This study aims to describe the creative thinking process of students in solving math problems in terms of differences in gender. This study qualitatively examines the creative thinking process of sixth semester students of mathematics education at the Faculty of Science and Technology, UIN Walisongo. The data collection techniques used in this study were questionnaires, tests, interviews and completed with documentation. The data analysis techniques in this research are data reduction. The data analysis technique in this research is data reduction and data validity by using time triangulation, namely by looking for the suitability of interview data which originates from the problem of two similar questions. The results showed that gender differences did not significantly affect students’ creative thinking abilities. Male subjects need stimulation of questions from researchers to compile information correctly and precisely. Male and female subjects monitored the problem-solving process well, but both had not yet carried out an evaluation process.
This study aims to: 1) Develop teaching materials based on a valid metacognition approach to improve students' understanding of mathematical concepts; 2) Developing teaching materials based on a practical metacognition approach to improve the ability to understand students' mathematical concepts; 3) Develop teaching materials based on an effective metacognition approach; 4) To analyze the increased ability to understand students' mathematical concepts by using teaching materials based on metacognition approaches. This research is a development research using a 4-D development model, the teaching materials developed from this study are: Learning Implementation Plans, Teacher Books, Student Books, Student Worksheets, And Tests Ability To Understand Mathematical Concepts. From the results of trial I and trial II, it was obtained: 1) Teaching materials based on the metacognition approach developed have met valid criteria from several criteria; 2) Teaching materials based on the metacognition approach developed have met Practical criteria from several criteria; 3) Teaching materials based on the metacognition approach developed have met the effective criteria of several criteria; 4) there is an increase in the ability to understand students' mathematical concepts by using instructional materials based on the metacognition approach developed, in the trial I obtained an average score of pretest 54.66% and posttest score 73.86%, and in the second trial with an average pretest score of 57.87% and posttest score of 78.4%.
This article discusses the dynamic and changes in Islamic political history. Rather than focuses on the Islamic doctrine, it focuses on the characteristics of each historical period. Through historical approach, this study reveals that Islam and state-politics are two sides of a coin. Since the beginning of Islam, it has been intertwined with state politics. Nevertheless, the history of Islamic politics has many faces. There is no standard shape or entity of Islamic politics. Changes and variation are the result of the Islamic ummah’s efforts to develop political institutions that suit the demand of the era while trying to adhere to the Islamic teachings. This dynamic is seen in the changes from the era of the Prophet PBUH, the era of the four main Caliphs, up to the era of the large dynasties. In this modern era, the Islamic politics experiences a crisis due to the downfall of the old Islamic political entity (the caliphate) and the interaction with the modern west-political ideas. Various thoughts and political concepts tries to provide answers for the appropriate Islamic political shape/entity for this new era. However, currently a standard and ideal shape for an Islamic political entity is yet to be found.
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