The abilities of the 21st century consist of critical thinking and problem solving, creativity and innovation, communication, and collaboration. To support the development of this capability, it is necessary to design a 21st century mathematics-based learning tool. Based on field observations, teachers have not been able to develop a learning tool that leads to this capability. This is due to the lack of knowledge of teachers in designing such learning. If a teacher understands and is able to design a mathematics lesson that leads to 21st century skills, then as a teacher they will be ready to apply it and, in the end 21st century skills for students will flourish. The research approach that will be used in this research is the development research with the aim of producing the product in the form of lesson plans, student worksheets and standard instruments that support the ability of the 21st century. The development model that will be used in this research is 4D development model which includes four stages: define, design, develop and disseminate. But developers only use three stages. The results show that based on the overall score that has been obtained from the testing process shows that the learning tool of mathematics is very good.
The purpose of this research is to know the profile or description about the quantitative literacy ability of the students of mathematics prpspective teacher at Universitas Sultan Ageng Tirtayasa semester V of academic year 2017/2018. Quantitative literature closely related with everyday life so that this ability is very important to be owned by students and the next generation of the nation. Prospective math teachers should be able to evaluate themselves about the ability of quantitative literacy so that when a teacher can transfer these abilities to his students. This research uses descriptive research. Quantitative literacy indicators used include interpretation, representation, calculation (counting), assumptions, application / analysis and communication. Furthermore, the category of quantitative literacy ability of candidates for mathematics students is categorized as being with a value of 68.82.
This research is motivated by rapid technological developments. More and more effort needs to be done in the utilization of technology results in learning. Teachers are expected to be able to use the tools provided from the school and not be covered by tools that are compatible with the development and turn of the times. Besides being able to use the tools available, teachers can also be used to create media that will be used as an available medium. One of the media used is interactive, in addition to junior high school students using tutorials to make it easier to use. The purpose of this research is to develop interactive learning in junior high school mathematics. The research was conducted in accordance with the research and development procedures consisting of: 1) preliminary study, 2) research planning, 3) development design, 4) preliminary field testing, 5) initial reference trial. In the preliminary stage of the field test, interactive teaching materials was validated by mathematicians, educational experts and multimedia specialists to assess the validity level of the product, which states that it is highly valid. In addition, limited tests were conducted on nine students to see the feasibility response that the results declared feasible, meaning interactive teaching materials learning math tutorial interesting to learn or use.
Tujuan utama penelitian ini adalah untuk mengetahui perbandingan model pembelajaran problem posing tipe post solution posing dengan model pembelajaran cooperative tipe berkirim salam dan soal terhadap kemampuan pemecahan masalah matematis siswa. Penelitian menggunakan metode pre eksperimental design dengan desain penelitian berbentuk matching pretestt-posttest comparison group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMPN 5 Cilegon. Pengambilan sampel menggunakan teknik purposive sampling sehingga diperoleh dua kelas eksperimen. Metode penelitian ini melibatkan dua kelas eksperimen dengan dua perlakuan berbeda yakni kelas eksperimen 1 menggunakan model pembelajaran problem posing tipe post solution posing dan kelas eksperimen 2 menggunakan model pembelajaran cooperative tipe berkirim salam dan soal. Instrumen yang digunakan yakni tes kemampuan pemecahan masalah matematis. Hasil penelitian menyimpulkan bahwa: (1) Peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran problem posing tipe post solution posing lebih baik daripada siswa yang mendapatkan model pembelajaran cooperative tipe berkirim salam dan soal; (2) Pencapaian kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran problem posing tipe post solution posing lebih baik daripada siswa yang mendapatkan model pembelajaran cooperative tipe berkirim salam dan soal. Kata Kunci : Post Solution Posing, Cooperative tipe Berkirim Salam dan Soal, Kemampuan Pemecahan Masalah Matematis.
This research is motivated by the poor performance of students in particular mathematical power. One reason is that learning tends to be centered on teachers who emphasize the procedural process, mechanistic task and less provide opportunities for students to develop the ability to think mathematically. In terms of learning, each individual has their advantages and disadvantages to absorb the lessons given. But in the world of education is now known various methods in order to meet the demands of individual differences, one of which is STIFIn to determine the dominance of machine intelligence to make students more comfortable in the learning process that is expected to enhance the mathematical power. This research approach is qualitative descriptive that seeks to analyze the characteristics of students' mathematical power in terms of STIFIn. This research was conducted in SMAN 2 Kota Serang, with research subjects are five students of eleven grade derived from each type STIFIn different categories according to STIFIn. Instruments in this study are mathematical power test and interview. The results showed that mathematical power of Thinking and Sensing type has higher than the other type, followed by the type Feeling, Intuiting and the last is the type of Instinct. Keywords: mathematical power, STIFIn AbstrakPenelitian ini dilatarbelakangi oleh rendahnya prestasi siswa terutama dalam penguasaan matematika. Salah satu alasannya adalah bahwa pembelajaran cenderung berpusat pada guru yang menekankan proses prosedural, tugas mekanistik dan kurang memberikan kesempatan bagi siswa untuk mengembangkan kemampuan berpikir matematis. Dalam hal belajar, setiap individu memiliki kelebihan dan kekurangan mereka untuk menyerap pelajaran yang diberikan. Namun, dalam dunia pendidikan saat ini sudah dikenal berbagai metode untuk memenuhi tuntutan perbedaan individu, salah satunya adalah STIFIn yaitu metode untuk menentukan dominasi kecerdasan mesin untuk membuat siswa lebih nyaman dalam proses pembelajaran sehingga diharapkan dapat meningkatkan daya matematis siswa. Pendekatan penelitian ini adalah deskriptif kualitatif yang bertujuan untuk menganalisis karakteristik daya matematis siswa ditinjau dari tes STIFIn. Penelitian ini dilakukan di SMAN 2 Kota Serang, dengan subjek penelitian adalah lima siswa dari sebelas kelas yang berasal dari masing-masing jenis STIFIn kategori yang berbeda sesuai dengan STIFIn. Instrumen dalam penelitian ini adalah tes daya matematis siswa dan wawancara. Hasil penelitian menunjukkan bahwa daya matematis tipe Thinking dan Sensing memiliki skor yang lebih tinggi daripada tipe lainnya, kemudian diikuti oleh tipe Feeling, Intuiting dan yang terakhir adalah tipe Instinct.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.