This research development created Islamic integrated-mathematical learning kits based on HOTS, i.e. lesson plan and student worksheet. The subject was set for seventh-grade junior high school students at MTs Hidayatullah Batakte, West Kupang. The learning kits in this study were made using Plomp model development through the preliminary research phase, development or prototyping phase, and assessment phase. Instruments in this research were validation sheet, assessment sheet, student responsive questioner, and learning outcomes test. The value of validation according to the average score of Lesson Plan was 4.1 (good category). Moreover, the value of validation according to the average score of The Student Worksheet was 4.3 (good category). These learning kits got practice criteria based on the average score of learning implementation assessment was 4.6 with very good category and student responsive questioner have 96.2%. These learning kits have effective criteria based on mastery learning presentation classically with 85.7%. It can be concluded that Islamic integrated-mathematical learning kits based on HOTS are valid, effective, and practical. These learning kits are feasible for learning mathematics on the material of the Set in VII grade MTs Batakte, West Kupang.
The Ministry of Education and Culture (2016) states that one of the learning objectives in the 2013 curriculum is to develop creative activities that involve imagination, intuition, and discovery by developing divergent, original thinking, curiosity, making predictions and guesses, and experimenting. The fact that the creative thinking ability of Indonesian students is still low is shown in the results of the Program for International Student Assessment (PISA) in mathematical ability, placing Indonesia at 62 out of 70 countries (OECD, 2016). The provision of problem-posing model questions is expected to stimulate students to think creatively by generating new ideas or ideas to develop existing information and finally students begin to propose new problems according to their understanding of the mathematical concepts being studied. The purpose of this study was to describe students' mathematical creative thinking ability seen from the indicators of creative thinking abilities, namely fluency, flexibility and novelty in solving problem posing question. The research method used is a survey method with the research subject being class VIIIG SMPN 1 Malang. The results obtained, the average score of the fluency indicator is 14.81 or 87.10% in the high category, the average score of the flexibility indicator is 4.64 or 51.61% in the low category, and the novelty indicator is 1.16 or 6, 45% with low category. This shows that the creative thinking ability of students in solving problem-posing questions is low.
The purpose of this study was to determine the development of a valid, practical and effective Problem Posing Modelas a learning tool. This research and development study (R&D) with 4-D have some phases, namely: define, design, develop, and desiminate. The data collection technique used test (description/essay) and non-test (tool validation and questionnaire). The data were analyzed through validity analysis, practicality analysis, and effectiveness analysis. The instruments used in this study were questionnaires,validation sheets, Lesson Plan, student’s worksheets, and test. The study showed that lesson plan is stated to be very valid with an average score of 90.15 in the k > 80 category andstudent’s worksheets is declared very valid with an average score of 84.58 in the k > 80 category. The students and teachers’ response are stated to be very practical with the average score of 80.55 in the k > 80 category. Besides, the effectiveness is declared effective seen from the students’ learning outcomes with 72% in the 60 ≤ p < 80 category. Thus, it can be concluded that the learning tool developed, Problem Posing Model is declared valid, practical and effective so that it can be used in learning mathematics.
The purpose of this study is to describe the misconceptions of flat shapes experienced by students at the elementary school level and provide alternative solutions to understand students' concepts of flat shapes. The method used is a literacy study by referring to sources such as books, articles, and journals. The results obtained regarding students' misconceptions about the concept of flat shapes are 1) there is no difference between concepts and numbers; 2) value of = 22/7 ; 3) parallelograms, rhombuses and squares are not rectangles. Alternative solutions offered to understand students about the concept of flat shapes include 1) re-explaining or re-explaining part of each concept or procedure; 2) problem student thinking or asking students to explain how they solve problems; 3) cognitive conflict, namely managing mathematics learning situations that allow elementary school students to identify conflicting mathematical principles between the original answers and students' answers.
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