The purpose of this experiment was to comprehensively examine whether innovative Brain-Based Learning and Treffinger learning was effective for developing mathematical creative thinking ability at junior high school. The research design was a quasi-experimental non-equivalent control-group design. The population was all grade VIII students at Junior High School in the 2019/2020 school year. The samples were two classes determined by a randomized class. Data collection techniques with tests. Data analysis were using the z-test and the t-test. The results of this study were the percentage of students in the class that applied the Treffinger learning achieved classical completeness and the mean of creative thinking ability of students in the class that applied the Treffinger learning was more than the mean mathematical creative thinking ability of students in the class that applied Problem-Based Learning. The percentage of students in the Brain-Based Learning class achieved classical completeness and the mean mathematical creative thinking ability of students with Brain-Based Learning was higher than the students with Problem-Based Learning. There is no significant mean difference between the students’ mathematical creative thinking ability in the class that apply Brain-Based Learning and Treffinger learning. This research concludes that innovative learning Brain-Based Learning and Treffinger learning is effective for developing mathematical creative thinking ability at junior high school.
Mathematics proof plays an important role in learning the abstract algebra included group theory. The aim of this study was to describe the mental structures that might take place when FI students were learning the concept of group theory through APOS-based learning. This study was a descriptive qualitative. The participants of this study were eight (8) undergraduate students who were taking Introduction to Algebraic Structure 1, included group theory, at Universitas Negeri Semarang. Each of low and medium level of initial proof ability consisted of 3 participants, while high level of initial proof ability consisted of 2 participants. There were two instruments used to gather data: written examination in the course and a set of interview. The participants with low level of initial proof ability tended to construct the mental structure of Object for a set, did not construct the mental stucture of Object for the binary operation and the axioms of group. The participants with medium level of initial proof ability constructed the mental structure of object for a set, tended to construct Object for the binary operation, the axioms of group, and tended to construct the scheme of group. The participants with high level of initial proof ability constructed mental structure of Object for a set, has not fully constructed the mental structure of Object for the binary operation and for the axioms of group yet, as well as has not fully constructed the scheme of group.
Matematika adalah salah satu ilmu dasar yang diajarkan sejak sekolah dasar yang menekankan pada pemahaman konsep. Penggunaan media pembelajaran yang tepat adalah salah satu cara untuk menanamkan pemahaman konsep pada siswa. Tujuan kegiatan pengabdian yang dilaksanakan adalah memberikan pengetahuan dan memotivasi para guru Sekolah Dasar YPII Cabang Semarang untuk mengembangkan keterampilan dan kreatifitas dalam membuat media pembelajaran dengan menggunakan teknologi komputer. Metode yang digunakan untuk merealisasikan tujuan adalah dengan pelaksanaan ceramah dan demonstrasi berisi pelatihan dan simulasi, pendampingan dan workshop untuk membantu guru membuat media pembelajaran menggunakan bantuan computer serta pemberian penugasan di akhir kegiatan. Pada akhir kegiatan setiap guru menghasilkan sebuah produk media pembelajaran. Hasil yang diperoleh dari kegiatan ini adalah para guru merasakan manfaat kegiatan, memperoleh pengetahun baru, dapat membuat media pembelajaran sederhana dengan menggunakan bantuan komputer dan merasa tertantang untuk terus mengembangkan kemampuannya untuk memanfaatkan media komputer dalam membuat media pembelajaran
Teaching and learning deductive proof is one of the most important goals in mathematics education. According to the APOS theory, learning a concept is facilitated when students have constructed an adequate APOS mental structure for the concep. There are characteristics differences between field-dependent and field-independent students in responding to tasks to construct proofs. The purpose of this study was to analyze the coherence of the group scheme constructed by students with the high initial ability based on cognitive style to construct  proofs. This study was a qualitative. The research subjects were determined by the purposive sampling. Data collection using test and in-depth interviews. The credibility of data was carried out using triangulation. Data analysis used Miles and Huberman's model. The results showed that the FI and FN Subjects had thematized the group scheme and were coherent, while the FD Subject had thematized the group scheme but was not coherent.Pengajaran dan pembelajaran bukti deduktif dalam matematika merupakan salah satu tujuan terpenting dalam pendidikan matematika. Menurut teori APOS (Aksi, Proses, Objek, Skema), belajar suatu konsep terfasilitasi apabila siswa telah mengkonstruksi struktur mental APOS yang memadai untuk konsep tersebut. Ditinjau dari gaya kognitifnya, ada perbedaan karakteristik antara mahasiswa field-dependent dan field-independent dalam merespon tugas yang memerlukan kemampuan mengkonstruksi bukti. Tujuan penelitian ini adalah menganalisis koherensi Skema grup yang dikonstruksi mahasiswa dengan kemampuan awal mengkonstruksi bukti adalah tinggi dan gaya kognitif FI, FN, FD. Penelitian ini dirancang sebagai penelitian kualitatif. Subjek penelitian ditentukan dengan teknik purposive sampling. Teknik pengumpulan data menggunakan teknik tes dan wawancara mendalam. Derajat kepercayaan data dilakukan dengan teknik pemeriksaan triangulasi. Analisis data selama di lapangan mengggunakan model Miles dan Huberman. Hasil penelitian menunjukkan Subjek FI dan FN sudah mentematisasi Skema grup dan sudah koheren, sedangkan Subjek FD sudah mentematisasi Skema grup namun belum koheren.
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