Relational Thinking of College Students in Solving Recurrence Relation Problems Using Hanoi Tower Props

The purpose of this study is to describe how college students with visual, auditory, and kinaesthetic learning style think relationally in solving recurrence relation problems using the tower of Hanoi. This study is an exploratory with a qualitative descriptive approach. It began by the provision of a mathematics ability test and a learning style questionnaire to obtain three subjects, each of which had a different learning style but equivalent mathematics ability. Next, the three subjects were given problem-solving tasks and interviewed twice. Time triangulation is used to check the consistency of the data. After the validity of the data had been confirmed, the analyses were executed. The data analysis stage of this study consists of five stages: data categorisation, data reduction, data presentation, data interpretation, and conclusion. The result shows that all three subjects met the four indicators of relational thinking, were Understand the problem, make a plan completion, carry out the completion plan, and recheck completion but only the kinaesthetic subject managed to find the final answer.

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Analysis of Student Errors In Solving Story Problems Based on Newman's Stage In Class VII

Journal of Education and Learning Mathematics Research (JELMaR) ◽

10.37303/jelmar.v2i1.48 ◽

2021 ◽

Vol 2 (1) ◽

pp. 59-67

Author(s):

Timbul Yuwono ◽

Yublina Rambu ◽

Sumadji Sumadji

Keyword(s):

Linear Equations ◽

Causative Factor ◽

Story Problems ◽

Research Subjects ◽

School Year ◽

Qualitative Descriptive ◽

Transformation Stage ◽

Descriptive Approach ◽

The One ◽

Final Answer

This study aims to describe the mistakes of students based on the Newman stage in solving the story problems of the One Variable Linear Equation material. This type of research is qualitative descriptive with a descriptive approach. The subjects of this study were 34 students of class VII-F SMP Negeri 17 Malang, consisting of 20 boys and 14 girls for the 2019/2020 school year. Research subjects 30 subjects from class VII-F students were present for analysis. Retrieval of data using written tests to obtain data about students 'mistakes in solving story questions based on Newman stages and interviews to complete the results and strengthen data about students' mistakes. Data analysis techniques include data reduction, data presentation and drawing conclusions. Checking the validity of the data used the source triangulation technique in the form of interviews with 3 students of class VII-F who were selected based on high, medium, and low abilities. Based on the results of the study, it appears that the mistakes made by students based on the Newman procedure, at the reading stage there were no research subjects who made mistakes. At the understanding stage there were 23 subjects who made mistakes, the transformation stage there were 30 subjects who made mistakes, the process skills stage there were 17 subjects who made mistakes and the final answer writing stage there were 29 subjects who made mistakes. The results showed that all students made four types of errors. The causative factor is that there are certain sentences in the questions that cannot be interpreted correctly, forgetting the formulas that must be used, rushing when writing formulas, not mastering the material of One Variable Linear Equations, not being thorough and in a hurry to do the problems.

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Students' Communication Skills In Solving Mathematical Literacy Problems Based On Mathematical Abilities

Journal of Medives Journal of Mathematics Education IKIP Veteran Semarang ◽

10.31331/medivesveteran.v5i1.1421 ◽

2021 ◽

Vol 5 (1) ◽

pp. 22

Author(s):

Ilmus Samawati ◽

Ika Kurniasari

Keyword(s):

Communication Skills ◽

Mathematical Literacy ◽

Ability Test ◽

Descriptive Research ◽

Mathematical Abilities ◽

Mathematics Ability ◽

Mathematical Problems ◽

Qualitative Descriptive ◽

Class Viii ◽

Low Levels

Communication is one of the important things in the learning process because there will be social interactions that can make learning more lively. Through communication, students can understand and interpret understanding of mathematical problems, not only calculation problems but also mathematical problems in everyday life. This research aims to describe students' communication skills in solving mathematical literacy problems based on mathematical abilities. This research is qualitative descriptive research. The subjects in this research were 27 students of class VIII in one of SMP Swasta in Sidoarjo. Subjects were given a mathematics ability test to categorize the subject's mathematical abilities into high, medium, and low-levels. The research data were obtained from the results of mathematics literacy tests and interviews conducted by 3 selected subjects. The results showed that 1) students with high mathematical abilities have a medium category of communication skills because students can fulfill the indicators of expression, interpretation, use of notations/symbols, and evaluation with correct answers without complete reasons, 2) students with medium mathematical abilities have a medium category of communication skills because students can fulfill the expression and interpretation indicators with correct answers along with correct and clear reasons, fulfill the indicators of using notations/symbols with correct answers without complete reasons, but students do not fulfill the evaluation indicators, and 3) students with low mathematical abilities have a very low category of communication skills because students can fulfill the expression and interpretation indicators with wrong answers but there is a reason, fulfill the indicators of using notations/symbols with correct answers but no reason, but students do not fulfill the evaluation indicators. Keywords: communication skills, written, mathematical literacy problems, mathematical abilities.

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Students' Creative Thinking Skills in Solving Mathematics Olympiad Problems Based on Metacognition Levels

10.31219/osf.io/uz89f ◽

2020 ◽

Author(s):

Mohammad Tohir

Keyword(s):

Junior High School ◽

Creative Thinking ◽

Thinking Skills ◽

Ability Test ◽

Thinking Ability ◽

Level 3 ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

Creative Thinking Ability ◽

Level 2

The research aims to describe the level of creative thinking ability of students in solving mathematics olympiad problems based on students' metacognition levels by using the qualitative descriptive approach. The subjects of this study were the students at State of Junior High School (SMPN) 2 Jember involving the learning of Olympiad mathematics. The data collection was carried out based on the student's creative thinking ability test sheets, interviews, and observations. Test questions given to the students were mathematics olympiad questions. The analysis of the Miles and Huberman models were used for data analysis. The results exhibited that the level of creative thinking skills of the students in solving mathematics Olympiad questions were 29.41% (less creative), 41.18% (quite creative), 11.76% (creative) and 17.65% (very creative). On the other hand, the metacognitive level of SMPN 2 Jember students were 64.71% at level 2 (aware use), 23.53% at level 3 (strategic use) and 11.76% at level 4 (reflective use). In addition, the literatures indicate that there are several factors affectting the creative thinking skills and metacognition level, among them is an understanding of the information of the problem, compiling an appropriate strategies, skills of the chosen strategy, skills of answer elaboration, mastery of the Mathematics Olympiad material and a tendency to rely on the memorization or imitations based on previous or discussed solutions.

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PELAFALAN DAN PENGENALAN KOSAKATA PADA PEMELAJAR BIPA DI DALAM TES KEMAHIRAN BERBICARA

Dialektika Jurnal Bahasa Sastra dan Pendidikan Bahasa dan Sastra Indonesia ◽

10.15408/dialektika.v7i1.8514 ◽

2020 ◽

Vol 7 (1) ◽

pp. 17-28

Author(s):

Rosida Erowati ◽

Neneng Nurjanah

Keyword(s):

Ability Test ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

Consonant Sounds ◽

Bahasa Indonesia ◽

Speaking Skills

Abstract: The speaking skills of BIPA 1 learners include the ability to pronounce Indonesian phonemes accurately. The accuracy of phoneme pronunciation is not only intended for fluency in speaking, but so that students are able to distinguish the meaning of words. By utilizing a qualitative descriptive approach, this study aims to describe the pronunciation of BIPA learners in Egypt in a speaking ability test. This pronunciation description indicates the ability of BIPA learners to recognize vocabulary, the meaning of words, as well as the difficulty of pronunciation in tests of speaking ability. The results of this study indicate that beginner BIPA learners in Egypt have difficulty at the phonological level, namely the phonetic articulation of consonant sounds / b /, / p /, / ŋ /, / ɲ /, / k /, / ʔ / and consistently having difficulty to map sound / b / to / p /. In addition, it tends to double the sound / ŋ / with / ɡ /, also avoiding the sound / ɲ /.Abstrak: Kemahiran berbicara pemelajar BIPA 1 mencakup kemampuan melafalkan fonem bahasa Indonesia dengan jitu. Ketepatan pelafalan fonem tidak semata ditujukan untuk kelancaran berbicara, namun agar pemelajar mampu membedakan makna kata. Dengan memanfaatkan pendekatan deskriptif kualitatif, penelitian ini bertujuan mendeskripsikan pelafalan pemelajar BIPA di Mesir dalam tes kemampuan berbicara. Deskripsi pelafalan ini mengindikasikan kemampuan pemelajar BIPA dalam mengenali kosakata, makna kata-kata, serta kesulitan pelafalan dalam tes kemampuan berbicara. Hasil penelitian ini menunjukkan bahwa pemelajar BIPA pemula di Mesir memiliki kesulitan pada level fonologis, yaitu pada artikulasi fonetik pada bunyi konsonan /b/, /p/, /ŋ/, /ɲ/, /k/, /ʔ/ dan secara konsisten kesulitan untuk memetakan bunyi /b/ ke /p/. Selain itu, cenderung menggandakan bunyi /ŋ/ dengan /ɡ/, juga menghindari bunyi /ɲ/.

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KEMAMPUAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN SOAL OPEN ENDED DITINJAU DARI KEMAMPUAN MATEMATIKA

JUPIKA: JURNAL PENDIDIKAN MATEMATIKA ◽

10.37478/jupika.v4i2.1140 ◽

2021 ◽

Vol 4 (2) ◽

pp. 121-131

Author(s):

Ika Nur Jayanti ◽

Denok Julianingsih

Keyword(s):

Junior High School ◽

Creative Thinking ◽

Ability Test ◽

School Year ◽

Mathematics Ability ◽

Fourth Level ◽

Thinking Ability ◽

Eighth Grade Students ◽

Qualitative Descriptive ◽

Creative Thinking Ability

The research describes the students' creative thinking ability in solving open-ended questions based on mathematics ability. Indicators of the ability to think creatively used in this study are fluency, flexibility, and novelty. This research is qualitative descriptive research. The subjects in this study were eighth-grade students of Baitul Fattah Junior High School, Sambikerep, Surabaya, 2019/2020 school year. The instruments used were the mathematics ability test, creative thinking ability test, and interview. The sum of the subjects who do the mathematics ability test is 30 students, the researcher chooses six students for the creative thinking test. Of the six students, three students were select to be an interview. There are five levels of TKBK (Creative Thinking Ability Level), namely fourth level (very creative), third level (creative), second level (quite creatives), first-level (less creative), and level 0 (not creatives). Based on the results of the analysis and discussion, it can be concluded that subjects with high ability have TKBK at the third level, namely creative with the acquisition of a score of four. Subjects with moderate ability have TKBK at the fourth level, namely highly creative with the acquisition of a score of thirty-six. While subjects with low ability have TKBK at the first level, namely are less creative with the acquisition of a score of thirteen.

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KETERAMPILAN BERPIKIR KREATIF SISWA DALAM MENYELESAIKAN SOAL OLIMPIADE MATEMATIKA BERDASARKAN LEVEL METAKOGNISI

Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika ◽

10.35316/alifmatika.2019.v1i1.1-14 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1-14

Author(s):

Mohammad Tohir

Keyword(s):

Junior High School ◽

Creative Thinking ◽

Thinking Skills ◽

Ability Test ◽

Thinking Ability ◽

Level 3 ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

Creative Thinking Ability ◽

Level 2

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STUDENTS’ STRATEGIC COMPETENCE PROFILES IN SOLVING MATHEMATICS PROBLEM BASED ON LEARNING STYLES

MATHEdunesa ◽

10.26740/mathedunesa.v9n2.p319-328 ◽

2020 ◽

Vol 9 (2) ◽

pp. 319-328

Author(s):

Siti Utari Widyanti ◽

Siti Khabibah

Keyword(s):

Learning Styles ◽

Learning Style ◽

Mathematics Teachers ◽

Ability Test ◽

Strategic Competence ◽

Good Communication ◽

Student Profile ◽

Design Learning ◽

Mathematics Ability ◽

Mathematics Problem

The purpose of this research was to describe the profiles of students' strategic competences that havevisual, auditory, and kinesthetic learning style in solving mathematics problem. There were three subjects,one visual student, one auditory student, one kinesthetic student, which were chosen from the eleventhgrade students of Science with high mathematical abilities, good communication skills, and the samegender. The instruments used were the VAK learning style test, the mathematics ability test, themathematics problem solving test, and the interview guidelines. The results obtained the description ofvisual student profile, auditory student profile, and kinesthetic student profile in selecting andimplementing strategies when formulating, representing, and solving problems, as follows: (1) visualstudent read silently, imagined, and drew to understand the problem; mentioned the known and unknowninformation verbally with the help of images; used images and symbols to represent problems; observed,analyzed and broke down images to find relevant concepts and formulas; solved the problem using thoseconcepts and formulas. (2) Auditory student read in a low voice and drew to understand the problem;mentioned the known and unknown information verbally and in writing; used images and symbols torepresent problems; observed images and recalled her knowledge to find relevant concepts and formulas;solved the problem using those concepts and formulas. (3) Kinesthetic student read silently while drawingto understand the problem; mentioned the known and unknown information verbally followed by her bodycues; used images and symbols to represent problems; observed, analyzed and broke down images to findrelevant concepts and formulas; solved problems using those concepts and formulas; random checked toexamine her solution. The results of this study are important as information for mathematics teachers aboutthe strategic competences of visual, auditory, and kinesthetic students in solving mathematics problems.From this information, mathematics teachers are expected to be able to design learning that can facilitateall students in developing their strategic competences.

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STUDENTS’ METACOGNITION PROCESS IN SOLVING MATHEMATICAL PROBLEMS IN TERMS OF KEIRSEY’S PERSONALITY TYPE

EduTeach : Jurnal Edukasi dan Teknologi Pembelajaran ◽

10.37859/eduteach.v2i1.2368 ◽

2021 ◽

Vol 2 (1) ◽

pp. 42-55

Author(s):

Intan Fathimah Ahmadah ◽

Rooselyna Ekawati

Keyword(s):

Qualitative Method ◽

Personality Type ◽

Personality Types ◽

Learning Activities ◽

Model Learning ◽

Ability Test ◽

Keirsey Temperament Sorter ◽

Mathematics Ability ◽

Mathematical Problems ◽

Descriptive Approach

Metacognition plays an important role in problem-solving activities. It will help students to find what the problem is and understand how to get the solution. This study aimed at describing the student's metacognition process based on Keirsey's personality types. This research used qualitative method with descriptive approach and it was conducted involving eight students who have equal mathematical abilities and the same gender. The selected students represented Keirsey’s personality types. They were carried out through two types of tests, namely the Keirsey Temperament Sorter and the Mathematics Ability Test. The result showed that each personality type could through indicators of the metacognition process. However, there are some indicator components missed. Rational and idealist student have not been able to carry out the metacognition process in the regulation stage properly. Guardian and artisan student have been able to carry out the metacognition process well. This study suggests the teacher can facilitate students in each personality type by determining the appropriate learning model, learning activities, and assessments to obtain better results.

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PROFIL KEMAMPUAN PENALARAN MATEMATIS SISWA DITINJAU DARI GAYA BELAJAR

KALAMATIKA Jurnal Pendidikan Matematika ◽

10.22236/kalamatika.vol2no2.2017pp193-206 ◽

2017 ◽

Vol 2 (2) ◽

pp. 193

Author(s):

Muhamad Ridwan

Keyword(s):

Learning Styles ◽

Learning Style ◽

Mathematical Reasoning ◽

Inverse Function ◽

Process Information ◽

Reasoning Abilities ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

Reasoning Skills ◽

Definition Of

Students learn according to their learning style, and every learning styles are affecting the process of mathematical reasoning and learning outcomes. The combination of how to absorb, manage and process information is the definition of learning styles. To maximize the students' ability to absorb, manage and process information, first identified learning styles of the students are visual, auditory or kinesthetic (V-A-K). This research aims to reveal the profile of mathematical reasoning abilities of students in terms of learning styles visual, audio and kinesthetic on the material function composition and inverse function. This research is a qualitative descriptive approach ethnography and research subject is grade XI of senior high school. The results of the research of profile learning styles (V-A-K) that profile visual students' mathematical reasoning skill, have the ability to manipulate, draw conclusions, giving reasons or evidence is sufficient. While the ability to deliver his argument lacking. Profile auditory students' mathematical reasoning skills, have the ability to manipulate, giving reason or evidence, and provide argument or the validity of the answer is both. While the ability gets conclusion to enough. Profile kinesthetic students' mathematical reasoning skills have the ability to manipulate and give reasons or evidence is sufficient. The ability to draw conclusions while the less, as well as the ability to provide an answer or the validity of the argument, he answered with a unique and clear

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ANALISIS WACANA PADA BERITA NONTON FILM SAKINAH, MAHASISWA UIN YOGYAKARTA BERI PUJIAN (ANALISIS MIKROSTRUKTURAL)

SASTRANESIA Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia ◽

10.32682/sastranesia.v7i4.1297 ◽

2019 ◽

Vol 7 (4) ◽

pp. 57

Author(s):

Resdianto Permata Raharjo ◽

Maranita Anjarsari

Keyword(s):

Data Analysis ◽

Online News ◽

Analysis Method ◽

Literature Study ◽

Lexical Cohesion ◽

News Discourse ◽

Qualitative Descriptive ◽

Descriptive Approach ◽

Method Analysis ◽

Descriptive Method

This study aims to describe 1) the form of cohesion contained in the news Watching Sakinah Movies, UIN Yogyakarta Give Praise Students and 2) describing the forms of coherence contained in the news Watching Sakinah Film, Students of UIN Yogyakarta Give Praise. The subjects used in this study were news of watching Sakinah film, UIN Yogyakarta students giving praise, and the objects used were sentences containing grammatical cohesion, a form of lexical cohesion. The approach used in this study is a qualitative descriptive approach. The data in this study are sentences in the news of Watching Sakinah Movies, This student is a method of literature study. While the method of data analysis in this study is descriptive method analysis method, the method used to analyze and describe cohesion markers and analyze markers of coherence. Test The results of the study show that in the news of watching Sakinah films, UIN Yogyakarta Beri Pujian students have varied markers of cohesion and coherence in the Tebuireng Online news discourse. Cohesion markers were found to reference (3), substitution (1), ellipsis (2), conjunction (3), collocation (1), and markers of coherence found cause-effect relationships (2), relationship coherence suggestions — goals (1), coherence temporal relations (1), and coherence of causal relationships (1).

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