scholarly journals Model Pembelajaran Missouri Mathematics Poject Terhadap Kemampuan Pemecahan Masalah Matematis Ditinjau dari Self Confidence Siswa

2020 ◽  
Vol 1 (1) ◽  
pp. 25-32
Author(s):  
Hartono Hartono ◽  
Niasika Nurul Huda ◽  
Iwit Prihatin
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Matrix Material ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Project Learning ◽  
Self Confidence ◽  
The Matrix

The purpose of this research, to see the difference between the model of Missouri Mathematics Project learning and conventional learning on mathematical problem-solving abilities in terms of students' self-confidence. The method used in this research is an experimental with kind of a Quasi-Experimental, and the research design is a 2x3 factorial design. The population in this study were all students of class XI MIPA of SMA Negeri 6 Pontianak consist of four classes, with class XI MIPA III and XI MIPA IV samples selected by the Cluster Random Sampling technique. Based on the analysis of variance of two paths with unequal cells it is concluded that: 1) The Missouri Mathematics Project learning model provides better mathematical problem-solving abilities compared to conventional learning in the matrix material. 2) Students who have high, medium and low self-confidence have no difference in the ability to solve mathematical problems in the matrix material. 3) In each learning model, students with high, medium and low self-confidence do not provide differences in mathematical problem solving between self -confidence found in themselves. 4) At each level of students' self-confidence, the Missouri Mathematics Project learning model provides better mathematical problem-solving skills than conventional learning.

scholarly journals Penerapan Model Pembelajaran Team Assisted Individualization dengan Strategi Pembelajaran Tugas dan Paksa Terhadap Kemampuan Pemecahan Masalah Matematika

2020 ◽  
Vol 4 (1) ◽  
pp. 111
Author(s):  
Leonard Leonard ◽  
Kurnia Khaerul Nisa
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Average Value ◽  
Direct Learning

Kemampuan pemecahan masalah matematika merupakan salah satu tujuan pendidikan nasional di Indonesia, tetapi pencapaiannya masih tergolong rendah. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain penelitian posstest-only. Pengambilan sampel pada penelitian ini menggunakan teknik purpose sampling. Sampel penelitian sebanyak 60 peserta didik yang terbagi dalam dua kelas (30 kelas eksperimen dan 30 kelas kontrol). Penelitian ini dilakukan di sekolah SMP N 10 Bekasi dan SMP N 26 Bekasi. Kelas eksperimen menggunakan model pembelajaran teamdengan strategi pembelajaran tugas dan paksa, sedangkan kelas kontrol menggunakan pembelajaran . Data yang terkumpul kemudian dianalisis dengan menggunakan uji beda rata-rata sampel bebas. Hasil analisis data menunjukan bahwa rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran team assisted individualization dengan strategi tugas dan paksa lebih tinggi dibandingkan dengan rata-rata nilai peserta didik yang pembelajarannya menggunakan model pembelajaran langsung. Kata kunci: Model pembelajaran team assisted individualization, Strategi pembelajaran tugas dan paksa, kemampuan pemecahan masalah matematika   ABSTRACT This research was conducted to determine the effect of team assisted individualization learning models with task learning strategies and forced to the ability to solve mathematical problems. Mathematical problem solving ability is an ability that belongs to the national education goals, but its achievement is still relatively low. The method used in this study is a quasi-experimental method with a poststest-only research design. Sampling in this study uses purpose sampling technique. The study sample consisted of 60 students divided into two classes (30 experimental classes and 30 control classes). This research was conducted in the school of SMP N 10 Bekasi and SMP N 26 Bekasi. The experimental class uses team individualization learning models with task and forced learning strategies, while the control class uses direct learning. The collected data is then analyzed using independent sample t-test. The results of data analysis showed that the average value of students who learned using the team assisted individualization learning model with higher task and forced strategies compared to the average value of students who learned using direct learning models. Keywords: Team assisted individualization learning model, task and forced learning strategies, mathematical problem solving skills                

scholarly journals Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Model Pembelajaran SAVI ditinjau dari Kemandirian Belajar Matematis

2019 ◽  
Vol 2 (2) ◽  
pp. 119-129
Author(s):  
Evi Dwi Murti ◽  
Nasir Nasir ◽  
Hasan Sastra Negara
Keyword(s):  
Problem Solving ◽  
Hypothesis Test ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Test Technique ◽  
Mathematical Learning ◽  
Problem Solving Skills ◽  
Better Than

This writing aims to see the effect of using the SAVI learning model on students' problem solving abilities. The type of writing is quantitative writing. The sampling technique used was randomized class. The data collection technique used is the essay test technique. The data analysis technique used is the two jaur anava test. Based on the hypothesis test obtained, the results show that there are influences of students with treatment using the SAVI learning model to improve mathematical problem solving skills in algebraic factorization material better than students with the treatment of learning using conventional learning both in general and in each category. the independence of students' mathematical learning. There is interaction between mathematical problem solving abilities of students who have high mathematical learning independence better than students who have moderate and low mathematical learning independence. While students who have mathematical learning independence are better than students who have low mathematical learning independence. In addition, there is no interaction between the treatment of learning and the category of self-reliance on students 'mathematical learning towards improving students' mathematical problem solving abilities.

scholarly journals Efektivitas Think Pair Share dengan Komik Ditinjau dari Kemampuan Memecahkan Masalah Matematis

2019 ◽  
Vol 3 (2) ◽  
pp. 261
Author(s):  
Rosafika Aziza ◽  
Sri Adi Widodo ◽  
Denik Agustito
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Control Design ◽  
Sampling Technique ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Cluster Random Sampling

Tujuan dari penelitian ini bertujuan untuk mengetahui efektifitas model pembelajaran Think Pair Share dengan komik matematika ditinjau dari kemampuan memecahkan masalah matematis. Metode penelitian yang digunakan adalah eksperimen dengan desain Posttest-Only Control Design. Ukuran sampel adalah 68 siswa yang diambil menggunakan teknik cluster random sampling. Instrumen yang digunakan dalam penelitian ini adalah Tes Pemecahan Masalah Matematika. Teknik analisis data digunakan dengan menggunakan uji statistik parametrik yaitu uji-t. Hasil penelitian menunjukkan bahwa pada kemampuan memecahkan masalah matematis, model pembelajaran model Think Pair Share dengan menggunakan komik matematika lebih efektif daripada pembelajaran Think Pair Share tanpa menggunakan komik. Berkaitan dengan ini komik dapat digunakan sebagai alternatrif dalam pemilihan media pada pembelajaran matematika.   Kata kunci: Think Pair Share, komik, kemampuan memecahkan masalah matematis.   ABSTRACT The purpose of this study was to study the learning model of Paired Thinking Sharing with mathematical comics in terms of mathematical problem-solving skills. The research method used is an experiment with the design of Posttest-Only Control Design. The sample size was 68 students taken using cluster random sampling technique. The instrument used in this study is the mathematical problem-solving test. Data analysis technique used by using parametric statistical test is t-test. The results of the study show that  , Think Pair Share learning model by using mathematical comics is more effective to solve mathematical problems than Think Pair Share learning without using comics. It is recommended to use comics as an alternative in selecting media in mathematics learning. Keywords: Think Pair Share, comic, mathematical problem solving skill.

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 Analisis Kemampuan Pemecahan Masalah Siswa Berdasarkan Kemampuan Awal Matematika

2020 ◽  
Vol 9 (1) ◽  
pp. 119-130
Author(s):  
Mulia Suryani ◽  
Lucky Heriyanti Jufri ◽  
Tika Artia Putri
Keyword(s):  
Problem Solving ◽  
Model Problem ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Mathematical Ability ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Class Viii ◽  
High Ability Students

AbstrakRendahnya kemampuan pemecahan masalah matematika siswa menyebabkan siswa kurang mampu menyelesaikan soal yang bersifat non rutin dan siswa masih kurang mengembangkan ide dan kemampuan yang dimilikinya. Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah matematika siswa melalui model Problem Based Learning berdasarkan Kemampuan Awal Matematika (KAM) siswa. Metode penelitian yang digunakan adalah kualitatif. Hasil penelitian ini menunjukkan bahwa kemampuan pemecahan masalah matematika siswa melalui model Problem Based Learning menjadi lebih baik. Sampel dalam penelitian ini adalah siswa kelas VIII-7 SMP Negeri 12 Padang yang terdiri dari 32 orang. Siswa yang awalnya berkemampuan rendah meningkat menjadi siswa berkemampuan sedang dengan peningkatan sebesar 75 %. Siswa yang awalnya tergolong berkemampuan sedang meningkat menjadi siswa berkemampuan tinggi sebesar 26 %. Siswa sudah mampu 1) memahami masalah, 2) menyusun rencana penyelesaian, 3) melaksanakan penyelesaian, dan 4) mengecek kembali jawaban. Analysis of Students' Problem Solving Abilities Based on Early Mathematical Ability AbstractThe lack of students' mathematical problem-solving skills causes students to be less able to solve problems that are non-routine and students are still lacking in developing their ideas and abilities. This study aims to determine students 'mathematical problem-solving abilities through the Problem Based Learning model based on students' Early Mathematical Ability (KAM). The research method used is qualitative. The results of this study indicate that students' mathematical problem-solving abilities through the Problem Based Learning model are better. The sample in this study were students of class VIII-7 Middle School 12 Padang consisting of 32 people. Students who were initially low-skilled increased to moderate-capable students with an increase of 75%. Students who were initially classified as capable were increasing to high-ability students by 26%. Students can 1) understand the problem, 2) draw up a settlement plan, 3) carry out the solution, and 4) re-check the answers.

scholarly journals Think Pair Share With Comic For Mathematical Problem Solving Skills

2019 ◽  
Vol 9 (3) ◽  
Author(s):  
Turyanto Turyanto ◽  
Denik Agustito ◽  
Sri Adi Widodo
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Rank Test ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Post Test ◽  
Signed Rank Test ◽  
Parametric Statistical Test

The purpose of this study was to find out that Think Pair Share with mathematical comics is more effective than Think Pair Share learning without using comics. The research method used is an experiment with the design of Post-test-Only Control Design. The sample size was 64 students taken using cluster random sampling technique. The instrument used in this study is the Mathematical Problem Solving Test. Data analysis techniques were used using the Wilcoxon Signed Rank Test non-parametric statistical test. The results of the study showed that the learning of Think Pair Share models by using mathematical comics was no more effective than learning Think Pair Share without using comics. Although this study shows the opposite results from existing theoretical studies, in general, the use of learning media such as mathematical comics collaborated with any model can make mathematics learning more effective.

scholarly journals Application of Mathematical Problem Solving Sheets in Polya's Learning Strategy in Social Arithmetic Material

2021 ◽  
Vol 13 (2) ◽  
pp. 707-717
Author(s):  
Hastri Rosiyanti ◽  
Dyah Ayu Ratnaningsih ◽  
Herwina Bahar ◽  
Is wan ◽  
Fai sal
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Junior High School ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Sampling Technique ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Better Than

This research is motivated by the students 'mathematical problem solving ability is still low, because mathematics learning in the classroom is not built to hone problem solving skills and the student worksheets used do not help students in honing students' mathematical problem solving skills, so the writer applies Polya's learning strategy with the help of problem solving sheet on social arithmetic material. This study aims to describe the steps of implementing Polya's learning strategy with the help of problem solving sheets in solving mathematical problems in social arithmetic material and to test mathematical problem solving skills by applying Polya's learning strategies with the help of problem solving sheets is it better than not implementing learning strategies Polya. This research was conducted using a quasi experimental method, with a population of all students of class VII Junior High School 3 Cisauk, Indonesia. The sample was selected using purposive sampling technique, namely students of class VII-6 and grade VII-7. Collecting data on students' mathematical problem-solving abilities using the final test (posttest). The results showed that Polya's learning strategy with the help of problem solving sheets on social arithmetic material was implemented properly and in accordance with Polya's steps. Based on the statistical test, it shows that the mathematical problem solving ability of students whose learning applies Polya's learning strategy with the help of problem-solving sheets is better than students whose learning does not apply Polya's learning strategy on class VII social arithmetic material at SMP Negeri 3 Cisauk, Indonesia.

scholarly journals Peningkatan Kemampuan Pemecahan Masalah Dan Komunikasi Matematis Siswa MTs Rantauprapat Melalui Pembelajaran Kooperatif Tipe STAD

2021 ◽  
Vol 7 (1) ◽  
pp. 41-47
Author(s):  
Rosita Rosita ◽  
Rika Valianti ◽  
Nurhasanah Nasution ◽  
Sri Hariani Manurung
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Average Increase ◽  
Problem Solving Skills ◽  
Direct Learning ◽  
Quasi Experiment

Penelitian ini bertujuan mengetahui peningkatan kemampuan pemecahan masalah siswa yang memperoleh  pembelajaran kooperatif tipe STAD lebih tinggi daripada kemampuan pemecahan masalah matematika siswa yang memperoleh pembelajaran secara langsung. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment). Populasi dalam penelitian ini adalah seluruh siswa MTs Negeri di kabupaten Labuhanbatu yang berakreditasi A dan B. Sampel penelitian ini adalah MTs Negeri 1 Labuhanbatu dan MTs Negeri 2 berjumlah117 siswa. Validitas instrument angket dilakukan dengan analisis butir menggunakan rumus korelasi Product Moment dan uji reliabilitas menggunakan rumus Alpha Cronbach. Teknik analisis data menggunakan uji normalitas dengan uji Chi Kuadrat dan untuk menghitung peningkatan kemampuan pemecahan masalah  matematika setelah pembelajaran dengan pembelajaran kooperatif tipe STAD dan pembelajaran langsung, maka digunakan uji gain ternormalisasi (g). Siswa yang mendapat model pembelajaran kooperatif tipe STAD memperoleh rata-rata peningkatan kemampuan pemecahan masalah matematis sebesar 0,63 dan siswa yang mendapat model pembelajaran langsung dengan rata-rata peningkatan kemampuan pemecahan masalah matematis sebesar 0,36. Berdasarkan hasil analisis data penelitian diperoleh hasil bahwa ada peningkatan kemampuan pemecahan masalah siswa yang mengikuti pembelajaran koopertiftipe STAD lebih tinggi dari pada siswa yang mengikuti pembelajaran langsung.This study aims to determine the increase in the problem-solving ability of students who get cooperative learning type STAD is higher than the mathematical problem solving abilities of students who receive direct learning.This research is a quasi experiment research. The population in this study were all State MTs students in Labuhanbatu district who were accredited A andB. The sample of this research is MTs Negeri 1 Labuhanbatu and MTs Negeri 2 totaling 117 students.The validity of the questionnaire instrument was carried out by analyzing items using the Product Moment correlation formula and reliability testing using the Cronbach Alpha formula. The data analysis technique used the normality test with the Chi Squared test and to calculate the increase in mathematical problem solving skills after learning with STAD cooperative learning and direct learning, the normalized gain test (g) was used. Students who received the STAD cooperative learning model obtained an average increase in mathematical problem solving abilities of 0.63 and students who received a direct learning model with an average increase in mathematical problem solving abilities of 0.36. Based on the results of the research data analysis, it was found that there was an increase in the problem solving ability of students who took STAD type coopertive learning higher than students who took direct learning. 

scholarly journals Influence of the Guided Discovery Learning Model on Primary School Students’ Mathematical Problem-solving Skills

2019 ◽  
Vol 6 (2) ◽  
pp. 253
Author(s):  
Akhmad Badrul Lubis ◽  
Yelvema Miaz ◽  
Indah Eka Putri
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Guided Discovery ◽  
Problem Solving Skills

Difficulties of primary school students in solving mathematical problems that require problem solving or reasoning abilities indicate the existence of problems in the process of learning mathematics, because one of the purposes of learning mathematics in primary school is to develop the students’ mathematical problem-solving skills. As a solution to overcome the problems, this research aims at understanding how the implementation of the guided discovery learning model influences mathematical problem-solving skills. This research employs a quasi-experimental design by involving all fifth-grade students at one of primary schools in Tebo Regency, Jambi. The simple random sample was conducted to obtain class VB as experimental class, and class VA as control class. Based on the results of the final score, experiential class obtained an average score of 86.00, and control class obtained an average score of 76.93.  The results of hypothesis test using t-test obtained tcount = 2,203 > ttable = 2,020, which indicated that H0 was rejected, and H1 was accepted. Therefore, the guided discovery learning model influenced the fifth-grade students’ mathematical problem-solving skills, thus it is recommended for teachers to be able to use the guided discovery learning model in the mathematics learning process.

scholarly journals Analysis of Mathematical Problem Solving Capabilities : Impact of Improve and OSBORN Learning Models on Management Education

2020 ◽  
Vol 3 (1) ◽  
pp. 17-26
Author(s):  
Munifah Munifah ◽  
Windi Septiyani ◽  
Indah Tri Rahayu ◽  
Rahmi Ramadhani ◽  
Hasan Said Tortop
Keyword(s):  
Problem Solving ◽  
Design Method ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Problem Solving Skills ◽  
Sample Test ◽  
Problem Solving Process ◽  
The Impact

Objectives The ability to solve problems is to gain knowledge and motivation in the problem solving process of students. The researcher used the IMPROVE and OSBORN learning models to improve problem solving skills. The IMPROVE and OSBORN learning models emphasize the development of optimal mathematical skills and generate new ideas in the process of problem solving. This research is used to see the impact of the IMPROVE learning model and OSBORN learning model which is better in mathematical problem solving abilities. This research uses the Quasy Experimental Design method. Hypothesis testing uses an independent sample test. The conclusion of the study is the mathematical problem solving ability of students who use the IMPROVE learning model is better than the mathematical problem solving abilities of students who use the OSBORN learning model.

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