<p><strong>Abstract:</strong> This study aims to determine the effectiveness of the use of comics as a media in mathematics learning. This research was conducted in home schooling "Sekolah Dolan" Malang with research subjects is students of class VII. The data collection of this study uses questionnaire about media selection, questionnaires about student response and unstructured interviews. The percentage of the results media selection questionnaire obtained as much as 55% of students chose to use comics as learning media and the percentage of student responses questionnaires obtained 88.58% responses of students are positive to use comics. Based on the assessment category, it was concluded that comics were effectively used as learning media. This is because comics contain many colors and images and when changing learning material into comics, the material will become easier because the material is delivered in the daily conversation.</p><strong>Abstrak:<em> </em></strong>Penelitian ini bertujuan untuk mengetahui efektivitas pemanfaatan komik sebagai media dalam pembelajaran Matematika. Penelitian ini dilakukan di <em>Homeschooling </em>“Sekolah Dolan” Malang dengan subjek penelitian siswa kelas VII. Pengumpulan data penelitian ini menggunakan angket pemilihan media, angket respon siswa dan wawancara tidak terstruktur. Persentase hasil data angket pemilihan media diperoleh sebanyak 55% siswa memilih menggunakan komik sebagai media pembelajaran dan persentase hasil angket respon siswa diperoleh 88,58% respons siswa positif terhadap penggunaan komik. Berdasarkan kategori penilaian, maka disimpulkan bahwa komik efektif digunakan sebagai media pembelajaran. Hal tersebut dikarenakan komik memuat banyak warna dan gambar serta apabila mengubah materi pembelajaran ke dalam komik, maka materi akan menjadi lebih mudah karena materi disampaikan dalam bentuk percakapan sehari-hari.
Whether one engages in truth-seeking and whether he or she is open-minded are indicative of his or her critical behavior when responding to problems at hand. This research sought to determine the behavioural tendencies of pre-service mathematics teachers in the solution of non-routine problems based on the indicators of truth-seeking and open-mindedness. It was qualitative in nature, with an exploratory descriptive methodology. The participants in the research comprised of 15 pre-service mathematics teachers. The data were collected through tests, direct observation, and interviews. To guarantee the validity and reliability of the research, the triangulation technique was used. It entailed comparing the direct observation results with the results of the test and the interviews. The findings and conclusions were reached and the results indicated that all the pre-service mathematics teachers had not yet attained critical thinking dispositions pertinent to truth-seeking. The participants did not investigate the truth behind the information provided, and they tended to answer questions directly.
The Mathematics students who perform truth-seeking process upon solving mathematical problems were unique. Therefore, the study deems it necessary to know students’ mental structure and mechanism so that they can make the right decision by performing truth-seeking. However, no research has delved into the mental structures and mechanisms of Mathematics students, who tend to grapple with truth-seeking processes extensively. This study was explorative qualitative because the aims to describe the types of mental structure and mechanism of Mathematics students upon the truth-seeking process in solving mathematical problems. The research subjects are four Mathematics students at the University of Jember who perform truth-seeking and can communicate fluently when performing think-aloud. Their responses in the answer sheets drove the determination of research subjects' tendency in truth-seeking. Afterward, the results of think-aloud and task-based interview were put under analysis, so as to determine the types of mental structure and mechanism. The research findings have indicated that (1) all mental structures have been constructed by all research subjects and (2) two types of mental mechanism are evident among the subjects, including the process of interiorization coupled with coordination and another process encompassing interiorization, coordination, and reversal.
<pre><strong>Abstract:</strong> The aim of the study was to describe the process of reasoning analogy of students impulsive in solving problems in constructing build arches. This type of research is a qualitative descriptive study using Sternberg's stage. The subjects in this study were three students of class X. The instruments used were MFFT, TKM, TPABRSL, and interview guidelines. The results of indicate that impulsive students are highly capable and are able to pass the encoding and inferring stages. However, students who are capable are not doing the mapping and applying stages correctly. Whereas low-ability impulsive students cannot pass all stages. </pre><strong>Abstrak:</strong><em> </em>Tujuan penelitian adalah menggambarkan proses penalaran analogi siswa impulsif dalam memecahkan masalah bangun ruang sisi lengkung. Jenis penelitian ini merupakan penelitian deskriptif kualitatif dengan menggunakan tahapan penalaran analogi menurut Sternberg. Subjek dalam penelitian ini adalah tiga siswa kelas X. Instrumen yang digunakan adalah tes MFFT, tes kemampuan matematika, tes penalaran analogi bangun ruang sisi lengkung (TPABRSL) dan pedoman wawancara. Hasil dari TPABRSL menunjukkan bahwa siswa impulsif berkemampuan tinggi dan sedang mampu melewati tahap <em>encoding dan inferring</em>. Akan tetapi, siswa berkemampuan sedang tidak melakukan tahap <em>mapping</em> dan tahap <em>applying </em>dengan benar, sedangkan siswa impulsif berkemampuan rendah tidak mampu melewati seluruh tahapan.
This descriptive study aims to describe how reflective students solving the linear programming related problems. The data were gathered from cognitive style test called Matching Familiar Figure Test (MFFT), linear programming problem solving test and interview. The participants were 22 students in a senior high school located in Pangkalan Banteng, Indonesia. From the MFFT test, it was found that 7 students were having reflective cognitive style, 8 students were having impulsive cognitive style, 4 students were having fast accurate cognitive style and 3 students were having slow inaccurate cognitive style. From those, two students with reflective cognitive styles were chosen as the subject of the study. The data were analyzed qualitatively using descriptive method. The results showed that the reflective students start to solve the problem in Understanding the Problem step by gathering information served in table. Devising a Plan step was done by explaining the steps will be executed, translating problem to the mathematical models and identify the problems to determine the objective function. Carrying Out the Plan step was done by selecting points to draw the graph, area of solution, calculating the intersection point, testing the objective function in each vertex and concluding the optimum value. Looking back was done by checking each step they performed previously.
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