<p>This research is a qualitative descriptive study. The research subjects consisted of female students with introverted personality and female students with extrovert personality. The instruments used in this study consisted of a personality test instrument, interview guidelines, and problem solving tasks (TPM). Data collection was carried out by means of contextual problem solving task-based interviews. The data validity test was conducted by means of time triangulation. The data analysis used refers to the 3 flows of data analysis from Milles & Huberman, namely data reduction, data presentation and conclusion drawing. The results of this study can be concluded as follows. Introverted students mentioned all the information contained in the questions correctly in a halting voice, while extrovert students mentioned all the information contained in the questions correctly and smoothly. The two students solved the questions in two ways even though the methods used were routine procedures that were commonly used by students. In re-examining the results obtained, the two students matched the results obtained with the steps in one method with another method.<strong></strong></p>
The implementation of the 2013 revised curriculum requires students to be able to think critically. The field of mathematics, especially logarithmic material, contains many characteristics, so it requires the ability to think critically to solve the problem. Meanwhile, the ability to think critically is influenced by students' cognitive styles, such as the visualizer and verbalizer cognitive styles. So it is necessary to do research to analyze students' critical thinking skills in solving logarithmic problems viewed from the two cognitive styles. This qualitative descriptive research is used by the teacher as a learning design or strategy so that it can improve students' critical thinking skills according to their cognitive style. The subjects are class X students of SMAN 1 Kamal with visualizer and verbalizer cognitive style. The data analysis technique begins with the VVQ cognitive style test (Visualizer-Verbalizer Questionnaire), problem-solving tests, and interview tests. The results obtained by the visualizer subject in TPM 1 were 14 (good critical thinking category), and TPM 2 scored 12 (adequate critical thinking category). While the verbalizer subject in TPM 1 has a score of 13 (adequate critical thinking category), and TPM 2 is 9 (adequate critical thinking category). Based on the research results, it can be concluded that the critical thinking ability of the visualizer subject dominates compared to the verbalizer subject, because it is able to detect inconsistencies and solve problems systematically.
A Four-tank system is a multi-input multi-output (MIMO) system consisting of four interconnected water tanks and two pumps. This paper deals with the control design of the four-tank system using model predictive control (MPC) based filter Kalman. The objective of the control design is to regulate the output of the system towards the desired values. In this work, the optimal control to the system is determined by means MPC controller where both output and input constraints to the system are explicitly considered. The filter Kalman is used to estimate the state of the system. Simulations by using Matlab are performed to verify the performance of the proposed control design. Simulation results show that the proposed control design can regulate the output of the system towards the desired values.
Bertahun-tahun yang lalu, telah diketahui bahwa Tripel Pythagoras dapat dikonstruksi dengan konstruksi [ ], yaitu [ ] ( ). Namun, konstruksi ini masih memiliki sedikitnya dua kekurangan, yaitu konstruksi ini masih perlu memperhatikan urutan dari sisi-sisi tegakya dan konstruksi ini tidak bisa memproduksi semua tripel pythgoras yang ada. Dalam penelitian ini, akan dibahas tentang konstruksi baru untuk tripel pythagoras yang dapat memproduksi semua tripel pythagoras yang diinginkan dan konstruksi ini juga tidak memerlukan urutan dari sisi-sisi tegaknya.
The purpose of this study was to describe students' creative thinking skills in solving HOTS problems in terms of cognitive style. The subjects in this study were 2 female students of grade VII SMP consisting of 1 student with a field-independent cognitive style and 1 student with a field-dependent cognitive style. The research instrument consisted of GEFT test questions to determine students' cognitive style, HOTS math questions in the form of description questions on triangular flat shapes, and interview guidelines. The data collection technique used technical tests followed by semi-structured interviews to confirm students' creative thinking abilities. Test data credibility by triangulation, while the technical analysis of data through the stages of data reduction, data presentation, and drawing conclusions. The results showed that the subject with the fieldindependent cognitive style met the indicators of creative thinking fluency and flexibility, and was at the level of creative thinking level 3 with the creative category. While the subject with the field-dependent cognitive style does not meet the three indicators of creative thinking fluency, flexibility, and novelty, so the subject is at level 0 creative thinking with the uncreative category. AbstrakTujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan berpikir kreatif siswa dalam memecahkan masalah HOTS ditinjau dari gaya kognitif. Subjek dalam penelitian ini adalah 2 siswa perempuan kelas VII SMP yang terdiri dari 1 siswa dengan gaya kognitif field-independet dan 1 siswa dengan gaya kognitif field-dependent. Instrumen penelitian ini terdiri dari soal tes GEFT untuk menentukan gaya kogntif siswa, soal matematika HOTS berupa soal uraian pada materi bangun datar segitiga dan pedoman wawancara. Teknik pengambilan data dengan teknis tes kemudian dilanjutkan dengan wawancara semi tertruktur untuk mengkonfirmasi kemampuan berpikir kreatif siswa. Uji kredibilitas data dengan triangulasi, sedangan teknis analisis data melalui tahapan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek dengan gaya kognitif field-independet memenuhi indikator berpikir kreatif kefasihan dan fleksibilitas, serta berada pada tingkat berpikir kreatif level 3 dengan kategori kreatif. Sedangkan subjek dengan gaya kognitif field-dependet tidak memenuhi ketiga indikator berpikir kreatif kefasihan, fleksibilitas dan kebaruan, sehingga subjek berada pada tingkat berpikir kreatif level 0 dengan kategori tidak kreatif.
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