This research aims to create an e-comic mathematics based on Science, Technology, Engineering, Arts, and Mathematics – Caring Community (STEAM-CC) concept as well as to know its effect on the students’ creative thinking ability. Creative thinking is heavily influenced by approaching the students’ during the teaching and learning process. Moreover, it can be done through conducting small group students as a medium to collaborate, learn, and care each other along Caring Community (CC) in Lesson Study for Learning Community (LSLC). This study was used mixed method, 4D development method by Thiagarajan and experimental researcch. The result of this study showed that the developed e-comic was valid according to the material and media experts, while STEAM-CC concept was effective and practical way by looking at the students were able to achieve the standard minimun score on the test and observation. This research also found that the media can effect the studens’ creative thinking ability.
Some studies state that mathematical ideas sometimes could be derived through a cultural-based habit or activities. This research was investigated how students are struggle in making sense three-dimensional shapes concepts by observing how Osing people doing a simple mathematical explanation in their celebrating annual festival called Tumpeng Sewu (Thousands of Tumpeng). Besides, as one of the dynamic software, GeoGebra software seems to be a great idea to be integrated into university-level geometry learning. To that end, a study was conducted to know how the Osing ways in making tumpeng to be collected and presented during the Tumpeng Sewu. Morover, it can help mathematics education students at University of Jember to do a better way in making sense of three-dimensional shapes concepts. After doing some research phases, the result of the statistical analysis shows the differences between pre-test and post-test score. In addition, a positive response related to the use of GeoGebra is achieved and the use of GeoGebra during geometry space learning can help in setting up effective geometry learning.
Penelitian ini bertujuan untuk mendeskripsikan profil pemecahan masalah SPLDV berdasarkan kemampuan metakognisi siswa ditinjau dari self regulated learning. Penelitian dilakukan di kelas VIII B SMP Negeri 1 Genteng yang terdiri dari 33 siswa. Instrumen yang digunakan terdiri dari angket self regulated learning, tes pemecahan masalah matematika, pedoman wawancara, dan lembar validasi. Subjek yang dipilih sebagai responden wawancara adalah 2 siswa dari setiap kategori self regulated learning yang memiliki perbedaan signifikan pada skor angket self regulated learning, skor tes, dan keakuratan jawaban pada tes pemecahan masalah matematika. Siswa dengan self regulated learning tinggi yakni N1 memiliki skor angket 129 dan skor tes 32, sedangkan N2 memiliki skor angket 127 dan skor tes 32. Siswa dengan self regulated learning sedang yakni N3 memiliki skor angket 108 dan skor tes 23, sedangkan N4 memiliki skor angket 97 dan skor tes 22. Siswa dengan self regulated learning rendah yakni N5 memiliki skor angket 69 dan skor tes 14, sedangkan N6 memiliki skor angket 56 dan skor tes 17. Berdasarkan hasil penelitian didapatkan kesimpulan yakni siswa dengan self regulated learning tinggi memenuhi ketiga indikator kemampuan metakognisi (perencanaan, pemantauan, dan evaluasi) yang ditunjukkan melalui pemecahan masalah menggunakan keempat tahapan Polya dengan baik dan benar. Siswa dengan self regulated learning sedang hanya memenuhi dua indikator kemampuan metakognisi (pemantauan dan evaluasi) yang ditunjukkan melalui pemecahan masalah menurut Polya yakni tahap melaksanakan rencana dan melihat kembali dilakukan dengan tepat, tahap memahami masalah dilakukan dengan kurang tepat, dan tahap membuat rencana tidak dilakukan. Siswa dengan self regulated learning rendah hanya memenuhi satu indikator kemampuan metakognisi (perencanaan) yang ditunjukkan melalui pemecahan masalah menurut Polya yakni tahap memahami masalah dilakukan dengan tepat, tahap melaksanakan rencana dan melihat kembali dilakukan dengan kurang tepat, dan tahap membuat rencana tidak dilakukan.
Kata kunci: pemecahan masalah, kemampuan metakognisi, self regulated learning
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