scholarly journals ANALISIS METAKOGNISI SISWA BERBASIS LESSON STUDY FOR LEARNING COMMUNITY (LSLC) DITINJAU DARI GAYA KOGNITIF

2020 ◽  
Vol 2 (1) ◽  
pp. 73-91
Author(s):  
Saiful Saiful ◽  
Hobri Hobri ◽  
Mohammad Tohir
Keyword(s):  
Learning Community ◽  
Cognitive Style ◽  
Lesson Study ◽  
Mathematical Problem ◽  
Cognitive Styles ◽  
Mathematical Problem Solving ◽  
Think Aloud ◽  
Test Results ◽  
Long Time ◽  
Open Class

This research aims to analyze students' metacognition in learning mathematical problem solving based on Lesson Study for Learning Community (LSLC) if reviewed from reflective and impulsive cognitive styles. The research method employed in this research is descriptive qualitative. The data collection is done by observation, tests, interviews, think aloud and documentation. The test is given to 30 students when an open class in class VII of MTs Miftahul Hidayah. Based on the test results, students are grouped into two in reviewed from reflective and impulsive cognitive styles. Three students were selected from each group to be interviewed and deepened through a think-aloud technique. The form of data analysis is classified into induction and reduction theory. The results of this research indicates that 18 students (60%) have reflective cognitive styles and 12 students (40%) have impulsive cognitive styles. Reflective cognitive style students, the scores obtained are better by using a relatively long time and can do aspects of metacognition well. While the scores obtained by impulsive cognitive style students are lower with the use of the time that is relatively faster and unable to perform aspects of metacognition well.

scholarly journals STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY BASED ON TEACHING MODELS INTERVENTION AND COGNITIVE STYLE

2020 ◽  
Vol 11 (2) ◽  
pp. 209-222
Author(s):  
Aloisius Loka Son ◽  
Darhim Darhim ◽  
Siti Fatimah
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Mathematical Problem ◽  
Cognitive Styles ◽  
Core Model ◽  
Mathematical Problem Solving ◽  
Conventional Model ◽  
Teaching Models ◽  
The Core ◽  
Significant Difference

The study aimed to analyze the interaction effect teaching models and cognitive style field dependent (FD)-field independent (FI) to students’ mathematical problem-solving ability (MPSA), as well as students' MPSA differences based on teaching models and cognitive styles. Participants in this study were 145 junior high school students, with details of 50 students learning through the Connect, Organize, Reflect, and Extend Realistic Mathematics Education (CORE RME) model, 49 students use the CORE model, and 46 students use the Conventional model. Data collection tools used are the MPSA test, and the group embedded figure test (GEFT). The MPSA test finds out that there are interaction effect teaching models and cognitive styles on students' MPSA, as well as a significant difference in MPSA students who study through the CORE RME model, CORE model, and Conventional model. Based on cognitive style, between students who study through CORE RME model, CORE model, and Conventional model found that there was no significant difference in MPSA between FI students. Furthermore, there were significant differences in MPSA between FD students and also MPSA of FI students better than MPSA FD students. Therefore, teaching models and student cognitive styles are very important to be considered in the learning process, so students are able to solve mathematical problems.

scholarly journals Proses Berpikir Kreatif Proses Berpikir Kreatif Siswa SMP Bergaya Kognitif Impulsif dan Reflektif dalam mengajukan masalah matematika

MATHEdunesa ◽  
2020 ◽  
Vol 9 (3) ◽  
pp. 468-477
Author(s):  
Syifaul Qulub
Keyword(s):  
High School Students ◽  
Cognitive Style ◽  
Junior High School ◽  
Creative Thinking ◽  
Mathematical Problem ◽  
Cognitive Styles ◽  
Long Time ◽  
Mathematical Problems ◽  
The Subject ◽  
Thinking Process

Problem posing can be used to see creative thinking skills. In posing a problem, each student has a different way of thinking, because the way students process the information they receive is different. This difference is known as cognitive style. Cognitive styles that are based on time differences and students' accuracy in responding to something can be divided into two, namely impulsive and reflective cognitive styles. The purpose of this research is to describe the creative thinking process of junior high school students with impulsive and reflective cognitive style in posing mathematical problems. The method used is descriptive method with a qualitative approach. Based on the results of the MFFT test and the TPM test, two research subjects were obtained, namely one impulsive cognitive style subject and one reflective cognitive style subject. The results showed that the creative thinking process of students with impulsive cognitive style in posing mathematical problems, namely: the stage of synthesizing ideas, the subject reads information, concludes the problem then remembers the experience of working on relevant questions, the subject does not require a long time at this stage; in the idea building stage, the subject relates the experience of working on a problem with the information on the test so that the subject can create an idea; in planning the implementation stage, the subject makes a question framework based on the ideas obtained, namely the purchase of goods in packages; the stage of implementing the idea, the subject applies the idea that has been obtained. The subject re-checks the questions and solutions to check whether they are correct. The subject believes that the problems and solutions made are correct. The creative thinking process of the subject in a reflective cognitive style in posing a mathematical problem, namely: the stage of synthesizing an idea, the subject repeatedly reads the test to understand the information then remembers the experience of working on the relevant questions, the subject takes quite a long time at this stage; the idea building stage, the subject associates the experience he has with the information on the test so that the subject can make more than one idea; the stage of planning the implementation, the subject chooses an idea that he feels can solve it, the subject uses a textbook as a reference in making questions, the subject makes questions about purchasing items that are separate from the package; the stage of applying the idea, the subject applies the idea that has been selected, the subject can make two questions. The subject re-checks the questions and solutions made to check whether they are correct. The subject believes that both the problems and the solutions made are correct.

scholarly journals Pemecahan Masalah Matematis Siswa Kelas VIII Menggunakan PMRI melalui LSLC pada Materi Gradien

Jurnal Elemen ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 346-356
Author(s):  
Rio Kurniawan ◽  
◽  
Ratu Ilma Indra Putri ◽  
Sunaryati Sunaryati ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
Learning Community ◽  
Learning Process ◽  
Lesson Study ◽  
Mathematical Problem ◽  
Gradient Material ◽  
Mathematical Problem Solving ◽  
Student Activities ◽  
Straight Line ◽  
8Th Grade

This study aims to discover how the mathematical problem-solving ability of students in class VIII using Pendidikan Matematika Realistic Indonesia (PMRI) through Lesson Study for Learning Community (LSLC) on straight-line gradient material. The subjects of this Study were Students of class VIII.B Srijaya State Junior High, totaling 32 students. The learning process takes place adapted to the principles and characteristics of PMRI through the LSLC system. Data collection the techniques used in this study were observation, written tests consisting of two problem descriptions, and interviews conducted to obtain supporting data. The observation was to see student activities during the learning process. The tests are conducted to find out how students mathematical problem-solving abilities. The interview is used to confirm the student's answers. Obtained students' mathematical problem-solving abilities on the Straight-Line Gradient subject and had reached the indicators of understanding the problem, planning solutions, and implementing plans with the most indicators often appear is the indicator of planning a solution. In contrast, the indicator that rarely appears is the indicator of the truth of the completion of the problem. The conclusion of this research is mathematical problem solving of 8th-grade students using PMRI through LSLC on gradient material category was enough.

scholarly journals Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Dasar dengan Gaya Kognitif Field Dependent

2019 ◽  
Vol 4 (2) ◽  
pp. 143
Author(s):  
Luluk Wahyu Nengsih ◽  
Susiswo Susiswo ◽  
Cholis Sa’dijah
Keyword(s):  
Problem Solving ◽  
Qualitative Study ◽  
Cognitive Style ◽  
Data Reduction ◽  
Mathematical Problem ◽  
Cognitive Styles ◽  
Mathematical Problem Solving ◽  
Research Subjects ◽  
Fourth Grade Students ◽  
Field Dependent

<p><strong>Abstract: </strong>This research is a descriptive qualitative study that aims to describe the profile of students' mathematical problem solving abilities with field dependent cognitive styles. The research subjects were fourth grade students of Islamic Elementary School Mohammad Hatta in Malang City. The study began by giving cognitive style tests, then continued with tests of mathematical problem solving and interviews. The validity of the data using triangulation and analyzing techniques used are data reduction, data exposure, and conclusion. The results of this study indicate that the problem solving steps at S1 tend to be in accordance with the Polya stage, while S2 and S3 tend to be inappropriate because there are several steps that are skipped over.</p><p><strong>Abstrak:</strong> Tujuan penelitian ini yaitu untuk mendeskripsikan profil kemampuan pemecahan masalah matematika yang dimiliki siswa <em>field dependent</em><em> </em>sehingga termasuk pada jenis penelitian deskriptif kualitatif. Subjek penelitian ialah siswa kelas IV SD Islam Mohammad Hatta Kota Malang. Penelitian dimulai dengan memberikan tes gaya kognitif, kemudian dilanjutkan dengan memberikan tes pemecahan masalah matematika serta wawancara. Keabsahan data menggunakan triangulasi dan teknik analisis yang digunakan berupa reduksi data, pemaparan data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa langkah-langkah penyelesaian masalah pada S1 cenderung sesuai dengan tahapan Polya, sedangkan untuk S2 dan S3 cenderung tidak sesuai karena ada beberapa tahapan yang dilompati.</p>

scholarly journals ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL PEMECAHAN MASALAH MATEMATIKA

Ta dib ◽  
2019 ◽  
Vol 22 (1) ◽  
pp. 19
Author(s):  
Ummul Huda ◽  
Edwin Musdi ◽  
Nola Nari
Keyword(s):  
Problem Solving ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Mathematical Problem ◽  
Field Research ◽  
Mathematical Representation ◽  
Mathematical Problem Solving ◽  
Test Results ◽  
Interview Guide ◽  
Descriptive Method

This research is motivated by the low mathematical representation ability of students in solving mathematical problem solving questions based on TIMSS data and facts in the field. The study aims to analyze the mathematical representation ability of MTsN Batusangkar students visually, verbally and symbolically in solving mathematical problem solving problems. This field research uses descriptive method. The instrument used is a description question and interview guide. Quantitative data based on test results were analyzed to determine the predicate of mathematical representation ability, while Miles and Huberman model wwas used to analyze qualitative data from interviews. The results show that students' mathematical visual and symbolic abilities are satisfactory, while verbal mathematical representations are less satisfactory.

scholarly journals IMPLEMENTATION OF GEOGEBRA HELP INKUIRI METHOD TO INCREASE ABILITY OF MATHEMATICAL PROBLEMS CLASS STUDENTS XI-TEI B SMK IT DEVELOPMENT OF CIMAHI CITY ON MATERIALS RULES OF SINUS AND COSINUS

2018 ◽  
Vol 1 (1) ◽  
pp. 27
Author(s):  
Dena Handriana ◽  
Rosalina Rolina ◽  
Asep Mulyana
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Test Results ◽  
Test Cycle ◽  
Average Value ◽  
Teachers And Students ◽  
Mathematical Problems ◽  
Inquiry Method ◽  
Academic Year

This research is an action research study . The problem formulated in this research is whether through geographical assisted inquiry method , mathematical problem solving ability of students of class XI-TEI B SMK TI Development on the material of sinus and cosine rules can be improved? The aim is to examine the improvement of problem solving ability of students of class XI-TEI B SMK IT Development of Cimahi through geogebra assisted inquiry method .This research was conducted on the students of class XI-TEI B SMK IT Development Cimahi academic year 2017-2018 with the number of students 24 people. The instrument used is a test of learning outcomes as a test of students' mathematical problem solving abilities of the sin and cosine rules, cycle I , II and II tests (after giving of action) and observation sheet for teachers and students for the conditions of action implementation. R prosedu study consisted of: (1) planning, (2) p elaksanaa n action, (3) observation and evaluation, and (4) r efleksi. The average value of the results of the test cycle II, which is 30 , 25 increased by 16.17 compared to the average value of the results of the test cycle I, namely 14.08. And the average value of the third cycle test results that is 76 , 75 increased by 46.50. Based on the performance indicators, it is concluded that the mathematical problem solving ability of students of class XI-TEI B SMK TI Pembangunan Cimahi on the material of sinus and cosine rules can be improved through geogebra assisted inquiry method .

scholarly journals Development of Learning Tools with the Application of Learning Inventions to Improve Mathematical Problem Solving Ability Social Arithmetic Material

2020 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Fadriati Ningsih ◽  
Atma Murni ◽  
Yenita Roza
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Field Trials ◽  
Discovery Learning ◽  
Mathematical Problem Solving ◽  
Dissemination And Implementation ◽  
Learning Tools ◽  
Test Results ◽  
Product Test

The results of the preliminary study indicate that the learning tools used by the teacher do not meet the 2013 curriculum rules. This study aims to produce learning tools with the application of discovery learning to improve Mathematical Problem Solving Ability (KPMM) on social arithmetic materials for grade VII junior high school. This study used the Borg and Gall development model with stages: (1) research and data collection; (2) planning; (3) development of learning tools; (4) limited trials; (5) product revisions; (6) field trials; (7) product revisions; (8) final product test; (9) revision of the final product; and (10) dissemination and implementation. The validation results showed that it was very valid with consecutive average percentages for KPMM problems that were 94.64%, syllabus was 90.10%, RPP was 93.14%, and LKPD was 92.60%. In the final product test phase, learning tools were used through pre-experimental research to see the increase in KPMM. The final product test results indicated that there was an increase in KPMM of students using learning tools. This means that the learning tool with the application of discovery learning in social arithmetic material in class VII SMP has been valid, practical, and effective.

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