In the 21st century, students are required to master the three skills, namely the quality of character, competence, and literacy. In order these skills to be achieved, the ability to think and reason is needed. One of literacy that closely related to the ability to thinks and reason is numeracy literacy. This research was conducted with the title: "Ability of Class VIII Junior High School Students in solving numeracy literacy questions". This research was conducted at St. Josef Freinadementz Junior High School, Kota District, Southwest Sumba Regency. The aim is to describe students' abilities in solving numeracy literacy problems. This research includes descriptive qualitative research, and it was carried out from July 2021 to September 2021 at SMP St. Josef Freinadementz, City District, Southwest Sumba Regency. The research subjects were 15 students of class VIII. Data were collected through numeracy literacy skills tests and interviews. The results showed that 73.3% of students were in the very poor category and 26.7% were in the less category, so it can be concluded that in general the students' ability in solving numeracy literacy questions is still low.
This study aims to determine: (1) school readiness and response to the 2013 curriculum, (2) the effectiveness of the 2013 curriculum implementation on school development, (3) the supporting and inhibiting factors for the implementation of the 2013 curriculum in physics learning, and (4) Implementation of process standards and curriculum evaluation standards for 2013. This research is a qualitative descriptive study. The research subjects were Physics Teachers, Mathematics Teachers, and Indonesian Teachers. Research data was collected by conducting in-depth interviews. The results of the study show that: 1) the principal and teacher state the readiness for the implementation of the 2013 curriculum. 2) the application of the 2013 curriculum influences the efforts of schools to develop schools through increasing teacher human resources, providing supporting facilities and infrastructure and learning facilities; 3) supporting factors for the implementation of the 2013 curriculum are the availability of adequate teacher resources, the availability of adequate supporting facilities and infrastructure, the support of parents and the government, and the willingness of students. Meanwhile, the inhibiting factors are minimal learning media, limited student books, limited educational staff, readiness and teacher thinking methods that still use old learning patterns; 4) teachers have difficulty implementing scientific approach based learning due to lack of student enthusiasm, minimal learning media, limited laboratory and library facilities and infrastructure, for aspects of assessment teachers experience difficulties with the number of items and forms of assessment.Keywords: 2013 curriculum; School Readiness; School Development
[Title: The Level of Thinking Ability of Students with Metacognitive-Discursive Approaches and Conventional Approaches]. This paper discusses the different levels of thinking ability of students in the classroom using metacognitive-discursive and conventional approaches in SMPK St. Aloysius Weetebula. PISA is one of the tests that measure the level of critical thinking skills. The low PISA results of Indonesian students are caused by the weak ability to solve high-level problem problems, the evaluation system in Indonesia that still uses low-level questions, and students are accustomed to obtaining and using formal mathematical knowledge in class. One way to overcome this problem is STKIP Weetebula in collaboration with German misereor to improve the quality of education on the island of Sumba. To achieve this goal, an entrance test was conducted for all 7th-grade students of Aloysius Middle School in 2014 and 2017. In some exercises, there were very high score differences. From this exercise, one of the problems with the highest difference is a fraction. This research is an interpretative study through the analysis of student answers based on theory and descriptive analysis to measure differences in scores obtained by two groups of students. Research results in class with metacognitive-discursive approach 17 (89.47%) answered correctly and 2 (10.53%) of 19 students answered incorrectly, while in class with conventional approach 3 (2.59%) of 116 students answered correctly and 113 (97.41%) of 116 students answered incorrectly. Based on the results of this study concluded that students in the classroom with a metacognitive-discursive approach to learning more than students in other.
[Title: Analysis of Student Answers on Mixed Calculation Operations Through the Implementation of Metacognitive-Discursive Approach] Mixed calculation operations are one of the important topics in mathematics but there are still many students who have difficulty performing mixed calculation operations and are unable to give the right reasons. This research aims to determine the effect of the use of teaching materials that have been designed by didactic mathematicians and have been tested in several schools using a metacognitive-discursive approach. This study was a design study which consisted of 3 phases: the preparation and design phase, the teaching experiment phase, the retrospective analysis phase with the research subjects of 31 students. The results showed that students were able to (1) add and subtract integers, (2) work on a compound calculation operation, and (3) learn the method of saving parentheses from a compound calculation operation. Based on these results it can be concluded that through metacognitive-discursive students can understand mixed calculation operations.
For the goal of raising the mathematical performance of students, the quality of teaching has to be improved in the direction that critical thinking and a step-by-step controllable argumentation have to be established. Metacognitive activities of teachers and students can support this. The goal of the design research presented in this paper is to show how metacognitive activities in classroom discussions can be fostered and the mechanisms can be uncovered. For this purpose, on the one hand, a new learning environment - designed for learning addition and subtraction of integers in grade four – has been created. On the other hand, the teacher and the students have been consequently educated to practice new behavior during the lessons. This pilot study is carried out in Sumba, in a regular class, grade four, consisting of 28 students. The lessons had been video graphed; selected pieces of the public discussions have been transcribed. Teacher’s and learners’ utterances and their interplay have been classified using a particular coding system developed for those purposes. The pattern of classifications has been the basis for interpreting the metacognitive-discursive learning culture. One result of the study is that students even in grade four accept such a learning environment; they practice inventing and analyzing strategies in this field of algebra as it would be a game with step-by-step controllable argumentations. After that, an astonishingly short time of educating students to practice metacognitive activities, both in oral discussions as well as in written answers to relevant formulated questions.
Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa dalam menyelesaikan soal bilangan berpangkat dan bentuk akar. Metode penelitian yang digunakan dalam penelitian ini yaitu metode penelitian kualitatif. Subjek dalam penelitian ini adalah seluruh siswa kelas IXA SMP Negeri 3 Kota Tambolaka dengan jumlah 35 siswa, dan subjek yang mendapat tindakan/treatment lebih lanjut yaitu 6 subjek, keenam subjek ini dipilih berdasarkan Kemampuan Awal Matematika kategori tinggi, kategori sedang dan kategori rendah. Masing-masing kategori dipilih 2 subjek yang akan mewakili 35 siswa tersebut. Jenis data yang dikumpulkan berupa data kualitatif yaitu hasil tes kemampuan berpikir kritis dan hasil wawancara. Data dianalisis berdasarkan indikator berpikir kritis yang telah ditetapkan oleh peneliti yang meliputi klarifikasi, assesmen penarikan kesimpulan, strategi dan taktik. Analisa data yang dilakukan melalui tahapan yaitu reduksi data, penyajian data dan verifikasi. Hasil analisis data diperoleh 11% siswa termasuk dalam kategori tinggi dengan kemampuan merinci pokok-pokok permasalahan, menggunakan rumus dengan benar dan tepat dalam menyelesaikan soal dan membuat kesimpulan dari jawabannya. 26% siswa termasuk dalam kategori sedang dengan kemampuan merinci pokok-pokok permasalahan, mampu menggunakan rumus dengan tepat dan benar. Sedangkan 63% termasuk dalam kategori rendah karena hanya mampu merinci pokok-pokok permasalahan. Dari hasil tersebut menunjukan bahwa kemampuan berpikir kritis siwa masih tergolong rendah.Kata kunci: Kemampuan Berpikir Kritis Matematis Siswa, Bilangan Berpangkat dan Bentuk Akar
Penelitian ini menggunakan pendekatan kualitatif dan jenis penelitian yang dilakukan adalah deskriptif. Tujuan dilakukan penelitian ini untuk mengetahui jenis kesalahan siswa kesalahan siswa SMPK St. Gerardus Mayella Kalembu Weri dalam menyelesaikan soal aritmetika sosial. Dari 21 siswa kelas VII-A diambil 6 siswa sebagai subjek penelitian. Instrumen tes yang digunakan berbentuk uraian dengan 3 butir soal. Dari 6 subjek dapat disimpulkan bahwa dapat melakukan kesalahan berdasarkan prosedur Newman. Berdasarkan hasil persentase diperoleh data untuk kesalahan membaca dan memahami masalah 55%, kesalahan dalam transformasi 53%, kesalahan dalam keterampilan proses 55%, dan kesalahan dalam penulisan jawaban akhir 61%.Kata kunci : Tipe Kesalahan Siswa, Analisis Kesalahan Newman, Aritmetika Sosial.
[Title: The Application of Problem Based Learning (PBL) Models to Linear Program Materials to Improve Student Learning Outcomes]. This research is a classroom action research that aims to improve the learning outcomes of linear programs through the application of the problem based learning model of class XII students of SMA N 1 Wewewa Utara in the odd semester of the academic year 2017/2018 with 36 students. Cycle I was held for 5 meetings and Cycle II was carried out for 4 meetings including the giving of the final test of Cycle I and Cycle II. Data retrieval is done using learning outcomes tests and observation sheets. The collected data were analyzed using quantitative and qualitative analysis. The results of this study indicate that (1) the value of classical completeness of learning outcomes of students of class XII IPA of SMA N. 1 Wewewa Utara at the end of the first cycle test was 61.11% with sufficient categories while the value of classical completeness of student learning outcomes in cycle II was 83.3% with a very good category and (2) The learning outcomes of students of class XII Natural Sciences at SMAN 1 North Wewewa in cycle I to Cycle II increased by 22.19% through the application of the problem based learning model.
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