This research aimed at: 1) analyzing the students’ difficulty on solving mathematic open-ended problems, 2) analyzing the implementation of conducted mathematic’s learning. Subjects of the study was the whole grade VIII A8 students in SMP Negeri 1 Singaraja with the total number was 28 students. The data collection methods used in this research were observation, test, and interview. The technique of data analysis in this study made use qualitative descriptive analysis that was to analyze and describe every problem and difficulty that students faced when solving mathematic open-ended problems. The results from the test, interview, and observation analysis showed that the students’ difficulty on solving mathematic open-ended problems are:1) the students’ lack of ability on understanding mathematic open-ended problems, 2)the students had poor reasoning ability in which the students usually is a non-effective reasoning, 3) the stdudents’lack of representation ability and real thinking ability on solving the problems so that the students cannot find the best method to solve the problems. The researcher’s advise is that the mathematic teachers have to point on conceptual understanding and thinking ability development when teaching mathematics subject on classes.
Mathematics learning in the era of 4.0 must be oriented to the aspects of higher-order thinking skills that important for any mathematics subject including discrete mathematics. The online learning caused Covid-19 pandemic influence many aspects of mathematics learning and skills. The purpose of this study was to analyse students’ higher-order thinking skills in the discrete mathematics subject during COVID-19 Pandemic using Two-Tier Multiple Choice (TTMC) instrument. This research was conducted from March to May 2020. Subjects in this study were 11 students of class IIB of Mathematics Education Study Program Universitas Mahasaraswati Denpasar. This study used descriptive analysis techniques. Data collected through tests, interviews, observations, and documentation. The results of the data analysis showed that the higher-order thinking skills percentage of students with very low categories of 18.18%, low 36.36% and moderate 45.45%. Online learning due to COVID-19 Pandemic also causes the difficulties for students to do group discussion as well as the decrease in student motivation. In contrast, students are more familiar with discrete mathematics concepts in their environment such as graph concepts and can use internet facilities in learning more effectively. Some solutions for the problems occurred are: 1) Using interactive learning, 2) Using Project-Based learning (PBL), 3) Discussing current trends in learning, 4) Demonstrating assertiveness, and establishing learning rules, and 5) Supporting students to get better internet facilities.
How do Digital Native Students Responses to Balinese EthnomathematicsProblems? Objectives: This study determines digital native students' responses to ethnomathematical problems in Balinese culture. Methods: This study uses descriptive analysis techniques. The subjects were 42 students of class VIII.1 and VIII.5 SMP Widiatmika. Data was collected through questionnaires, tests, and interviews. The student response questionnaire consists of 3 aspects, namely familiar or not familiar, appropriate or not appropriate, and interested or not interested. The responses data the percentage of positive and negative responses is then calculated. Findings: The results showed that only 16.67% of students are familiar with Balinese ethnomathematics problems, 95.24% of students considered that the ethnomathematics was appropriate in learning mathematics, and 90.48% of students are interested in ethnomathematics. Conclusion: It was found that digital native students tend to give a positive response but are unable to understand Balinese ethnomathematics. From these findings, Future learning is expected to become a culture and technology-based learning.
Tujuan penelitian ini adalah untuk mengetahui (1) pengaruh metaphorical thinking skills terhadap kemampuan pemecahan masalah matematika, (2) pengaruh gaya belajar terhadap kemampuan pemecahan masalah matematika siswa, dan (3) pengaruh secara simultan kemandirian terhadap kemampuan pemecahan masalah matematika siswa. Populasi berjumlah 335 orang dengan sampel sejumlah 81 orang. Data mengenai metaphorical thinking skills, gaya belajar, dan kemampuan pemecahan masalah siswa dikumpulkan dengan angket dan tes uraian. Uji hipotesis dilakukan dengan analisis regresi sederhana dan berganda dengan taraf signifikansi 0,05. Hasil penelitian ini menunjukkan bahwa: (1) terdapat pengaruh yang signifikan antara metaphorical thinking skills terhadap kemampuan pemecahan masalah matematika siswa, hasil uji determinasi menunjukkan sumbangan relatif kemandirian terhadap kemampuan pemecahan masalah matematika siswa sebesar 68,3% dengan atau 13,041>1,990, (2) terdapat pengaruh yang signifikan antara metaphorical thinking skills terhadap kemampuan pemecahan masalah matematika siswa, hasil uji determinasi menunjukkan sumbangan relatif gaya belajar terhadap kemampuan pemecahan masalah matematika siswa sebesar 48,8% dengan atau 8,677>1,990, dan (3) terdapat pengaruh simultan antara metaphorical thinking skills dan gaya belajar terhadap kemampuan pemecahan masaah matematika siswa, hasil uji determinasi menunjukkan sumbangan relatif sebesar 75,2% dengan atau 118,46 > 3,11. Kata kunci: metaphorical thinking skills, gaya belajar, kemampuan pemecahan masalah matematika
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