AbstrakPenelitian ini bertujuan untuk memperoleh deskripsi tentang kemampuan pemecahan masalah siswa pada pembelajaran matematika menggunakan strategi abduktif-deduktif. Penelitian ini merupakan penelitian jenis deskriptif dengan subjek penelitian yaitu siswa kelas X SMA Negeri 1 Indralaya Utara yang berjumlah 30 orang. Proses pembelajaran berlangsung sesuai dengan karakteristik dan langkah-langkah pembelajaran dengan strategi abduktif-deduktif. Teknik pengumpulan data yang digunakan adalah tes tertulis yang terdiri atas tiga soal. Berdasarkan hasil penelitian, diperoleh hasil kemampuan pemecahan masalah siswa menggunakan pembelajaran dengan strategi abduktif-deduktif di kelas X SMA Negeri 1 Indralaya Utara adalah cukup dengan rincian sebagai berikut : siswa yang memiliki kemampuan pemecahan masalah sangat baik adalah sebanyak 2 orang atau persentase sebesar 6,67%, siswa yang memiliki kemampuan pemecahan masalah baik adalah sebanyak 12 orang atau persentase sebesar siswa yang 40%, siswa yang memiliki kemampuan pemecahan masalah cukup adalah sebanyak 11 orang atau persentase sebesar 36,67%, siswa yang memiliki kemampuan pemecahan masalah kurang adalah sebanyak 5 orang atau persentase sebesar 16,66%. Adapun aspek memahami masalah memiliki kemunculan aspek tertinggi yaitu sebesar 89,63%, kemunculan aspek merencanakan penyelesaian adalah sebesar 63,7%, kemunculan aspek menyelesaikan perencanaan adalah 45,56%, dan aspek mengecek kembali memiliki kemunculan terendah yaitu sebesar 16,11%. Kata kunci: kemampuan pemecahan masalah, matematika, strategi abduktif-deduktif AbstractThis research is aimed to describe students' problem solving skill in mathematics learning using abductive-deductive strategy. This research is descriptive research with 30 students of X.3 class at SMAN 1 Indralaya Utara as the subject. Learning process accords to characteristic and steps of abductive-deductive strategy in mathematics learning. The technique for collecting data is a test which includes of three problems. According to the results of research, it is obtained that representation of students' problem solving skill in mathematics learning using abductive-deductive strategy on X.3 class at SMAN 1 Indralaya Utara is medium with these details: 2 students have very high problem solving skill or the percentage is 6,67%, 12 students have high problem solving skill or the percentage is 40%, 11 students have medium problem solving skill or the percentage 36,67%, and 5 students have low problem solving skill or the percentage is 16,67% and 0% or nothing who have problem solving skill with category very low. Furthermore, the understanding problem indicator has the highest percentage at 89,63%. Indicator of making a plan has the percentage at 63,7%, indicator of carrying out the plan has the percentage at 45,56%, and the looking back indicator has the lowest percentage at 16,11%.
AbstrakPenelitian ini bertujuan untuk menghasilkan buku siswa materi jarak pada ruang dimensi tiga berbasis Science, Technology, Engineering, and Mathematics (STEM) ProblemBased Learning yang valid dan praktis serta untuk mengetahui efek potensial dari buku siswa tersebut. Penelitian ini merupakan jenis penelitian kualitatif dengan metode Desain Research. Subjek penelitian yaitu siswa kelas X MIA 4 SMA Negeri 19 Palembang yang berjumlah 44 orang. Tahapan penelitian yang dilakukan meliputi tahap persiapan, tahap formative evaluation terdiri dari self evaluation, pengembangan, dan field test. Teknik pengumpulan data yang digunakan adalah walktrough, dokumen, observasi, dan tes tulis. Berdasarkan hasil penelitian, diperoleh hasil buku siswa materi jarak pada ruang dimensi tiga berbasis STEM Problem-Based Learning yang valid berdasarkan konten, konstruk, dan bahasa setelah melalui tahap pengembangan berupa expert review dan one-to-one. Kepraktisan buku siswa dilihat pada tahap pengembangan small group. Efek potensial dari buku siswa yang dikembangkan dilihat dari hasil tes tulis setelah proses pembelajaran, dari 41 orang siswa diperoleh sebanyak siswa yang sudah mencapai KKM. Hal ini menunjukkan bahwa buku siswa berbasis STEM Problem-based Learning dapat digunakan dalam pembelajaran jarak pada ruang dimensi tiga.Kata kunci: Jarak, Ruang Dimensi Tiga, Pengembangan Bahan Ajar, Science, Technology, Engineering, and Mathematics (STEM) Problem-Based Learning Abstract This aim of this research is to produce a valid and practical teaching material on the matter 3-dimensional-space based Science, Technology, Engineering, and Mathematics (STEM) Problem-Based Learning and to know the potential effect from it. This research is qualitative with Design Research method. The subject in this research is 44 students form X MIA 4 SMA Negeri 19 Palembang. The stage of this research is preparation, formative evaluation consist of self evaluation, development, and field test. The data collection techniques are walktrough, documen, observation, and test. Based on this result, it has gained a valid teaching material on the matter 3-dimensional-space based Science, Technology, Engineering, and Mathematics (STEM) Problem-Based Learning in its content, construct, and language after passing the expert review and one-to-one stage. The practicabillity of this teaching material is looked from small group development stage. The potential effect from this teaching material is looked from the test result after learning process. The result of the test percentage is at 54% have reached the Minimal Complete Criteria. It shows that students's book based STEM Problem-based Learning can be used in learning of distance in 3-Dimensional-Space lesson.
Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mengetahui dan mendeskripsikan kesalahan siswa dalam menyelesaikan soal olimpiade SMP konten aljabar. Jenis penelitian yang digunakan adalah studi kasus. Subjek penelitian adalah perwakilan siswa kelas IX SMP Negeri 1 Palembang dengan jumlah siswa 22 orang. Teknik pengumpulan data pada penelitian adalah tes tertulis dan wawancara. Analisis data tes dan wawancara mengikuti prosedur Newman Error Analysis. Hasil penelitian menunjukkan bahwa kesalahan-kesalahan yang dilakukan siswa dalam menyelesaikan soal olimpiade SMP konten aljabar terdiri dari kesalahan dalam memahami soal, kesalahan dalam transformasi meliputi penggunaan rumus atau prosedur tidak relevan dan tidak mengetahui prosedur yang digunakan, dan kesalahan dalam proses perhitungan meliputi kesalahan menggeneralisasi pola ke bentuk umum dan tidak menyelesaikan prosedur penyelesaian. Students’ error in solving junior high school Olympiad problem on algebra content AbstractThis research is a qualitative descriptive research that aims to find out and to describe the students’ error in solving junior high school Olympiad on algebra content. Type of this research is case study. The subjects of the study were the students of class IX SMP Negeri 1 Palembang with 22 students. Data collection techniques in this research are written tests and interviews. Analysis of test and interview data follows Newman Error Analysis procedure. The results of the research show that the students’ error in solving junior high school problem on algebra content consist of errors in understanding the problem, error in transformation error includes the use of irrelevant formulas or procedures and do not know the procedures used, and errors in the calculation process include errors generalize patterns to the general form and did not complete the settlement procedure
Higher order thinking skills have become one of the main focuses in learning mathematics based on Indonesia curriculum currently. One of the teacher’s efforts to help students to develop higher order thinking skills is to provide questions like PISA questions. This is because PISA is a test of students’ abilities on an international scale, which also serves as a benchmark for the mathematical abilities of Indonesian students. This study is a descriptive type qualitative study. It purposed to describe students’ mathematical ability especially related to their higher order thinking skills in solving tasks like PISA tasks. Six secondary students consisting of 3 boys and 3 girls with different type of mathematical abilities were involved as research subject. Data were gathered through observation, interview, and documents such as students’ worksheets and they were analyzed qualitatively. The result showed that the most dominant skill appeared among analyzing, evaluating, and creating skills is analyzing skill. Although students sometimes made mistakes in determining final answers, they indicated trying to develop their skills by solving problem categorized as analyzing, evaluating or creating problem.
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