Controversial reasoning is very important to learn because controversial problems often occur in everyday life. This study examines controversial reasoning in the context of solving mathematical problems. Therefore, this study aims to develop levels of controversial reasoning in solving mathematical problems. The subjects of this study were 185 mathematics education undergraduate students in the sixth and eighth semesters as prospective mathematics teachers. Most of them had taken courses in Pedagogy and Mathematics. The students were given three controversial mathematical problems and interviewed in-depth. The students' thought processes in solving problems construct and determine the characteristics of controversial mathematical reasoning. The study found three controversial mathematical reasoning levels characteristics: initial, exploration, and clarification. At the initial level, the subjects can recognize the controversy on an issue but cannot trace the cause of the controversy itself. At the exploration level, the subjects can explore the components that cause the problem to become controversial but cannot clarify the problem as a solution. At the level of clarification, the subjects can clarify controversial issues using plausible reasons. All the 185 subjects who answered show the answers that can be classified into three levels: initial 55 (29.73%), exploration 52 (28.11%), and clarification 78 (42.16%) subjects.
Penelitian ini bertujuan untuk 1) Mengembangkan modul berbasis riset pada mata kuliah kalkulus, 2) Mengetahui efektivitas modul berbasis riset pada mata kuliah kalkulus, dan 3) Mengetahui peningkatan kreativitas mahasiswa setelah menggunakan modul berbasis riset pada mata kuliah kalkulus. Jenis penelitian ini adalah penelitian dan pengembangan (research and development). Subyek dalam penelitian ini adalah mahasiswa prodi pendidikan matematika yang memprogram mata kuliah Kalkulus Diferensial pada tahun 2018. Metode pengumpulan data yang digunakan adalah angket, wawancara, tes dan lembar observasi. Analisis data yang digunakan adalah pengumpulan data, penyajian data dan reduksi data. Penelitian pengembangan modul berbasis riset pada mata kuliah kalkulus ini dikembangkan melalui tahap: a) Analisis Pendahuluan, b) menyusun modul berbasis riset, c) Validasi pada ahli media dan materi, d) Revisi modul berbasis riset, e) Penerapan modul berbasis riset, f) Pengumpulan data dan g) Analisis Data. Modul ini termasuk dalam kategori efektif berdasarkan penilaian dari validator dan angket mahasiswa. Setelah menggunakan modul ini terdapat peningkatan kreativitas mahasiswa terutama pada tahap originality. Pengembangan modul ini dikatakan efektif karena hasil skor validasi ahli dan penyebaran angket mahasiswa diperoleh skor 3,67 dalam kategori baik. Untuk peningkatan kreativitas mahasiswa setelah menggunakan modul berbasis riset dapat dilihat dari Hasil skor mahasiswa. Skor sebelum menggunakan modul adalah 73,47 dan skor sesudah menggunakan modul adalah 82,36
High order thinking skills are important for prospective mathematics teachers. This study aims to describe whether High Order Thinking Skills (HOTS) can appear when prospective teachers solve controversial math problems. This research has been conducted using descriptive qualitative research. The instruments that have been used are controversial math test questions and interviews. The research subjects used were 150 prospective mathematics teachers, and three people who experienced controversy were taken to find out their HOTS. The results showed that from the three subjects, information was obtained that analysis and evaluation had emerged when solving controversial problems, but only one subject appeared for creating. Suggestions for the next researcher is to combine critical thinking and HOTS to bring up aspects of creating.
Tujuan penelitian ini adalah untuk mendeskripsikan bagaimana hasil pengembangan buku cerita interaktif matematika dengan teori Dienes pada siswa. Jenis penelitiannya adalah pengembangan dengan pendekatan kualitatif deskriptif. Subjek penelitian yang digunakan adalah sepuluh siswa TK dengan kategori rendah, sedang dan tinggi. Teknik pengumpulan data yang digunakan adalah wawancara dan validasi. Proses pengembangan buku cerita ini meliputi: analisis permasalahan, mengkaji teori, menyusun Dummy, menyusun buku cerita, validasi dan revisi. Hasil validasi dalam kategori baik, kemudian respon siswa dalam kategori sangat baik.
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