Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Atma Murni ◽  
Rini Dian Anggraini ◽  
Sakur
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Design ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Structural Approach ◽  
Comparison Research ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru.   The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of  data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS)  to mathematics learning outcome  of  VIII class students of SMP Negeri 14 Pekanbaru

scholarly journals PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR SEGITIGA DAN SEGIEMPAT MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF MAKE A MATCH

2018 ◽  
Vol 1 (2) ◽  
pp. 103
Author(s):  
Tri Unggul Suwarsi ◽  
Pujianto Pujianto
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Teacher ◽  
Critical Analysis ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Learning Model ◽  
Model Type ◽  
And Mathematics

<span lang="EN-US">This classroom action research</span><span lang="IN"> (CAR) </span><span lang="EN-US">aimed to: improve student’s</span><span lang="EN-US">activities and mathematics learning outcomes subject triangle and square for student at class VII B of SMP</span><span lang="EN-US">N</span><span lang="IN">egeri</span><span lang="EN-US"> 5<span>  </span>Surakarta through the implementation of </span><span lang="IN">the M</span><span lang="EN-US">ake a </span><span lang="IN">M</span><span lang="EN-US">atch cooperative learning model.</span><span lang="IN">This study used the method of CAR which was carried out during March until July 2018, it was in the 2017/2018 academic year.The receptive subject of the study was the 29 students of VII B while the agent subject was the mathematics teacher. The data were collected by observation, test, and documentation. The collected data were then analyzed using the technique of comparative descriptive sta­tistic and critical analysis. </span><span lang="EN-US">The result of </span><span lang="IN">CAR s</span><span lang="EN-US">hows that the imple</span><span lang="IN">­</span><span lang="EN-US">men</span><span lang="IN">­</span><span lang="EN-US">tation of cooperative learning model type make a match can improve the stu</span><span lang="IN">­</span><span lang="EN-US">dent’s activities and student’s mathematic learning outcome.</span>

scholarly journals Solving Electrical Engineering Puzzles Using Spatial Reasoning

2018 ◽  
Vol 2 (3) ◽  
pp. 227
Author(s):  
Anirban Chakraborty ◽  
Zachary Paul Simpson ◽  
Jeanne Tunks ◽  
Gayatri Mehta
Keyword(s):  
Problem Solving ◽  
Significant Role ◽  
Spatial Reasoning ◽  
Electrical Engineering ◽  
Science Technology ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy ◽  
Reasoning Technique

<p><em>The precursor of any problem-solving strategy is the visualization of the problem at hand. When dealing with problems pertaining to STEM (science, technology, engineering, and mathematics) areas, visualization plays a very significant role in addressing the same. Several initiatives are being taken to improve the visualization skills of the students and spatial reasoning techniques have proved to be one of the most widely accepted tools for addressing the problems in the STEM field. In this paper, we specifically address the use of spatial reasoning to solve problems in the form of puzzles taken from electrical engineering and analyze the fruitfulness of employing such a strategy. The puzzles are hosted in an online interactive framework called UNTANGLED and classified into different categories on the basis of the nature of the puzzles and their difficulties. The results indicate that spatial reasoning technique indeed helped the players to successfully complete the puzzles. The interpretation of the data led to the conclusion that spatial reasoning techniques are imperative when it comes to discerning and resolving a problem, especially in the STEM domain.</em></p>

PEMBELAJARAN SOAL CERITA HITUNG CAMPURAN MELALUI PENDEKATAN KONSTRUKTIVISME

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Neni Nadiroti Muslihah
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Ability ◽  
School Students ◽  
Mathematical Problems ◽  
Problem Solving Strategy ◽  
Teaching Learning ◽  
Solving Strategy ◽  
Improve Student Learning

Mathematical problems are generally closely related to daily life. The problem is very important given to elementary school students because in general the story can be used to train students in solving problems. Solving stories can be used as a problem-solving strategy, although the question of mathematics is not necessarily a problem-solving question. The ability needed to solve the story problem is not only skill ability and maybe certain algorithm but also other ability that is ability to make plan and strategy that will be used in reaching completion. In addition, learning about the mixed story can also train the learners in their learning ability related to the three aspects of cognitive, affective, and psychomotor. Therefore, the ability of teachers as educators either personal or professional should take precedence. However, in reality, the teaching-learning process that is implemented tends to passively, where the concepts obtained by learners are still centered on the teacher. So it is necessary to find an alternative learning that can improve student learning outcomes. The constructivism approach is one of the proper approaches used in mathematics learning about mixed counts. Because, according to the expert view of constructivism, every learner has a role in determining what is learned. Emphasis is given to learners in order to form skills and knowledge by linking past experience with future use. Learners are not only given emphasis on facts or concepts but also given emphasis on the process of thinking and communication skills.

Proses Berpikir Logis Siswa Sekolah Dasar Bertipe Kecerdasan Logis Matematis dalam Memecahkan Masalah Matematika

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Liska Yanti Pane ◽  
Kamid Kamid ◽  
Asrial Asrial
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Qualitative Method ◽  
Logical Thinking ◽  
Think Aloud ◽  
Process Data ◽  
Thinking Process ◽  
Problem Solving Process ◽  
Problem Solving Strategy ◽  
Solving Strategy

This research aims to describe logical thinking process of a logical-mathematical intelligence student. We employ qualitative method to disclose the subject’s learning process. Data are collected by interview and modified think aloud methods. The results show that subject has capability to find and organize problems and data correctly. Subject describes conditions that are needed to do the steps of problem solving strategy. The steps are done systematically until the end of problem solving process.

scholarly journals Additional veno-venous gas exchange as a problem-solving strategy for an oxygenator not transferring oxygen in paediatric cardiopulmonary bypass†

2017 ◽  
Vol 25 (5) ◽  
pp. 687-689
Author(s):  
Wolfgang Boettcher ◽  
Nicodème Sinzobahamvya ◽  
Frank Dehmel ◽  
Andreas Matschke ◽  
Andre Iben ◽  
...  
Keyword(s):  
Cardiopulmonary Bypass ◽  
Problem Solving ◽  
Gas Exchange ◽  
Problem Solving Strategy ◽  
Solving Strategy

scholarly journals Penerapan Strategi Pemecahan Masalah Sistematis (Systematic Approach to Problem Solving) untuk Meningkatkan Hasil Belajar Matematika Kelas XI IPS 2 SMA Negeri 1 Kerinci Tahun Pelajaran 2019/2020

2020 ◽  
Vol 20 (3) ◽  
pp. 784
Author(s):  
Hadiawati Hadiawati
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Problem Solving ◽  
Systematic Approach ◽  
Average Score ◽  
Limit Function ◽  
Learning Achievement ◽  
Math Teachers ◽  
Problem Solving Strategy ◽  
Solving Strategy

This study was an Action Research which was conducted because the student’s achievement on Mathematics  were still lower than The Minimum Achievement Criteria (KKM). The research was conducted to see whether the Systematic Problem Solving Strategy could improve the student’s learning achievement. The aim of the research was to improve the student’s comprehension on Algebra Limit Function subject In Mathematics, so their learning achievement also improved significantly. The research participants were the students of grade XI IPS 2 SMAN 1 Kerinci. The researcher was helped by a collaborator who was a Math Teacher at the same school. The study was done in two cycles with four stages, (a) Planning (b) Action (c) Observation (d) Reflection. The result of data analysis showed that the student’s average score in cycle 1 was 69 (65%). It became higher in cyle 2 to 83 ( 85%). There was significant improvement seen from the result of cycle 1 compared to cycle 2. It could be concluded that the implementation of Systematic Problem Solving Strategy on Algebra Limit Function subject improved the student’s learning achievement significantly. Therefore, it was suggested to Math Teachers to apply the strategy in teaching  as the alternative solution particularly in Algebra Limit Function subject

scholarly journals Inconsistency Among Beliefs, Knowledge, and Teaching Practice in Mathematical Problem Solving: A Case Study of a Primary Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 27-40
Author(s):  
Tatag Yuli Eko Siswono ◽  
Ahmad Wachidul Kohar ◽  
Ika Kurniasari ◽  
Sugi Hartono
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Teacher ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
And Mathematics ◽  
Teacher's Beliefs

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

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