scholarly journals KAJIAN TEORI MATEMATIKA EVERYONE IS A TEACHER HERE DAN PENDEKATAN QUANTUM TEACHING

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Jade Rehulina Muntuan
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Mathematical Problem ◽  
Teaching Approach ◽  
Mathematical Problem Solving ◽  
Learning Approach ◽  
Peer Tutors ◽  
Teaching Plan ◽  
Teaching Learning ◽  
The Right

Mathematics is one of the subjects which is learned at all levels of education. Ithappens because mathematics is used and needed in every aspect human activity. One of theabilities students must possess is the ability to solve problems. Facts in Indonesia show thatstudents' mathematical problem-solving abilities at both secondary and tertiary educationlevels are still not high. From previous studies reported that only 35% of students had problemsolvingskills, 25% of students were able to design completion plans and 20% of students hadthe ability to solve problems. The remaining 20% are students who have the ability to lookback at the completion steps. Looking at the research reports above, the teachers are expectedto choose the right strategy to be used in carrying out the learning process in the classroom sothat the goals that have been written in the teaching plan can be achieved. A learning modelcalled "Everyone is a Teacher Here (ETH)" is an alternative learning to improve students'mathematical problem solving abilities. The ETH Learning Model provides opportunities forall students to act as "instructors" to their peers or in other words "peer tutors". Anotheralternative learning that can be used to improve students' mathematical problem solving skillsis the Quantum Teaching learning approach. The Quantum Teaching Approach can givestudents an active learning that stimulates the student's brain so that learning can runoptimally. This Quantum Teaching Approach has an activity framework in the form of Grow,Experience, Name, Demonstrate, Repeat, and Celebrate.

Design Thinking Framework: Shaping Powerful Mathematics

2018 ◽  
Vol 23 (4) ◽  
pp. e1-e5 ◽  
Author(s):  
Sarah B. Bush ◽  
Karen S. Karp ◽  
Richard Cox ◽  
Kristin Leigh Cook ◽  
Judith Albanese ◽  
...  
Keyword(s):  
Problem Solving ◽  
Design Thinking ◽  
Mathematical Problem ◽  
Teaching Approach ◽  
Mathematical Problem Solving

How can you get students to want to engage in mathematical problem solving? How can you get students to persevere when trying to solve a problem? In this article, we answer these questions as we advocate for engaging students in a transdisciplinary teaching approach using a research-based framework. In doing so, it aims to hook students into learning important and memorable mathematics.

scholarly journals Integration of Autograph in Improving Mathematical Problem Solving and Mathematical Connection Ability Using Cooperative Learning Think-Pair-Share

2015 ◽  
Vol 5 (1) ◽  
pp. 83-95
Author(s):  
Ida Karnasih ◽  
Mariati Sinaga
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Mathematical Problem ◽  
Attitude Scale ◽  
Repeated Measure ◽  
Mathematical Problem Solving ◽  
Dynamic Software ◽  
And Performance ◽  
Teaching Learning ◽  
Mathematical Connection

The aim of this study was to investigate students’ mathematical problem solving and mathematical connection ability in cooperative learning setting using Dynamic Software Autograph. This experimental study was conducted at high school in learning statistics. The collection of the data was done using observation sheets, documentation, attitude scale, and performance tests. Repeated measure tests were delivered to students for four times. The result of the analysis showed that: (1) Using Dynamic Software Autograph in teachinglearning statistics with cooperative learning Think-Pair-Share improved students’ problem solving and mathematical connection ability; (2) Students’ activity during teaching learning processes continuously improved; (3) The result of analysis of the questionnaire showed that most students like learning statistics using cooperative learning with dynamic software Autograph; (4) Students were very active and showed positive attitude toward learning using cooperative learning Think-Pair-Share using dynamic software Autograph.

scholarly journals Peningkatan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project

2021 ◽  
Vol 2 (1) ◽  
pp. 33-41
Author(s):  
Boni Harianda ◽  
Beni Junedi
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Learning Process ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Research Subjects ◽  
Mathematical Learning ◽  
Ability Test ◽  
Problem Solving Skills

Abstrak. Pemecahan masalah merupakan kemampuan dasar yang seharusnya dimiliki ole siswa. Kemampuan pemecahan masalah matematis berperan dalam menyelesaikan setiap permasalahan baik pelajaran lain maupun permasalahan dalam kehidupan sehari-hari. Melalui kegiatan pemecahan masalah matematis siswa diarahkan dalam membangun pengetahuan matematika, berpikir logis, sistematis dan terukur. Faktanya kemampuan pemecahan masalah matematis siswa masih rendah. Proses pembelajaran yang menitikberatkan pada latihan yang memberikan kesempatan pada siswa dalam mengembangkan kemampuan pemecahan masalah matematis menjadi model perbaikan dalam proses pembelajaran. Model pembelajaran missouri mathematic project merupakan model pembelajaran yang tepat memfasilitasi siswa dalam mengembangkan pemikirannya dalam menyelesaikan soal-soal pemecahan masalah matematis. Untuk itu penelitian ini bertujuan untuk meningkatkan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project. Jenis penelitian merupkan penelitian tindakan kelas (PTK). Subjek penelitian siswa kelas V MIS Al Firdausy Pematang Reba. Teknik pengumpulan data yang digunakan tes kemampuan pemecahan masalah matematis. Teknik analisis data yang digunakan adalah analisis data kuantitatif. Berdasarkan hasil tes kemampuan pemecahan masalah matematis terjadi peningkatan pada setiap siklus dimulai dari tes awal pra tindakan, siklus I dan siklus II. Dapat disimpulkan bahwa terjadi peningkatan kemampuan pemecahan masalah matematis siswa melalui penerapan model pembelajaran missouri mathematic project. Abstract. Problem solving is a basic skill that should be possessed by students. Mathematical problem solving abilities play a role in solving every problem both other subjects and problems in everyday life. Through mathematical problem solving activities students are directed to build mathematical knowledge, think logically, systematically and measurably. The fact is that students' mathematical problem solving abilities are still low. The learning process that focuses on exercises that provide opportunities for students to develop mathematical problem solving skills to become a model for improvement in the learning process. The Missouri Mathematical Project learning model is an appropriate learning model to facilitate students in developing their thinking in solving mathematical problem solving problems. For this reason, this study aims to improve students' mathematical problem solving abilities through the application of the Missouri mathematical learning model. This type of research is a classroom action research (PTK). The research subjects were grade V students of MIS Al Firdausy Pematang Reba. The data collection technique used was a mathematical problem-solving ability test. The data analysis technique used is quantitative data analysis. Based on the results of the test of mathematical problem solving abilities, there was an increase in each cycle starting from the initial pre-action test, cycle I and cycle II. It can be concluded that there is an increase in students' mathematical problem solving abilities through the application of the Missouri mathematical learning model.

scholarly journals PENGARUH PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMA

2018 ◽  
Vol 1 (3) ◽  
pp. 355
Author(s):  
Ibnu Imam Al Ayyubi ◽  
Erwan Nudin ◽  
Martin Bernard
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Mathematical Problem Solving ◽  
Learning Approach ◽  
School Students ◽  
Alternative Approach ◽  
Better Than

This research is motivated by the low ability of mathematical problem solving of high school students who need a learning approach to overcome the problem. Alternative approach used is problem-based learning approach. This study aims to examine whether the problem-solving ability of mathematical students using problem-based learning is better than using ordinary learning. The research method used is experimental method. At the end of the learning the two classes were given a test. The population in this study were high school students in SMAN 2 Cimalaka class XI, while the sample consisted of two classes chosen at random. The data collection in this research is a test of five questions, then the scores of mathematical problem solving abilities are analyzed by descriptive statistics and inferential statistic using two difference test average. Based on the results of research, both from data analysis and hypothesis testing, the authors conclude that the problem solving ability of mathematical students using problem-based learning is better than using ordinary learning.

scholarly journals PENGEMBANGAN LEMBAR AKTIVITAS SISWA (LAS) MENGGUNAKAN PENDEKATAN DIFFERENTIATED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMK

2018 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Ade Evi Fatimah ◽  
Azrina Purba
Keyword(s):  
Problem Solving ◽  
Differentiated Instruction ◽  
Learning Process ◽  
Mathematical Problem ◽  
Development Model ◽  
Mathematical Problem Solving ◽  
Design Development ◽  
Student Activity ◽  
Minimum Criteria ◽  
Instruction Approach

Abstract. The purpose of this study is to produce quality student activity sheets. To achieve this, this research uses development research. The development model used in this study is a 4-D development model consisting of the Define, Design, Development and Disseminate stages. The subject of this research is the tenth grade students of SMK 1 Percut Sei Tuan Deli Serdang Regency and the object of this research is the mathematics student activity sheet of trigonometry material using the Differentiated Instruction (DI) approach. Developed in this study is the student activity sheet (LAS). The results of the study show that: (1) the level of mastery learning in classical is 83.33%; (2) the level of student activity during the learning process takes place on the ideal time tolerance criteria; (3) the level of the teacher's ability to manage learning is good, because the average has reached the minimum criteria; (4) student responses to the components of the device and the learning process are positive; (5) Mathematical problem solving abilities of students have increased with an average value of 1.457 at pretest and 3.103 in postes with an average increase (N Gain) included in the medium category with an average of 0.521. The researcher suggested that the Differentiated Instruction approach be an alternative for teachers to improve students' mathematical problem solving abilities.Keywords: Student Activity Sheet, Differentiated Instruction Approach, mathematical problem solving ability

scholarly journals PENGARUH MODEL PEMBELAJARAN QUANTUM TEACHING PADA BENTUK PENILAIAN PORTOFOLIO BERBASIS KELAS DAN JENIS SEKOLAH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA

2017 ◽  
Vol 2 (2) ◽  
pp. 119-132
Author(s):  
Sri Hartini
Keyword(s):  
Problem Solving ◽  
Interaction Effect ◽  
Portfolio Assessment ◽  
Mathematical Problem ◽  
Research Result ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
School Type ◽  
Student Group ◽  
Teaching Learning

The objective of the present research is to determine whether there is or not the effect of Quantum Teaching learning model on class- and school type-based portfolio assessment mode and its interaction effect on the mathematical problem solving ability of students in both elementary schools and madrasah ibtidaiyahs in Indramayu.The research method used was an experimental method with a 2x2 factorial design. Learning method, assessment mode, and school type were the treatment variables, and mathematical problem solving ability was respond variable. The research sample was grade-V students of SDs Karang Anyar I & II and grade-V students of MI PUI and Al-Irsyad of Indramayu selected by a cluster random sampling. The analysis technique used was two-way ANAVA to test both main effect and interaction effect. From the research result it was concluded that (1) the elementary school student group treated with Quantum Teaching learning model with class-based portfolio assessment mode was more effective in enhancing mathematical problem solving ability than madrasah ibtidaiyah group, (2) the students group treated with Quantum Teaching learning model with display portfolio assessment mode was more effective in enhancing mathematical problem solving ability than the student group treated with document portfolio assessment mode. It was suggested that Quantum Teaching learning model with a display portfolio assessment mode should be made as a learning model prioritized in mathematics learning in schools.

scholarly journals Pedagogies and Didactic of Junior High School Teachers on Learning Process on Mathematical Problem Solving

2021 ◽  
Vol 13 (2) ◽  
pp. 807-821
Author(s):  
Yulyanti Harisman ◽  
Muchamad Subali Noto ◽  
Wahyu Hidayat ◽  
Mhmd. Habibi ◽  
Anny Sovia
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Junior High School Teachers

This study aims to see how the three junior high school teachers are in the learning process of problem-solving. Each teacher has documented their learning process that has been conducted during three meetings. The topic observation materials were Geometry; the materials chosen were because the topic would enable the process of learning about mathematical problem-solving. Videos of the learning process would be analyzed to see how the depth and breadth of pedagogical and didactic aspects of each teacher. The type of this research is descriptive research by using the study cases method. Based on the finding of the research, it was obtained a theory that suggested three categories of the depth of didactic and pedagogical aspects of teachers in the process of solving mathematical problems. These three categories are named in this paper with good, very good, and excellent categories. These three categories will be explained detail in this paper.

scholarly journals Pendekatan Problem Solving dengan Strategi Metakognitif untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa

2019 ◽  
Vol 2 (2) ◽  
pp. 63
Author(s):  
Idayu Rifki Anjani
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Learning Process ◽  
Mathematical Problem ◽  
Metacognitive Strategies ◽  
Student Response ◽  
Negative Response ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Response Percentage

The purpose of this study was to describe the increase in mathematical problem-solving abilities and students' responses during the learning process by applying a problem-solving approach with metacognitive strategies. This research is a classroom action research consisting of 3 cycles. The instrument used is a test of mathematical problem-solving skills and student response questionnaire. The results of the study concluded that the ability of mathematical problem-solving in the application of problem-solving approaches with metacognitive strategies has increased. This can be seen from the average test of mathematical problem-solving ability from cycle I is 67, cycle II is 70 and cycle III is 82. While the response of students is included in the effective criteria, with a percentage of positive responses 94% and a negative response percentage of 6%.

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