Abstrak. Penelitian ini bertujuan untuk mendeskripsikan kemampuan mahasiswa dalam menyelesaikan masalah matematis berorientasi Higher Order Thinking Skills (HOTS) tingkat Sekolah Menengah. Metode penelitian adalah kualitatif dengan subjek sebanyak 20 mahasiswa. Data berupa hasil tes dan wawancara dianalisis secara kualitatif. Pertama, peneliti menganalisis data hasil tes dan mendeskripsikan kemampuan para mahasiswa dalam menyelesaikan masalah matematis berorientasi HOTS tingkat Sekolah Menengah. Kemudian, peneliti memilih satu mahasiswa berkemampuan tinggi, satu mahasiswa berkemampuan sedang, dan satu mahasiswa berkemampuan rendah secara purposive dan menganalisisnya secara kualitatif. Hasil penelitian menunjukkan bahwa para mahasiswa mampu memecahkan masalah: (1) bilangan dan operasinya dan (2) aljabar, namun mengalami kesulitan dalam memecahkan masalah: (1) geometri, (2) analisis data, dan (3) probabilitas. Hanya mahasiswa berkemampuan tinggi yang mampu bekerja dengan geometri dan memecahkan masalah analisis data. Kesulitan ini disebabkan masih rendahnya kemampuan visual spasial dan kemampuan mencipta para mahasiswa. Berkaitan dengan taksonomi Bloom, kemampuan para mahasiswa pada umumnya masih berada pada kategori menganalisis masalah.
Buna is one of the woven motifs from Insana, East Nusa Tenggara Province that uses geometric motifs like a rhombus. Rhombus is a challenging material so students only memorize the formula without understanding the concept. In order to overcome this problem, a weaving learning based on ethnomathematics has been proposed. The purpose of this study is to understand the impact on the learning achievement of students of the implementation of a realistic mathematical approach based on ethnomathematics. This is a quantitative study using a one-group pretest-posttest design. The population for this study is all fifth-grade students of SDN Bestobe, Insana District. Pretest and posttest results obtained are used for the analysis. The statistical test used is a paired sample t-test. The results show that the implementation of realistic mathematical learning based on ethnomathematics has a substantial influence on the learning achievement of mathematics students. These results contribute to adding empirical evidence related to the relationship between Ethnomathematics-based Realistic Mathematics Education approaches to student achievement.
Proses berpikir kreatif siswa perlu dikembangkan sehingga dengan mengembangkan proses berpikir kreatif, siswa mampu menghasilkan gagasan baru dalam menyelesaikan masalah matematika. Salah satu penyebab kesulitan siswa mengembangkan proses berpikir kreatif yaitu gaya belajar yang berbeda-beda, karena perbedaan gaya belajar dapat mempengaruhi pemahaman siswa tersebut. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir kreatif siswa dalam menyelesaikan masalah matematika berdasarkan gaya belajar. Subjek penelitian ini 3 orang siswa SMPK St. Yosef Naikoten Kupang dengan masing-masing mewakili satu subjek gaya belajar visual, auditory dan kinestetik. Hasil penelitian menunjukkan pada tahapan persiapan, subjek dengan gaya belajar visual, auditory, dan kinestetik mampu melaksanakan proses berpikir kreatif dengan baik yang ditunjukkan dengan mengungkapkan ide-ide penting dari soal. Pada tahap inkubasi subjek dengan gaya belajar visual, auditory, dan kinestetik mampu menyusun ide dalam menyelesaikan soal dengan menulis langkah demi langkah. Pada tahap iluminasi subjek gaya belajar visual, auditory, dan kinestetik mampu mengungkapkan idenya secara verbal dengan baik. Serta pada tahapan verifikasi subjek gaya belajar visual dan auditory selalu memeriksa kembali jawaban yang telah dikerjakan sedangkan subjek kinestetik belum mampu melakukan verifikasi kembali terhadap hasil pekerjaan yang dilakukan. Dengan demikian subjek visual dan auditory mampu mengasilkan proses berpikir kreatif dalam menyelesaikan masalah matematika berdasarkan indikator yang dikembangkan oleh wallas sedangkan subjek kinestetik belum mampu mengasilkan proses berpikir kreatif dalam menyelesaikan masalah matematika Berdasarkan indikator yang dikembangkan oleh wallas
Title: Mathematics in Architecture: The Concept of Numbers in Roof Structure Construction of Fort None Lopo Fort None is a traditional fortress in which there are traditional buildings of the Dawan people, namely Lopo and Ume Kbubu. One of the Lopo in this area was once burned and has not been rebuilt. This is one of the reasons this study was conducted, to find out the mathematical elements in Lopo construction which can be useful as a design guidelines for other Lopo building construction. This study aims to analyze in depth the concept of configuration of real numbers on the Lopo roof construction in Benteng None, so the method used is qualitative research with ethnographic design. This discussion is carried out by analyzing three construction elements on the Lopo roof, namely: 5 inner circles, 26 outer circles and rectangles on the Lopo roof. So, it can be concluded that some construction elements on the Lopo roof which are mathematically analyzed show the existence of the concept of real number configuration. From this discussion, the results show that there are types of real number configuration, including: Monotonic real numbers descending, finite real numbers, fixed real numbers with fixed differences and real numbers with non-fixed differences.
Students need teachers with a deep understanding of mathematical concepts to improve their mathematical knowledge and achievement. The observation results of several elementary school teachers showed that they still have a lack of understanding of the geometry concepts. This research is an exploratory study with a qualitative approach that aims to describe the performance of elementary school teachers in understanding the concepts of triangles and squares. The participants in this study were elementary school teachers across Soe City District. A description test deals with the geometry concept of two-dimensional shapes that were implemented to determine the most appropriate teachers to participate in the study. Thirty-three teachers were then selected based on this preliminary test results. In-depth interviews were also conducted with the participants. The data analysis showed that the participants had a lack of understanding of the concept of two-dimensional shapes and necessary arithmetic skills. Moreover, the data suggested that the participants held various perceptions regarding their understanding of certain concepts based on their experience in teaching the mathematical concept. Based on these results, some programs are recommended to improve professionalism and pedagogical competencies, such as a refresher training program for basic mathematical material and training in teaching aids used. These programs are expected to help prepare elementary school teachers in teaching mathematics.
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