Tujuan penelitian ini adalah untuk mengetahui apakah penggunaan alat peraga dapat meningkatkan hasil belajar dan keaktifan siswa mata diklat matematika kompetensi menerapkan konsep teori peluang di kelas X AP B Semester 2 SMK Negeri 1 Bawen. Penelitian ini merupakan Penelitian Tindakan Kelas. Subjek penelitian adalah siswa kelas X AP B SMK Negeri 1 Bawen sebanyak 35 siswa. Prosedur penelitian dimulai dengan penetapan fokus masalah, perencanaan tindakan, pelaksanaan tindakan dan pengamatan, serta analisis dan refleksi. Teknik pngambilan data melalui teknik tes, observasi dan angket. Hasil penelitian yang diperoleh yaitu penggunaan alat peraga dapat meningkatkan hasil belajar matematika dan keaktifan siswa dalam menerapkan konsep teori peluang siswa kelas X AP B SMK N 1 Bawen semester 2 tahun pelajaran 2014/2015. Keadaan tersebut dibuktikan oleh hasil analisis data bahwa terjadi peningkatan nilai rata-rata dari 60,6 menjadi 85,4 dan peningkatan prosentase siswa yang tunta belajar, yaitu dari 57,15% menjadi 94,29%. Dari hasil tersebut disarankan sebaiknya guru mengembangkan pembelajaran dengan menggunakan alat peraga pada materi pelajaran yang lain dan guru cepat menganalisis setiap permasalahan yang ada dalam pembelajaran
The significant development of ethnomatematics is expected to give a role to the nation's progress. The purpose of this research is to describe the role of ethnomatematics as one of the strength of national identity. The method used in this research is literature study by going through several stages: problem formulation, literature search, data evaluation, analysis, and interpretation. The results show that etnomatematics can present a lot of intellectual property which is largely a nation culture preserved centuries, so as to strengthen identity as a nation that has a great civilization.
Mathematics anxiety will cause students to become depressed during mathematics learning. This results in students not being able to receive and understand the lesson well. The next thing that happens is that students' solving abilities cannot develop and eventually their learning outcomes become less complete. The purpose of this study was to analyze the effect of mathematics anxiety on students' problem solving abilities. This study uses the SLR (Systematic Literature Review) method. The result of this research is the effect of math anxiety on problem solving ability is negative. Based on the studies reviewed, it can be concluded that the high level of students' mathematics anxiety means that the problem solving ability produced is low, and vice versa. Problem solving ability is strongly influenced by students' mathematical anxiety. Then the math anxiety arises, one of the causes is that students are less able to understand the concept of the material presented. So as a teacher or teacher, the first thing to fix is to instill in students not to be afraid of mathematics, because mathematics is not as difficult as imagined.
This study aimed to describe students’ learning difficulties in integral calculus based on critical thinking skills. This study used descriptive exploratory methods with instruments: test, interview, documentation, and observation. Data was taken from 20 undergraduate students from the study program of mathematics education at Universitas Negeri Semarang. The results showed that: (1) there were 24 types of student difficulties identified in calculus lectures; these difficulties consist of 20 types of difficulties related to calculus material (types of difficulties number 1 to 20) and four types of difficulties that were not related to material (types of difficulties number 21 to 24), and (2) these types of difficulties were graded according to the level of student critical thinking skills. A higher level of critical thinking skills had fewer types of difficulties; on the other hand, a lower level of critical thinking skills had more types of difficulties and more fundamental. The fundamental types of difficulties based on the critical thinking skills aspect include understanding integral concepts and drawing graphics.
Ju r n a l M a t e m a t i k a K r e a t i f -I n o v a t i f Abstrak Kemampuan berpikir kritis dan kreatif mahasiswa masih lemah. Hal ini ditemukan pada mahasiswa yang mengambil mata kuliah Geometri Ruang yaitu dalam membuktikan soal-soal pembuktian (problem to proof). Mahasiswa masih menyelesaikan secara algoritmik atau prosedural sehingga diperlukan pengembangan perangkat pembelajaran Geometri Ruang berbasis kompetensi dan konservasi dengan model Proving Theorem. Penelitian ini merupakan penelitian pengembangan yang mengacu pada model 4-D yang telah dimodifikasi untuk perangkat perkuliahan Geometri Ruang semester genap tahun ajaran 2014/2015. Instrumen yang digunakan meliputi lembar validasi, perangkat perkuliahan dan angket penilaian karakter. Dalam penelitian ini perangkat perkuliahan yang dikembangkan yaitu Silabus, Satuan Acara Perkuliahan (SAP), Kontrak Perkuliahan, Media Pembelajaran, Bahan Ajar, Tes UTS dan UAS serta Angket Karakter Konservasi telah dilaksanakan dengan baik dengan kriteria (1) validasi perangkat pembelajaran mata kuliah Geometri ruang berbasis kompetensi dan konservasi dengan model proving theorem berkategori baik dan layak digunakan dan (2) keterlaksanaan SAP pada pembelajaran yang dikembangkan secara keseluruhan berkategori baik. AbstractCritical and creative thinking abilities of students still weak. It is found in students who take Space Geometry subjects that is in solving problems to to prove. Students still finish in algorithmic or procedural so that the required the development of Space Geometry learning tools based on competency and conservation with Proving Theorem models. This is a research development which refers to the 4-D models that have been modified for the Space Geometry learning tools, second semester academic year 2014/2015. Instruments used include validation sheet, learning tools and character assessment questionnaire. In this research, the learning tools are developed, namely Syllabus, Lesson Plan, Lecture Contract, Learning Media, Teaching Material, Tests, and Character Conservation Questionnaire had been properly implemented with the criteria (1) validation of Space Geometry learning tools based on competency and conservation with Proving Theorem models categorized good and feasible to use, and (2) the implementation of Lesson Plan on learning categorized good overall.
This study aimed to describe students’ critical thinking skills based on mathematical dispositions in Problem-based Learning. This study used descriptive exploratory methods with instruments: test, scale, observation, and documentation. Data was taken from 39 undergraduate students from the mathematics education study program at a university in Central Java. The indicators of critical thinking skills used were abilities in analyzing problems, concluding and giving explanation, evaluating, and choosing problem-solving strategies. The results showed that: (1) there are no students in the negative mathematics disposition group, (2) the enhancement of students’ critical thinking skills in Problem-based Learning belongs to the medium category; (3) students in the low positive mathematical disposition group have marginally adequate abilities in analyzing, explaining, and choosing strategies, and adequate abilities in evaluating; (4) students in the moderate positive mathematical disposition group have adequate abilities in explaining, good abilities in analyzing and choosing strategies, and excellent abilities in evaluating; and (5) students in the high positive mathematical disposition group have good abilities in explaining and choosing strategies, excellent abilities in evaluating and analyzing. There was a trend of increasing the achievement of indicators of critical thinking skills based on mathematical disposition in Problem Based Learning.
Penelitian ini bertujuan untuk mendeskripsikan kesulitan belajar yang dialami mahasiswa pada materi aplikasi integral untuk luas daerah dalam perspektif disposisi matematis. Penelitian ini menggunakan metode deskriptif eksploratif dengan instrumen skala, tes, dokumentasi, dan catatan lapangan. Data diambil dari 80 mahasiswa dari program studi S1 pendidikan matematika di sebuah universitas di Jawa Tengah. Hasil penelitian menunjukkan bahwa mahasiswa dengan disposisi matematis positif sedang dan tinggi memiliki jenis kesulitan yang sama yaitu (1) kesulitan dalam menggambar grafik, (2) kesulitan dalam menentukan daerah yang dicari luasnya, (3) kesulitan dalam menentukan batas integral, (4) kesulitan dalam menggunakan rumus integral, dan (5) kesulitan dalam memahami integral. Mahasiswa dengan disposisi matematis positif rendah selain mengalami kelima kesulitan tersebut, juga mengalami kesulitan dalam menghitung integral. Terdapat tren atau kecenderungan peningkatan persentase pada 2 jenis kesulitan, dan penurunan persentase pada 1 jenis kesulitan, sedangkan pada 3 jenis kesulitan yang lain bersifat fluktuatif.The purpose of this research was to described the learning difficulties experienced by students in integral application material for the area in the perspective of mathematical dispositions. This research used descriptive exploratory methods with scale, tests, documentation, and field notes instruments. Data was taken from 80 undergraduate students from the mathematics education study program at a university in Central Java. The results showed that students with moderate and high positive mathematical dispositions had the same types of difficulties, namely (1) difficulties in drawing graphics, (2) difficulties in determining the area to be searched for, (3) difficulties in determining integral boundaries, (4) difficulties in using integral formulas, and (5) difficulties in understanding integrals. Students with low positive mathematical dispositions in addition to experienced these five difficulties, also experienced difficulties in calculating integrals. There is a trend or tendency to increase percentage in 2 types of difficulties, and a decrease in percentage in 1 type of difficulty, while in 3 other types fluctuating.
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