Pada dunia pendidikan, kemampuan berpikir kritis kini menjadi penting untuk dikembangkan guna menghadapi tantangan abad ke-21. Keterampilan berpikir kritis diperlukan dalam rangka membuat keputusan yang diawali dari serangkaian proses berpikir secara reflektif dan beralasan. Penelitian ini bertujuan untuk mengidentifikasi kemampuan berpikir kritis 30 mahasiswa menggunakan metode tes dan wawancara. Hasil tes kemudian dianalisis secara kuantitatif dan selanjutnya dideskripsikan ketercapaian indikator berpikir kritis pada setiap soal. Hasil analisis tes menunjukkan bahwa 23.33% atau 7 mahasiswa atau yang mulai berpikir kritis. Kelima indikator berpikir kritis hanya mampu dicapai oleh kurang dari 25% mahasiswa. Hanya 4 siswa yang berhasil mencapai kelima indikator berpikir kritis hingga menarik kesimpulan dengan tepat.Kata kunci: berpikir kritis, indikator berpikir kritis, kemampuan berpikir kritis
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.
AbstrakPartisipasi mahasiswa memiliki peran penting dalam keberhasilan belajar. Adanya partisipasi aktif mahasiswa bisa mencapai tujuan belajar sehingga mahasiswa memiliki prestasi akademik lebih baik. Partisipasi aktif dapat dipraktekkan dalam pembelajaran kooperatif dengan berdiskusi dalam kelompok atau kelas. Pembelajaran efektif dengan menggunakan pembelajaran kooperatif harus dirancang sebelum proses perkuliahan. Penelitian ini bertujuan untuk mengidentifikasi partisipasi mahasiswa dalam pembelajaran kooperatif berbasis lesson study. Berdasarkan hasil analisis dan refleksif, sebagian besar mahasiswa di kelas telah berpartisipasi dalam kegiatan perkuliahan. Partisipasi aktif ditunjukkan dengan berbicara atau memberikan pendapat, menjawab dan mengajukan pertanyaan pada dosen atau memberikan komentar dalam diskusi kelas. Disisi lain, ada beberapa m a h a siswa yang berpartisipasi s e c a r a p a s i f dalam kegiatan perkuliahan. M a h a s i s w a tidak memberikan sikap responsif selama perkuliahan. Mahasiswa hanya mendengarkan tanpa mencatat.
Intracranial stenosis is a narrowing an artery inside the brain. This causes reduced blood flow to the cerebrum and damaged neurons in a short span of time due to reduced oxygenation. Intracranial stenosis can cause ischemic stroke due to a plaque occlusion. This research uses a mathematical model that expresses the velocity of arterial flow of an intracranial stenosis causing ischemic stroke that is expressed by the momentum equation and solved using the finite element method. The analysis of blood velocity is simulated using MATLAB and FLUENT software. This study looks at the effect of plaque thickness and initial speed of blood flow during an intracranial stenosis. The results shows that the larger the plaque thickness, the smaller the area reduction, so the greater the increases blood velocity and the higher the initial velocity of blood that given, the greater the increase of the initial velocity of blood in the artery Intracranial stenosis. According to the MATLAB simulation, blood velocity with 80% plaque thickness increases blood velocity to 1.8665 m/sec at rest and 1.8825 m/sec at exercises. When the initial velocity of blood was 0.2 m/sec, it increases to 0.5712 m/sec at rest and 0.70058 m/sec at exercises.
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