This paper discusses the effect of the Problem Based Learning model with the Metacognitive approach (PBLM) on achieving students mathematical resilience. This study also discusses the interaction between learning models with mathematical prior knowledge towards mathematical resilience abilities. This research is a quantitative study, with two classes as research subjects namely the experimental class and the control class. The research instrument uses a scale of mathematical resilience, interview guidelines, and observation sheets. Research findings obtained include: (1) the learning model used does not have a significant difference to the achievement of mathematical resilience, both overall and based on the mathematical prior knowledge (MPK) (2) the achievement of mathematical resilience abilities of students who get learning with PBLM learning models is not significantly better than students who get conventional learning as a whole or based on MPK, and (3) there is no effect of interaction between the learning model used with MPK on achieving students’ mathematical resilience abilities.
Belajar dan pembelajaran matematika merupakan bagian dari proses pendidikan di Indonesia. Pelaksanaan pembelajaran matematika, termasuk pada jenjang SMP, perlu memperhatikan landasan yuridis dan landasan filosofisnya.Undang-undang tentang pendidikan, peraturan pemerintah, dan permendikbud dapat dijadikan sebagai landasan yuridis. Sementara, apa itu matematika, apa itu pendidikan matematika, dan apa yang menjadi dasar pemikiran kurikulum dipandang sebagai landasan filosofis. Menyandarkan diri pada landasan yuridis dan filosofis belumlah cukup, karena dalam prosesnya terdapat arus globalisasi, isu lingkungan hidup, teknologi informasi dan komunikasi, perkembangan industri kreatif dan keanekaragaman budaya, serta perkembangan pendidikan internasional menjadi tantangan pembelajaran matematika SMP. Oleh karena itu, mengacu pada kurikulum 2013, kekayaan bangsa berupa keanekaragaman budaya dapat digunakan sebagai salah satu inovasi dalam proses pembelajaran matematika. Hal itu sangat memungkinkan memperhatikan kehadiran konsep Ethnomathematics dalam bidang pendidikan matematika saat ini.
ABSTRAKPenelitian ini bertujuan untuk mengetahui bagaimana untuk menghasilkan materi pembelajaran matematika problem possing berbasis komputer dan untuk mengetahui bagaimana kuantitas dan kualitas pertanyaan siswa dari masalah pendekatan problem possing berbasis komputer. Pertanyaan dan respon siswa dikumpulkan dari 35 siswa kelas satu SMA di Bandung. Data dianalisis dengan deskriptif dengan menggunakan rubrik Leung dan taksonomi Bloom. Untuk menghasilkan materi problem posing berbasis komputer, pertama, guru harus memilih konsep yang diharapkan dapat mengembangkan kemampuan siswa. Setelah itu, guru mencari konteks yang sesuai dengan konsep. Setelah konteks yang dipilih dan cocok tersebut, guru harus memilih software untuk melakukan ide dalam bentuk yang dinamis. Hasil penelitian ini menunjukkan bahwa dari 240 pertanyaan yang diberikan oleh siswa, hanya 35% yang masuk akal dan cukup masalah matematika. Dari 35% pertanyaan tersebut menunjukkan bahwa 75% siswa di tingkat pemahaman berdasarkan Bloom taksonomi. Dari 75% siswa yang merespon tersebut menunjukkan bahwa mereka senang terhadap materi yang menggunakan pendekatan problem possing matematika berbasis komputer. ABSTRACTThis study aims to know how to produce mathematics problem posing material based on computer and to know how the quantity and quality of students' question from mathematics problem posing based on computer. Students' questions and respond is collected from 35 first grade students of senior high school in Bandung. The data is analysed with descriptively by using Leung's rubric and Bloom taxonomy. To produce problem posing material based on computer, first, teacher must choose a concept that wish to be gifted to students. After that, the teacher searchs a context that according to the concept. After the context is selected and match with it, the teacher must choose a software to perform the idea in dynamic form. The result of this study shows that there is 240 questions that pose by students, only 35% is plausible and sufficient mathematics problem. From 35% questions, it shows that 75% students is in understanding level based on Bloom taxonomy. From the questioner, 75% students' respond shows that they are happy toward material presentation by mathematics problem posing approach based on computer.
This research is a study of Ethnomathematics. In this case, we view Ethnomathematics as an intersection between mathematics, mathematical modelling, and cultural anthropology. The purpose of this study is to determine the average height of <em>Bali Mula</em> ancestors communities in the area of Ancient Caldera Batur. We use exploration, observation, experimentation, documentation, and interviews method. In the initial stage of the study, we determine the relationship between the finger length index and the height body of <em>Bali Mula</em> male. The linear regression equation expresses the relationship, which is a length of the index finger as a predictor variable. Moreover, measure the pillars width of some houses <em>Saka Roras</em> and substituting it, we have the regression equation. Consequently, we estimate the average height of the <em>Bali Mula </em>ancestors in Kintamani area are 165 cm. Since it contains linier regression concepts, prediction the average height of <em>Bali Mula</em> ancestors from their traditional homes may be used as the context in mathematical (statistical) learning at school or university.
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