Penelitian ini bertujuan untuk menghasilkan produk berupa modul yang berbasis proyek dengan pendekatan REACT (Relating, Experiencing, Applying Cooperating, dan Transferring). Jenis penelitian yang digunakan adalah Research and Development dengan pendekatan kualitatif. Instrumen yang digunakan yaitu angket, lembar validasi dan observasi. Data yang dikumpulkan berupa hasil validasi oleh validator, hasil pekerjaan mahasiswa dan catatan dari observer. Hasil validasi modul dinyatakan valid, serta hasil respon mahasiswa mengenai modul dinyatakan praktis, jelas dalam instruksi dan membantu mahasiswa dalam memahami konsep.
Development of Contextual Oriented Assessment to Improve Students' Mathematical Literacy and Numeracy Skills. In this era, literacy and numeracy skills are needed in everyday life. Literacy skills are the ability to be able to apply mathematical concepts in the context of life and can do mathematical reasoning to explain an event, while numeracy skills are the ability to analyze and use numbers and mathematical symbols in solving practical problems in the context of everyday life. The purpose of this research is to develop a contextual-oriented assessment to improve students' mathematical and numeracy literacy skills that are valid, practical, effective, and reliable. However, the assessment developed is limited to test development. This research is a research and development type by going through three stages. The three stages are the identification and problem study stage, the development stage, and the assessment stage. The results of the development of this test assessment show a validity score of 85% which means very valid, scores on the ease of use aspect 78.5% and linguistic aspect 97.8% which means the product is in the practical category, students experience an increase in the percentage of achievement of all literacy and numeracy indicators which means This test assessment is effective, and Cronbach's Alpha reliability score r = 0.79 which means the test assessment items are reliable.
The purpose of this study was to describe the process of students' mathematical connections in solving mathematical problems in terms of learning styles. The type of research used is descriptive research with a qualitative approach. The research subjects were six students consisting of two students who have a visual learning style, two students who have an auditory learning style, and two students who have a kinesthetic learning style. Student learning style data were collected through learning style questionnaires, while student connection process data were collected through mathematical connection test sheets and interviews. Data credibility is done by triangulating sources and methods. Data from the six subjects consisting of two students for each of these learning styles were described and categorized from the same, different, and specific views. The subjects obtained from the results of the learning style questionnaire were compared using the results of the mathematical connection test and interviews. Data analysis was guided by four steps to solve Polya's problems and was carried out in three stages, namely data condensation, data presentation, and conclusions. The results showed that there are differences in the mathematical connection process carried out by students who have visual, auditory, and kinesthetic learning styles in the step of understanding the problem. However, there are similarities in the mathematical connection process carried out by students who have visual and kinesthetic learning styles at the step of compiling a completion plan and checking again. while students who have a different auditory learning style from students who have visual and kinesthetic learning styles in implementing the completion plan and re-checking. The process of mathematical connection of students who have an auditory learning style at the step of checking back cannot be seen, because these students do not take this step when solving problems. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed.
Tujuan penelitian ini adalah untuk mendiskripsikan penerapan strategi REACT (Relating, Experiencing, Applying, Cooperating, Transferring) untuk mengembangkan kemampuan mahasiswa dalam mengkonstruksi bukti. Jenis penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Subjek penelitian adalah mahasiswa program studi pendidikan matematika yang sedang menempuh mata kuliah Analisis Real. Hasil peneltian adalah strategi yang diberikan berupa memberi kesempatan kepada mahasiswa untuk menghubungkan teorema satu dengan teorema lain (Relating), menuliskan kembali bukti sesuai dengan bahasa sendiri dan penggunaan bukti non formal sebagai bantuan (Experiencing), memanipulasi bentuk pernyataan berdasarkan prinsip logika dasar (Applying), saling memeriksa kebenaran proses pembuktian (Cooperating), dan membuktikan pernyataan yang dikembangkan (Transferring). REACT berdampak pada berkembangnya kemampuan mahasiswa dalam mengonstruksi bukti yaitu mahasiswa mampu menggunakan teroema sebelumnya untuk digunakan dalam proses pembuktian, melakukan manipulasi bentuk logika matematika sebagai strategi awal memulai proses pembuktian, menggunakan bantuan bukti non formal untuk menentukan langkah pembuktian selanjutnya, memeriksa kevalidan proses pembuktian dan mampu melakukan pembuktian kontradiksi.
[English]: This qualitative research aims to analyze secondary students’ reflective thinking in solving mathematical problems based on their emotional intelligence (EI). It involved four secondary school students selected from twenty-nine students who were given the EI questionnaire. The research instrument was a test and an interview guideline. Data analysis was referred to as Polya's four problem-solving stages integrated with the indicators of reflective thinking. The findings reveal that students with a high level of emotional intelligence can fulfill the whole indicators of reflective thinking. In this case, the students can react to a given situation or problem by carefully understanding the available information, making comparisons between elements to formulate strategies, explaining in detail the steps to solve problems, and doing contemplation in checking step by step and correcting mistakes. Meanwhile, students with mid-levels of emotional intelligence are less reflective in making comparisons between elements to formulate strategies for problem-solving. [Bahasa]: Penelitian kualitatif ini bertujuan untuk menganalisis pemikiran reflektif siswa sekolah menengah pertama dalam menyelesaikan masalah matematika berbasis kecerdasan emosional. Subjek penelitian adalah empat siswa, dipilih dari 29 siswa yang mengisi kuesioner. Data dikumpulkan melalui tes dan wawancara kemudian dianalisis dengan merujuk pada empat langkah pemecahan masalah Polya yang diintegrasikan dengan indikator berpikir reflektif. Hasil penelitian ini menunjukkan bahwa siswa dengan tingkat kecerdasan emosional tinggi memenuhi semua indikator berpikir reflektif dalam pemecahan masalah. Dalam hal ini, siswa mampu memberikan reaksi pada situasi atau permasalahan yang diberikan dengan memahami secara cermat informasi yang ada, melakukan komparasi antar elemen untuk menyusun strategi, menjelaskan secara rinci langkah memecahkan masalah, melakukan kontemplasi dalam memeriksa langkah demi langkah dan memperbaiki kesalahan. Sedangkan siswa dengan tingkat kecerdasan emosional sedang kurang reflektif dalam melakukan komparasi antar elemen untuk menyusun strategi pemecahan masalah.
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