21st century mathematical learning emphasizes the importance of developing creativity, critical thinking, cooperation and communication skills. The aims of Mathematics are to trained students to think critically, systematically, logically, analytically, and creatively and have an effective willingness to work which is a Higher Order Thinking Skills. The development of Higher Order Thinking Skills (HOTS) in learning is one manifestation of the implementation of the 2013 curriculum, so that learning and evaluation activities carried out should be oriented to HOTS. HOTS especially in mathematics was born from a continuous process and not only results oriented. A continuous and consistent process is needed to train and familiarize students. This should start from the beginning of the learning activities to take place until the completion of even the process of reflection and evaluation. Teachers must be able to facilitate students to become good thinkers and problem solvers
This Research aims to describe student’s self-regulated learning at Tadris Matematika FTIK IAIN Palu during the online learning period. This research is descriptive quantitative with survey method. Data collection techniques using an online questionnaire given to 20 students of the 2nd semester in Tadris Matematika FTIK IAIN Palu. The results showed that more than 70% of Students in Tadris Matematika were already good in aspect setting learning goals/targets, viewing difficulties as challenges and evaluating learning processed and outcomes. However, more than 60% are still not good in terms of initiative and intrinsic learning motivation, diagnosed their own learning needed, monitoring, managing and controlling learning, utilizing and searching for relevant resources, choose and implemented strategy of learning and abilities.
This research was conducted based on the fact that there was a lack in student’s mathematical connection ability. The aim of this research was to examine the enhancement of student’s mathematical connection ability by Alberta model inquiry learning. This research used nonequivalent control group design. Population of this research was all eighth-grade students at one of the junior high schools in Palu, and the samples were two classes selected by using purposive sampling technique, in which they were used as an experimental class and control class. The experimental class was treated by Alberta Model inquiry learning and control class by conventional learning. Instruments used in this research were mathematics connection ability test and observation sheet. Results showed that student’s mathematical connection ability enhancement in students received Alberta model inquiry learning was better than students who received conventional learning.Keywords: Inquiry Learning of Alberta Model, Mathematical Connection AbilityABSTRAKPenelitian ini didasarkan pada kenyataan bahwa terdapat permasalahan masih rendahnya kemampuan koneksi matematis siswa. Tujuan penelitian ini adalah untuk mengkaji peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta. Penelitian menggunakan nonequivalent control group design. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII salah satu SMP di Kota Palu dan sebagai sampel dipilih siswa dari dua kelas dengan menggunakan teknik purposive sampling untuk dijadikan sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen diberi pembelajaran inkuiri model Alberta dan kelas kontrol pembelajaran konvensional. Instrumen dalam penelitian ini adalah tes kemampuan koneksi matematis dan lembar observasi. Hasil penelitian menunjukkan bahwa peningkatan kemampuan koneksi matematis siswa yang memperoleh pembelajaran inkuiri model Alberta lebih baik daripada siswa yang memperoleh pembelajaran konvensional.Kata kunci: Pembelajaran Inkuiri Model Alberta, Kemampuan Koneksi Matematis
This research aims to describe student's conceptual knowledge on system of linear equations in two variable that reviewed from cognitive styles field independent and field dependent. The research is descriptive with qualitative approach. The subject of this research were 8 student's of grade VIII SMPN 1 Palu consisting of 4 students field independent and 4 students field dependent. Data Collection techniques consist of test and interviews. The results showed that students with cognitive styles field independent were able to recognize examples and non-examples of concepts; interpret the model, symbol, sign, or terms used to represent concepts, but they are not capable to manipulated the ideas related used various kinds of representations; and identified related principles. Whereas students with cognitive styles field dependent only able recognize examples and non-examples of concepts, but they can't interpret the model, symbol, sign, or terms used to represent concepts; manipulated the ideas related used various kinds of representations; and identified related principles.
: Bangun datar merupakan geometri dua dimensi. Meski terlihat sederhana dan sering dijumpai, namun konsep bangun datar masih tergolong rumit bagi peserta didik. Untuk mengatasi hal itu, maka diberi solusi berupa metode permainan “Bingo Matematika”. Metode permainan “Bingo Matematika” ialah suatu metode yang dirancang untuk memotivasi dan merupakan media yang efektif untuk mengulas dan meningkatkan istilah yang digunakan pada pembelajaran matematika. Adapun langkah-langkahnya sebagai berikut: (1) Mengidentifikasi konsep atau prinsip matematika yang diinginkan. (2) Memberitahukan tentang Aturan “Bingo Matematika”. (3) Memulai Permainan. (4) Memberi kesempatan untuk mereview apa yang mereka peroleh dari permainan “Bingo Matematika”. Abstract: Two-dimensional figure is a two-dimensional geometry. Even though it looks simple and is often found, the concept of two-dimensional figure is still quite complicated for students. To overcome this, a solution was given in the form of the "Math Bingo" game method. The game method "Bingo Math" is a method designed to motivate and is an effective medium for reviewing and improving terms used in mathematics learning. The steps are: (1) Identifying the desired mathematical concept or principle. (2) Tells about the "Math Bingo" Rules. (3) Starting the Game. (4) Give them the opportunity to review what they got from the game "Math Bingo".
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