scholarly journals MENGEMBANGKAN DISPOSISI MATEMATIS SISWA SMP MELALUI PENDEKATAN PROBLEM POSING

2020 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Cut Man Farisyah
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
Problem Posing ◽  
School Students ◽  
Learning Mathematics ◽  
Before And After

Learning mathematics is not only aimed at developing mathematical cognitive abilities, but also for developing affective domains. One important aspect in the affective domain that is very influential and determines success in learning mathematics is the positive view of students on mathematics or in mathematics learning called mathematical disposition. A student who has a high disposition will be more persistent and resilient in facing mathematical problems that are more challenging and will be more responsible for their own learning and always develop good habits in mathematics. The problem posing approach which in the learning process requires students to ask questions and make their solutions is expected to be able to change students 'views of mathematics to be more positive, while also improving students' mathematical abilities. This study aims to examine the differences in the levels of mathematical disposition of junior high school students before and after learning through the problem posing approach. The type of research is experimental research with the design of one group pre-test post-test design. The population in this study were all VII grade students of Bandar Baru 1 Junior High School, with research samples of class VII2 students selected through random sampling techniques. The instrument used to obtain the research data was a mathematical disposition scale questionnaire sheet. The statistical test used to analyze data on differences in mathematical disposition of junior high school students before and after learning through the problem posing approach is paired t-test. The results showed that there were significant differences in the level of mathematical disposition of junior high school students before and after learning through the problem posing approach. This means that students' mathematical dispositions get better after they get a problem posing learning approach. Keywords: Mathematical Disposition, Problem Posing Approach

scholarly journals Model Pembelajaran Matematika SMP untuk mengatasi rendahnya kompetensi dasar siswa SMP kota Bengkulu

2018 ◽  
Vol 11 (21) ◽  
Author(s):  
Effie Efrida Muchlis
Keyword(s):  
High School ◽  
Mathematical Model ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Learning Model ◽  
Junior High School Students ◽  
School Students ◽  
Learning Mathematics

. The purpose of the study are: 1) find a description of the factors causing low mastery of basic math competency Junior high school students in the Bengkulu City. 2) Generate a valid mathematical model of learning, practical and effective way to improve the competence of Junior high school (SMP) students in the Bengkulu City. To achieve this goal done two phases the first phase is a quantitative and qualitative research (mixed) by applying documentation studies, focus group discussions, in-depth interview and classroom observation. The second phase is the development by implementing Research Design Development (Plomp& Nieveen , 2007) to generate alternatives valid mathematical model of learning, practical and effective to improve the competence of learners in mathematics learning in junior high schools in the Bengkulu City. Results of this study were 1) The factors causing low competence junior high school students in learning mathematics in the Bengkulu City are as follows: Education Management Systems and Learning Mathematics: mathematics learning management tend to be rigid and mechanistic; Teacher: Teachers of Mathematics Having Lesson Planning Document, but in the implementation of learning is not in accordance with the plan that is prepared; Teachers deliver learning materials more emphasis to achieve the target of the curriculum, not to achieve competence, by reason of the allocation of time, and catch-material for students dealing with the national assessment (UN); Media Learning Mathematics: The utilization of instructional media, facilities and infrastructure to support the learning of mathematics has not been used optimally; Model Learning / Learning Strategies: Teachers in the communication of such materials using learning shekel: Presentation of lecture material with the form of definition, and the formula, then the teacher gives examples of problems, followed by exercises and the provision of home tasks, and so on is done repeatedly. 2) Mathematics Learning Model SMP (MPM-SMP) Prototype Devices Learning as one of the supporting system of the learning model is valid, and practical, yet effective for improving the competence of junior high school students in the city of Bengkulu is still in the process of tabulation and analysis of data.

scholarly journals Developing the Ability of Understanding and Self-confidence the Mathematical Students with VBA for Excel

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Martin Martin
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
Process Data ◽  
School Students ◽  
Microsoft Excel ◽  
Mathematical Problems

Visual Basic Application for Excel is a simple program language and has the power to process data quickly, let alone the utilization of math functions in Microsoft Excel can help work on Excel display more interactive so that teachers can create props inside Excel. The advantages of Microsoft Excel compared to mathematical software are the many math functions and images available in the form of shapes or pictures. With the availability of VBA, math and image functions in Microsoft Excel, teachers can design the creation of media related to mathematics learning especially helping to develop the ability of junior high school students who have difficulty connecting mathematics lessons with basic mathematics knowledge requirements. In general, that most students in Indonesia have not solved mathematical problems, therefore, by using VBA for Excel the ability of junior high school students to improve in the usual way significantly with a t-test with 0.006 <0.05 and there is an association between Trust self-comfidence student with students' mathematical comprehension skills with a contingency value with a significant amount of 0.016 <0.05 with a contingency coefficient of 0.525 including a moderate association

scholarly journals ANALISIS BUKU MATEMATIKA SISWA SMP KURIKULUM 2013

2018 ◽  
Vol 6 (2) ◽  
pp. 229-236 ◽  
Author(s):  
Ilham Rizkianto ◽  
Rusgianto Heri Santosa
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
School Students ◽  
Mathematics Textbook ◽  
Descriptive Research ◽  
Mathematics Book

AbstrakPenelitian ini memiliki tujuan untuk memformulasikan masukan sebagai bahan pertimbangan dalam penyempurnaan buku matematika siswa SMP kurikulum 2013. Sehingga nantinya kesalahan-kesalahan yang ditemukan dalam buku matematika siswa SMP kurikulum 2013 dapat diminimalisisr dan layak dipakai oleh siswa. Jenis penelitian ini adalah penelitian deskriptif analitik, yakni suatu penelitian yang bertujuan untuk memberikan gambaran tentang realitas pada objek yang diteliti secara objektif. Penelitian ini menekankan pada satu variabel yaitu kebenaran konsep pada buku matematika siswa SMP kurikulum 2013. Hasil analisis menunjukkan bahwa dalam buku matematika siswa SMP kurikulum 2013 masih terdapat banyak kesalahan. Kesalahan ini berupa kesalahan dalam penulisan maupun dalam merumuskan konsep pembelajaran matematika.Kata Kunci: analisis buku, buku matematika siswa, kurikulum 2013, pembelajaran matematika.AbstractThe aim of this present study is to formulate suggestions as a consideration in improving junior high school students’ mathematics book 2013 curriculum. Later on, the mistakes found in the book can be minimalize and suitable to be used by students. The sort of this study is a analitic descriptive research, namely a research that intends to give representations about reality towards objects that have been studied objectively. This research study stresses in one variable, namely the truth concept in junior high school students’ mathematics book 2013 curriculum. The result of the analysis shows that in Junior High School students’ mathematics textbook 2013 curriculum was found many mistakes. The mistakes includes wrong spelling in written the words and wrong formulation of mathematics learning concepts.Keyword: book analysis, students’ mathematics book, 2013 curriculum, mathematics learning.

scholarly journals Pengaruh pembelajaran pendekatan rigorous mathematical thinking (RMT) terhadap pemahaman konseptual matematis siswa SMP

2017 ◽  
Vol 4 (2) ◽  
pp. 186
Author(s):  
Aan Hendrayana
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Junior High School Students ◽  
Learning Approach ◽  
School Students ◽  
Mathematical Concepts

Pemahaman Konseptual Matematis (PKM)  memiliki peran penting karena dengan kemampuan ini siswa mudah dalam membangun hubungan untuk memahamai ide dan konsep baru. Kemampuan PKM ini dapat ditumbuh-kembangkan melalui pembelajaran di kelas. Untuk mencapai kecakapan tersebut, pembelajaran perlu memperhatikan keberagaman siswa karena pembelajaran yang mengakomodasi keberagaman menjadi lebih efektif, efesien, dan menarik. Keberagam tersebut dapat berupa Gender (G), Kemampuan Awal Matematika (KAM) dan Gaya Belajar Matematis (GBM) siswa. Salah satu pendekatan pembelajaran yang mengakomodir keberagaman ialah pembelajaran pendekatan Rigorous Mathematical Thinking (RMT). Artikel ini bertujuan untuk mengkaji kemampuan PKM siswa SMP yang memperoleh pembelajaran pendekatan RMT ditinjau dari : a). Gender, b). KAM siswa, dan c). GBM siswa. Penelitian ini merupakan penelitian eksperimen pada siswa SMP di salah satu sekolah di Bandung. Salah satu hasil yang penting adalah dengan pembelajaran ini menjadikan siswa dengan KAM sedang dan rendah dapat mencapai kemampuan yang baik. The Effect of Rigorous Mathematical Thinking (RMT) Learning Approach On Students’ Understanding of Mathematical Concepts AbstractAn understanding of mathematical concepts (PKM) has an important role because with this ability students are easy in building relationships to understand new ideas and concepts. The ability of PKM can be grown-developed through learning in the classroom. To achieve these skills, learning needs to pay attention to the diversity of students because learning that accommodates diversity becomes more effective, efficient, and engaging. Such diversity can be Gender (G), An initial mathematical ability (KAM) and students’ mathematics learning styles (GBM). One approach to learning that accommodates diversity is the Rigorous Mathematical Thinking (RMT) learning approach. This article aims to examine the ability of junior high school students who have learned RMT approach in terms of: a). Gender, b). students’ KAM, and c). students’ GBM. This research is an experimental research on junior high school students in one school in Bandung. One important result is that this learning engages students with medium and low of KAM able to achieve good abilities.

scholarly journals Analisis situasi didaktis dalam pembelajaran matematika berbantuan ICT pada siswa SMP

2020 ◽  
Vol 15 (1) ◽  
Author(s):  
Ardhi Prabowo ◽  
Dadang Juandi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Three Dimensional ◽  
Junior High School Students ◽  
School Students ◽  
Virtual Objects ◽  
Teacher Students

Penelitian ini bertujuan untuk mengidentifikasi apakah mahasiswa calon guru matematika mampu membangun situasi didaktis matematis pada siswa SMP dalam pembelajaran matematika berbasis ICT (Information and Communications Technology). Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian adalah mahasiswa calon guru yang telah praktik mengajar di sekolah. Subjek menggunakan aplikasi yang dibuat sendiri oleh subjek. Aplikasi yang dibuat berupa Augmented Reality (realitas bertumbuh), yaitu teknologi yang menggabungkan benda maya dua dimensi dan atau pun tiga dimensi ke dalam sebuah lingkungan nyata tiga dimensi lalu memproyeksikan benda-benda maya tersebut dalam waktu nyata. Hasil penelitian menunjukkan karakteristik situasi didaktis dalam pembelajaran matematika berbantuan ICT pada siswa SMP yang dibangun oleh mahasiswa calon guru adalah sebagai berikut: situasi didaktis matematis yang dibangun belum mengonstruksi pengetahuan siswa secara mandiri; situasi didaktis matematis yang dibangun cenderung berasal dari informasi yang disampaikan guru, bukan dari media ICT yang digunakan; dan ICT yang dilibatkan dalam pembelajaran belum mampu mengelaborasikan proses kognitif siswa dalam jejak pembelajarannya. Analysis of a didactic situation in ICT-assisted mathematics learning in junior high school studentsAbstractThis study aims to identify whether prospective mathematics teacher students are able to build mathematical didactic situations in junior high school students in ICT-based mathematics learning. This research is descriptive qualitative research. The research subjects were prospective teachers who had practiced teaching at school. The subjects used applications made by themselves. Those applications were in the form of augmented reality (reality grows), namely technology that combines two-dimensional and or three-dimensional virtual objects into a real three-dimensional environment and then projecting these virtual objects in real-time. The results showed the characteristics of didactic situations in ICT-assisted mathematics learning in junior high school students built by prospective teacher students were as follows: didactic mathematical situations that were built had not constructed students' knowledge independently; the built mathematical didactic situation tends to originate from the information conveyed by the teacher, not from the ICT media used; and ICT involved in learning has not been able to elaborate the cognitive processes of students in their learning footprint.

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