This study aims to examine the suitability of Piaget's cognitive development stage to grade VII students in Karawang regency, whether it has arrived at the formal operation stage, as described in Piaget's theory. The subjects of this study were 32 students with an age between 12 to 16 years. This study uses the instrument of Test of Logical Operations (TLO) in mathematics. TLO consists of 14 questions and students are given time to answer all questions for 45 minutes. The results showed 41.18% of male students in the initial formal operating phase, 47.06% in the final concrete operation stage and 11.76% in the initial concrete operation phase. While 53.33% of female students were in the initial formal operating phase, 40% at the final concrete operation stage and 6.67% at the initial concrete operation stage. Average score of TOL Piaget male students ie 27.13 and female students ie 25.47 which means the average student tend to at the final concrete stage. The students' mathematical understanding based on 7 logical operations shows that on the type of proposition, series and logical multiplication the average male student is sufficient while the type of classification, compensation, probability, and correlation are not sufficient. The average female students in the types of propositions, series, compensation, and logical multiplication are sufficient, while the classification type, the probability and the correlation are insufficient.
Geometry is a mathematical branch that deals with the shape of an object, the spatial relationship between various objects, and its properties. Learning geometry is essential to supporting logical thinking ability, perceptual intuition, and reading and interpreting mathematical arguments. But many middle school students do not reach the stage of deduction and precision. The research was to analyze a high school student's geometry ability based on Van Hiele's stages of thinking. They consist of five levels of visualizing, analysis, sequence, deduction, and precision. It is a type of qualitative study with a descriptive method. The sample consisted of 20 eighth-graders in the located in the Karawang district. Data collection is carried out using a written questionnaire and test. Research shows that stage-0 (visualization) is the student's most achievable point from a questionnaire at 55% and a written test of 65%. The third stage (deduction) and fourth (accuracy) are the most difficult for students to achieve, based on written tests only 9% of students reach the third stage and only 6% of students reach the fourth. Student difficulties in learning this geometry may be due to several factors in their understanding of prerequisite materials, ability to concepts and pale-building qualities is lacking, and limited skill in using geometry ideas to solve mathematical problems.
Tujuan dari penelitian ini untuk mengetahui bagaimana kemampuan siswa dalam pemecahan masalah matematis berdasarkan tahapan polya pada materi persamaan dan fungsi kuadrat. Metode yang digunakan dalam jenis penelitian ini adalah deskriptif kualitatif. Subjek pada penelitian ini yaitu siswa kelas XI SMKN 1 Karawang. Pemilihan sampel dengan purpossive sampling sebanyak 30 orang dan dipilih 6 orang pada kelompok rendah, sedang, dan tinggi. Teknik pengumpulan data berupa tes kemampuan pemecahan masalah berjumlah 4 butir soal bentuk uraian. Penelitian ini menunjukkan hasil bahwa: (1) Pada tahapan memahami masalah, siswa tidak terbiasa menyelesaikan permasalahan yang diawali dengan menuliskan diketahui atau pun ditanyakan; (2) Pada tahapan menyusun rencana penyelesaian, sebagian besar siswa belum mampu dengan baik menyusun rencana dalam mendefinisikan variabel, dan memodelkan permasalahan; (3) Pada tahapan melaksanakan rencana, masih banyak siswa yang melakukan kesalahan dalam proses perhitungan; dan (4) Pada tahapan memeriksa kembali, siswa hanya menyelesaikan permasalahan hingga pada perolehan hasil dan menyimpulkannya dengan tidak memeriksa hasilnya kembali. Sehingga disimpulkan, kemampuan pemecahan masalah siswa kelas XI SMKN 1 Karawang masih terklasifikasi rendah.
Menganalisis kemampuan pemecahan masalah matematis pada materi sistem persamaan linear dua variabel merupakan suatu tujuan dalam penelitian ini. Penelitian ini menggunakan metode kualitatif deskriptif. Subjek yang diambil berjumlah 6 orang dengan tingkat kemampuan yang sama yang selanjutnya di kategorikan ST, SS, dan SR. Hasil penelitian pada siswa kelas VIII mengenai sistem persamaan linear dua variabel diperoleh persentase untuk kategori tinggi (ST) sebesar 33,33% berjumlah 2 orang siswa dengan perolehan nilai lebih dari 21,00, artinya hanya 2 orang yang mampu mengidentifikasi masalah dengan baik sehingga mampu memenuhi empat indikator kemampuan pemecahan masalah, sedangkan untuk kategori rendah (SR) sebesar 66,67% sebanyak 4 orang siswa dengan perolehan nilai kurang dari 17,00, artinya 4 orang tersebut masih kurang dalam mengidentifikasi masalah dengan baik, sehingga dalam perencanaan masalah hingga menyelesaikannya masih terdapat kesalahan yang beragam, meliputi kesalahan operasi dan kesalahan konsep. Maka dapat disimpulkan bahwa kemampuan pemecahan masalah masih dalam kategori rendah.
The study of mathematics education issues is one of the compulsory subjects in the Mathematics Education Study Program. This subject studies about crucial issues regarding education, especially for the students who are going to make a thesis. This research is a study to measure the extent of the effect of the lesson study on student learning outcomes in the study of mathematics education issues. The purpose of this study is to examine the achievement of student learning outcomes between the learning with lesson study and the learning with traditional model. This research is a quasi-experimental research with posttest control group design. The study was conducted on mathematics students in University of Singaperbangsa Karawang. The data was collected by tests and analyzed by descriptive statistical analysis and statistical inference (t-test). Based on the results of data analysis, the achievement of student learning outcomes whose learning uses the lesson study is better than the students who learn with traditional model. Thus, it can be concluded that there are significant differences in student learning outcomes between students who learn with lesson study and students who learn with traditional model.
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