This study was focused onanalyzing student’s mathematical reasoning abilities in solving Higher Order Thinking Skill (HOTS) problems anddetermining the level of student understanding of HOTS questions. The researchmethod is qualitative descriptive with 12 subjects. Based on the results of the test, the subject’s reasoning abilities were grouped into 3 categories of reasoning abilities, namely high, moderate and low. The results showed that students who had high reasoning abilities were able to fulfill the 7 mathematical reasoning indicators very well at each stage of real analysis problem solving and were able to work on HOTS levelquestions to analyze and create. Students with moderate reasoning abilities were only able to fulfill several indicators of mathematical reasoning, namely presenting written statements, solving problems as planned and checking again. Students who had low reasoning abilities were not able to understand the questions well, so students cannot solve it. Based on the results of the questionnaire, it was concluded that 46.67% of students could understand the HOTS problem well, 33% of the students could not plan the solution, namely writingdown the information that was known in answering the questions, and 33% of the students were not able to check the validity of an argument and draw conclusions on the evidence. Furthermore, it was obtained the relationship between student’s mathematical reasoning abilities and the level of student understanding of HOTS-oriented questions which fulfilled the linear regression equation Y = 71.574 + 0.009X.This model showed that the level of student understanding of HOTS-oriented questions had a positive effect on learning outcomes. Based on the research results, it was suggested that lecturers provide more training related toproof with the aim of improving students' mathematical reasoning abilities.
The objective of this study was to describe the mathematical communication skill of junior high school students to solve mathematical problem using an assimilation and accomodation framework. This study use qualitative research method. The research data were obtained by giving a mathematical problem to 7th grade students of SMPN 40 Padang, West Sumatera. Methods use for data collection, were test, think aloud and interview. Data that had been collected were analyzed using an assimilation and accommodation framework. Based on data analysis, it was found that were three forms of student’s mathematical communication skill, namely (1) pseudo mathematical communication skill, (2) Inappropriate pseudo mathematical communication skill, and (3) imitation mathematical communication skill.
Based on the preliminary research in the Real Analysis material, especially those related to limits, it was found that 83.37% of students had moderate and low mathematical reasoning abilities. This condition shows that students are not able to solve problems, because students' creative abilities are low. Developing of student’s creative abilities can be done through Project-Based Learning. This study aims to improve students' creative thinking skills through Project-Based Learning. The approach used in this research is descriptive qualitative. Data analysis is in the form of valid project sheets, practical creative thinking skills using indicators of Fluency, Flexibility, and Novelty. Data was analyzed with the normalized gain score formula. The results showed that of 12 students who took the Real Analysis course, 75% of students' thinking skills were low, and 25% were moderate. When compared with the conditions before learning for the three indicators 1.25, 1.13, and 0 with after learning there was an increase of 2.17, 2.17 and 0.5.Keywords: Project-Based Learning, creative thinking
Abstract This research aims to improve the student’s learning achivements and motivation in learning analityc geometry of mathematic education’s students at Bung Hatta University by using Contextual Teaching and Learning (CTL) strategy. This was a classroom action research with the research study was 38 of class A of mathematic education’s students who took a course of analityc geometry. The data was collected from quisioner student’s, field notes and final test. The data analysis was conducted in descriptive qualitative through data reduction, triangulation, and data display. Based on the research’s result can conclude that learning process by using CTL strategy can improve motivation and learning outcome in Field Analityc Geometry Class. The questioner of student’s learningmotivation showed that there are improving from 54,97 % on the cycle to 66,31 % on the cycle.The student’s learning result also improved from 24,32 % on the cycle to 70,27 % on the cycle. Key Word :contextual teaching and learning (ctl), learning activities, learning motivation, learning result.
In this paper, we consider to analyzed the mathematical reasoning ability of students in solving mathematics problem based on Higher Order Thinking Skill (HOTS). The method of this research is qualitative descriptive. This research consisted of 12 subject. Based on the analysis that mathematic reasoning ability of students can be grouping into 3 categories, that are low, moderate and high groups. The results showed that 16.7% of students were categorized as having low reasoning, that is presenting a mathematical statement in writing, 16.7% of students were categorized as having moderate reasoning, that is able to make a conjecture and perform mathematical manipulation, and 66.7% of students were categorized as having high reasoning, which is able to make a conjecture, to perform a mathematical manipulation, to provide the reasons or evidence for the solution and drawing a conclusion.
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