The aim of this research is to know the correlation between memorizingQur‘an and mathematics learning achievement. It is a quantitative researchusing linear regression. The sample was taken by purpose sampling technicand an elementary school in Sragen was chosen. The data source was adocument of the mathematics subject mark and the number surahmemorized. The result shows that there is a correlation between memorizingQur‘an and mathematics learning achievement. The regression linear modelwas able to be built. The coefficient of regression is 1.024. This shows thatmemorizing one surah of Qur‘an more would make the mathematicslearning achievement increases at 1.024 point. The coefficient ofdetermination is 0.365. The conclusion is that memorizing Qur‘an hascontribution to mathematics learning achievement This electronic documentis a ―live‖ template and already defines the components of your paper [title,text, heads, etc.] in its style sheet.
All people in the world have their culture in living the life. These culture is built of activities they do every day in a long time. Batik is one of traditional art of Indonesia’s cultural heritage. It has many varieties, one of them is Batik Solo. It also has many motifs. Ethnomathematics is a study about culture and mathematics concepts. This research is to explore Batik Solo and to find the mathematics concept in it. Using ethnography method, the data collection uses principles in ethnography namely observation, interview, and documentation. The results of the research in this article are twofold. Some Batik Solo motifs contain mathematical elements, especially geometric material, namely the principles of translation and reflection. Besides, that there are vertical and horizontal lines as well as perpendicular and parallel lines included. The mathematical concept, especially the geometry used in the making of Batik, is the use of the tessellation or tiling principle. The tessellation principle is the basis for the development of the Solo batik motifs.
Pentingnya kemampuan berpikir kreatif dalam pembelajaran dicanangkan pada kurikulum 2013. Salah satu tipe soal yang dapat digunakan untuk mengukur kemampuan berpikir kreatif siswa yaitu Multiple Solutions Task (MST). Soal-soal berbasis etnomatematika dapat diujicobakan karena memadukan kebudayaan lokal dengan materi matematika sehingga memotivasi dan meningkatkan kemampuan berpikir kreatif siswa. Penelitian bertujuan mendeskripsikan kemampuan berpikir kreatif siswa dalam menyelesaikan soal MST yang berbasis etnomatematika. Subjek penelitian yaitu 18 siswa kelas IX A pada salah satu SMPN di Panekan. Metode pengumpulan data yaitu dokumentasi, tes tulis dan wawancara. Data dianalisis dengan teknik interaktif dari yang spesifik hingga yang umum, dan melibatkan berbagai tingkat analisis. Hasil penelitian yaitu Tingkat Kemampuan Berpikir Kreatif (TKBK) menunjukkan terdapat 8 siswa (44%) pada TKBK 0 (tidak kreatif), 7 siswa (39%) pada TKBK 2 (cukup kreatif), 2 siswa (11%) pada TKBK 3 (kreatif) dan 1 siswa (6%) pada TKBK 4 (sangat kreatif). TKBK 0 (tidak kreatif) lebih mendominasi daripada TKBK yang lain. Tingkat kemampuan berpikir kreatif siswa dalam menyelesaikan masalah Multiple Solution Task (MST) berbasis etnomatematika dalam penelitian ini belum mendapatkan hasil yang cukup baik.The importance of creative thinking skills in learning was proclaimed in the 2013 curriculum. One type of question that can be used to measure students' creative thinking skills is the Multiple Solutions Task (MST). Ethnomathematical-based questions can be tested because they combine local culture with mathematics material to motivate and improve students' creative thinking skills. This study aims to describe students' creative thinking skills in solving ethnomathematical-based MST questions. The research subjects were 18 students of class IX A at one of the SMPN in Panekan. Data collection methods are documentation, written tests, and interviews. The data are analyzed by interactive techniques from the specific to the general and involve various levels of analysis. The results on the Creative Thinking Ability Level (TKBK) showed that there were 8 students (44%) at TKBK 0 (not creative), 7 students (39%) at TKBK 2 (creative enough), 2 students (11%) at TKBK 3 (creative) and 1 student (6%) in TKBK 4 (very creative). TKBK 0 (not creative) is more dominant than the other TKBK. The level of students' creative thinking skills in solving ethnomathematical-based Multiple Solution Task (MST) problems in this study has not gotten good enough for results.
Mathematical problems are given to students to train themselves in their thinking skills and to find out the level of thinking that each student has. Mathematical problem solving is influenced by the level of students’ thinking ability. The purpose of this study was to analyze students’ high-order thinking skills in solving PISA-oriented math problems in terms of learning styles. This type of research is a mix method with a Concurrent Triangulation Strategy design. The population of all students of class X SMA Negeri 2 Surakarta samples in the study of several students in the population. The sampling technique used purposive sampling. Data collection techniques using interviews, documentation, and tests. The results of the study: 1) There was no difference in ability between students’ visual, auditory and kinesthetic learning styles in solving PISA-oriented math problems. 2) There are 23 students who have a visual learning style or 70% of the population. 30% of them are in the high category, 44% are in the medium category, and 26% are in the low category. 3) There are 8 students who have an auditory learning style or 24% of the population. 62.5% of them are in the medium category, and 37.5% are in the low category. 4) There are 2 students who have a kinesthetic learning style, the two students are one in the medium category and one in the low category. In general, each visual auditory and kinesthetic student has the ability to analyze, evaluate, and create as part of the higher order thinking component. However, each of them has a weakness in these abilities.
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