to analyze the mathematical problem-solving ability and characters of students who were taught using problem-based learning and ordinary learning based on Islamic perspectives. The instrument used in this study was a test of problem-solving ability and a students’ character questionnaire. This research was a quasi-experimental research with pre-test and post-test control group design. The sample of this research was 84 students from Private Islamic School in Medan, North Sumatera, by using a purposive sampling technique. The data in this research was declared homogenous and normal after being tested using the Levene’s Test and Kolmogorov-Smirnov Test. The hypothesis analyzes used was the Two Way-ANOVA test assisted by SPSS 25. The result showed that there was an improvement in mathematical problem-solving ability and students' characters through problem-based learning based on Islamic perspectives. However, there was no interaction between students' gender and problem-solving ability and character improvement based on Islamic perspectives. The gender factor in problem-based learning was not related to students’ cognitive and affective aspects. Each student with any gender had difference characters, especially related to Islamic perspectives. This research-proven that problem-based learning model had an important role in teaching and learning, and it can be used to improve students' mathematical and character problem-solving ability.

scholarly journals Implementasi Model Pembelajaran Missouri Mathematics Project dalam Pembelajaran Matematika

2022 ◽  
Vol 12 (1) ◽  
pp. 31-40
Author(s):  
Salim Salim ◽  
Yunita Indah Permata Sari
Keyword(s):  
Statistical Analysis ◽  
Problem Solving ◽  
Student Learning ◽  
Mathematical Problem ◽  
Learning Model ◽  
Learning Activity ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Quasi Experimental

The purpose of this study is to examine the Missouri Mathematics Project (MMP) learning model that influences students' mathematical problem solving abilities. This research is a quantitative research using a quasi-experimental approach. The quasi-experimental design used is a posttest-only control group design. The research sample was taken by purposive sampling technique in order to obtain two class groups with different treatments. To obtain data in this study, the instrument of student learning activity sheets and test questions of students' mathematical problem solving abilities was used. The data analysis techniques used consisted of descriptive statistical analysis and inferential statistical analysis. The results of this study reveals that there is significant effect of the MMP learning model on students' mathematical problem solving abilities as indicated by the achievements: (1) student learning activities with the MMP model carried out both by teachers and students are in the very good and good category; (2) the mathematical problem solving ability of students who were treated with the MMP model was 71.60 higher on average compared to students who were treated with the conventional learning model of 35.48; (3) the mathematical problem solving ability of students who were treated with the MMP model was better than students who were treated with the conventional learning model.

scholarly journals Peningkatan Kemampuan Pemecahan Masalah Matematik Siswa SMA melalui Pembelajaran Matematika dengan Strategi Kooperatif Tipe STAD

2020 ◽  
Vol 7 (02) ◽  
pp. 227-238
Author(s):  
Siswadi Siswadi
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
School Students ◽  
Control Group Design ◽  
Cooperative Strategies ◽  
Direct Learning

This study aims to see how the efforts in improving the mathematical problem solving ability of high school students by learning STAD type cooperative strategies. This research is based on the importance of mathematical problem solving abilities that must be possessed by students, but the reality on the ground that these abilities are still very low. This research is an experiment with a pretest-posttest control group design. This is done in order to find out how much improvement in the ability to solve mathematical problems taught by learning mathematics in STAD type cooperative strategies. For the experimental group, students are taught with STAD type cooperative strategies, while in the control group, students are taught by direct learning. The population of this study was high school students, while the sample was students of class XI IPA of Laksamana Martadinata Medan Private High School. Five classes were randomly selected, class XI IPA 3 class as the experimental class and XI IPA 1 as the control class. The instrument used in the form of problem solving problems. Based on the results of the analysis, it can be concluded that: 1) there is a mean difference between students who are taught with STAD type cooperative strategies and those who are in direct learning. 2) Improvement of students' mathematical problem solving abilities that get cooperative learning type STAD gets direct learning ineffective.

scholarly journals THE ROLE OF CONTEXTUAL TEACHING AND LEARNING ON STUDENT’S PROBLEM SOLVING ABILITY AND DISPOSITION

2018 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
Rippi Maya ◽  
Siti Ruqoyyah
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Low Level ◽  
Tenth Grade ◽  
Contextual Teaching

This study is a pre test-post test experimental control group design having a goal to analyze  the role of contextual teaching and learning (CTL)  on students’ mathematical problem solving ability  (MPSA) and disposition (MD). The study involved 40  tenth grade students of a Madrasah Alyah (MA), a mathematical problem solving test, a mathematical  disposition scale. The study found that on MPSA, its gain, and on MD, students getting treatment with CTL attained better grades than grades of students taught by conventional teaching. Even if, both students’ grades on MPSA were still at very low level, on MD,  first group students’ grade on MD  was at medium level and the second group students’ grade was at low level.  Many students still realized difficulty on compiling MPSA. The other findings, there was no association between MPSA and MD, but students performed good perception toward CTL approach.

PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN KETERAMPILAN SOSIAL SISWA SMP MELALUI PEMBELAJARAN KOOPERATIF TIPE STAD

2021 ◽  
Vol 10 (1) ◽  
pp. 97
Author(s):  
Tanti Jumaisyaroh Siregar
Keyword(s):  
Social Skills ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Direct Learning ◽  
Essay Test

<p class="Afiliasi" align="left"><strong>Abstrak:</strong></p><p>Adapun tujuan penelitian ini adalah untuk menganalisis perbedaam peningkatan kemampuan pemecahan masalah dan keterampilan sosial siswa yang diajarkan dengan pembelajaran  kooperatif tipe STADdengan siswa yang diberi pembelajaran langsung. Penelitian ini merupakan salah satu jenis penelitian kuantitatif dengan menggunakan model kuasi eksperimen dengan desain kelompok <em>pre test-post test control group design</em>. Populasi dalam penelitian ini meliputi seluruh siswa dari salah satu SMP swasta yang berada di Kecamatan Percut Sei Tuan. Sampel dalam penelitian ini melibatkan siswa kelas VIII sebanyak 30 orang pada kelas eksperimen dan 30 orang pada kelas kontrol yang diambil secara acak menggunakan <em>cluster random sampling</em>. Jenis data dalam penelitian ini adalah data kuantitatif. Instrumen yang digunakan untuk memperoleh data dalam penelitian ini adalah tes kemampuan pemecahan masalah matematis yang berbentuk <em>essay test</em> dan angket keterampilan sosial siswa dalam skala likert pada mata pelajaran matematika. Data dianalisis dengan menggunakan statistik inferensial menggunakan uji-t. Berdasarkan hasil analisis data diperoleh nilai sig   = 0.00001 &lt;  α = 0,05 sehingga H<sub>o</sub> ditolak dan H<sub>a</sub> diterima yang berarti terdapat perbedaan yang signifikan peningkatan kemampuan pemecahan masalah matematis dan sikap keterampilan sosial yang diperoleh siswa antara pembelajaran kooperatif tipeSTAD dengan pembelajaran langsung. Dapat disimpulkan bahwa rata-rata kemampuan pemecahan masalah matematis dan sikap keterampilan sosial siswa yang memperoleh pembelajaran kooperatif tipeSTAD lebih tinggi secara signifikan dibandingkan dengan siswa yang memperoleh pembelajaran langsung.</p><p> </p><p><strong>Kata Kunci : </strong><strong></strong></p><p>Pemecahan Masalah Matematis, Keterampilan Sosial, Pembelajaran Kooperatif Tipe <em>STAD</em><strong></strong></p><p><strong> </strong></p><p><strong><em>Abstract:</em></strong><strong><em></em></strong></p><p><em>The purpose of this study is to analyze the differences in the increase in problem-solving abilities and social skills of students who are taught by cooperative learning type STAD with students who are given direct learning. This research is a type of quantitative research using a quasi-experimental model with a pre-test-post-test control group design. The population in this study included all students from one of private junior high school in Percut Sei Tuan. The sample in this study involved 30 class VIII students in the experimental class and 30 people in the control class who were taken randomly using cluster random sampling. The type of data in this research is quantitative data. The instruments used to obtain the data in this study were a test of mathematical problem-solving abilities in the form of an essay test and a questionnaire for students' social skills on a Likert scale in mathematics. Data were analyzed using inferential statistics using t-test. Based on the results of data analysis, the value of sig = 0.00001 &lt;α = 0.05 so that Ho is rejected and Ha is accepted, which means that there is a significant difference in the increase in mathematical problem-solving abilities and attitudes of social skills obtained by students between cooperative learning type STAD and direct learning. Therefore, it can be concluded that the average mathematical problem-solving ability and the attitude of social skills of students who get STAD type cooperative learning is significantly higher than students who receive direct learning. </em><em></em></p><p><em>               </em><em></em></p><p><strong><em>Keywords</em></strong><em>:</em></p><p><em>Mathematical Problem Solving, Social Skills</em><em>, </em><em>Cooperative Learning Type STAD</em><em></em></p>

Penerapan Pembelajaran Inkuiri Terbimbing dengan Pendekatan Concrete-Representational-Abstract dalam Meningkatkan Kemampuan Pemecahan Masalah Siswa SMP

2017 ◽  
Vol 1 (2) ◽  
pp. 175-186
Author(s):  
Lisa Dwi Afri
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Abstract Approach ◽  
Equivalent Control ◽  
The Difference ◽  
Better Than

This research is motivated by the importance and still not optimal problem solving ability of student mathematical problem. This study examines the improvement of students 'mathematical problem-solving abilities that acquire Guided Inquiry learning with Concrete-Representational-Abstract approach (ITCRA) and students who have received conventional learning, in terms of overall and math skills categories KAM (high, middle, low). This research is a quasi experiment with non-equivalent control group design. The population is grade VIII SMPN 1 Padang Panjang Lesson Year 2014/2015, and the samples are two classes from seven existing classes. Instruments used in the form of tests, observation sheets, and interview guidelines. The data obtained were analyzed using the difference test, ie t-test and mann-whitney. The results showed that: 1) The achievement and improvement of mathematical problem solving ability of students who received ITCRA learning overall better than those who received conventional learning, 2) the increased mathematical problem solving ability of moderate KAM and low KAM better than those with conventional learning, whereas in high KAM, students who received ITCRA learning was no better than that of conventional learning, and 3) there was a difference in the improvement of students' mathematical problem solving abilities of high KAM categories with KAM moderate and low category students who received ITCRA learning. However, there were no significant differences between moderate and low KAM category studentsKeywords: Guided Inquiry, concrete-representational-abstact, problem solving

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