Penelitian ini bertujuan untuk mengetahui pengaruh Pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) terhdapa kemampuan berpikir kreatif siswa. Jenis penelitian yang digunakan adalah true experimental design dengan desain post-test only contol design. Penelitian dilakukan di SMP Negeri 9 Palembang dengan populasi seluruh siswa kelas VII yang terdiri dari 11 kelas dan sampelnya adalah VII.9 sebagai kelas eksperimen dan kelas VII.5 sebagai kelas pembanding. Berdasarkan analisis hasil tes, menunjukkan bahwa kemampuan berpikir kreatif siswa di kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Perhitungan statistik yang didapat dari hasil tes menghasilkan thitung = 3,248 dan ttabel = 2,001, sehingga thitung > ttabel yang menyebabkan Ho ditolak dan Ha diterima. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh pendekatan Pendidikan Matematika Realistik Indonesia (PMRI) terhadap kemampuan berpikir kreatif siswa khususnya pada siswa kelas VII SMP Negeri 9 Palembang.
AbstrakAktivitas belajar diartikan sebagai suatu kegiatan yang dilakukan oleh siswa dalam pelaksanaan proses pembelajaran. Aktivitas siswa sangatlah diperlukan dalam proses pembelajaran. Tujuan penelitian ini adalah untuk melihat melihat aktivitas belajar siswa pada pembelajaran matematika setelah diterapkan metode Two Stay Two Stray (TS-TS) di SMP Negeri 19 Palembang. Untuk mengetahui tujuan penelitian, maka yang digunakan dalam penelitian ini adalah Mixed Methods Research. Hasil penelitian ini diambil dari data observasi aktivitas siswa pada setiap pertemuan, wawancara kepada sampel terpilih, dan dokumentasi, kemudian dapat disimpulkan bahwa: setelah diterapkan metode Two Stay Two Stray (TS-TS) dalam pembelajaran matematika di SMP Negeri 19 Palembang, aktivitas belajar siswa termasuk dalam kategori aktif dengan rata-rata 75, dimana 12 orang siswa berada pada kategori sangat aktif, 7 orang siswa berada pada kategori aktif, 8 orang siswa berada pada kategori cukup aktif, 3 orang siswa berada ada kategori kurang aktif, dan 1 orang siswa berada pada kategori sangat kurang aktif.Kata Kunci: aktivitas belajar, metode Two Stay Two Stray (TS-TS).AbstractLearning activity is defined as an activity undertaken by students in the implementation of the learning process. Student activity is very necessary in the learning process. The purpose of this study is to observe the student learning activities in the study of mathematics after applied Two Stay Two Stray (TS-TS) method in SMP Negeri 19 Palembang. This research is a Mixed Methods Research. The data of this study is observational data of student activity at each meeting, interview data of the selected sample, and documentation. From the data analysis, it can be concluded that after applied the Two Stay Two Stray (TS-TS) method in mathematics instructions at SMP Negeri 19 Palembang, student learning activities included in the category of active with an average of 75: 12 very active students, 7 active students, 8 sufficient students, 3 less active students, and 1 very less active student.Keyword: learning activities, methods Two Stay Two Stray (TS-TS).
Proof has a role in the formation and development of mathematics in the history of mathematics. The ability to construct proof is one indicator of mathematical reasoning which is an important component of mathematics learning outcomes, especially in Algebra. This qualitative research aims to describe the design process of the Hypothetical Learning Trajectory for Proof Logic Topics. This research is based on design research. This research consists of three stages: preparing for the experiment, the design experiment, and the retrospective analysis. Data collection techniques in this research are walkthrough and interview. The walkthrough and interview were conducted in the first stage of design research (preparing the experiment) with two activities: expert review and reader proof to collect materials to revise the HLT. Four experts participated in the expert review. The experts are chosen based on the experience, both research experience, and teaching experience. The result of this research is the design of HLT for proof logic topics consist of four activities: reading proof, completing proof, examining proof, and Constructing proof. The four activities were well-done on the design experiment stage.
The importance of critical thinking ability is on the demands with the current curriculum which wants students to have the ability to analyze and solve problems, especially in everyday life. However, this ability is still not explored maximally by the teacher in classroom learning. Therefore, this study examines the improvement of critical thinking ability among students who obtained the PMRE approach with students who obtained conventional learning, reviewed as a whole and reviewed according to the high, medium and low mathematical initial ability categories. This research is a quasi-experimental study with nonequivalentpre-test and post-test control-group design. The data obtained were analyzed using the mean difference test namely t-test and mann-whitney. The results showed that: 1) the improvement of critical thinking skills of students who received PMRE approach as a whole was better than students who obtained conventional learning with a moderate category 2) reviewed from mathematical initial ability, increased critical thinking skills of students in the medium category who were getting PMRE learning more better than students who get conventional learning, while for high and low students who get PMRE learning is no better than students who get conventional learning.
This paper will be presented to explain the velocity profile of viscous fluids at non-stagnation points when the fluid passes through a sliced sphere contains magnet. The design of this study was an experiment using computer simulations based on mathematical models built. Mathematical models and coordinate systems are built based on physical phenomena and are composed of continuity equations and momentum equations. The model was converted to a non-dimensional model and solved by the Keller Box numerical method. Numerical simulations are carried out by varying the incision angle and looking at the fluid velocity profile that occurs. The simulation results show that if magnetic parameter is not included then the velocity will be different at each point, the greater the observation angle the greater the velocity. If magnetic parameter is included then the velocity will tend to be the same. If an observation angle hold on any value then the greater the magnetic parameter the greater the velocity.
. Learning fractions is one of difficult topics for students with visual impairments. The aim of this design research is to describe the design process of Hypothetical Learning Trajectory for the addition of fractions using Fraction Block Braille. This research is divided into 3 stages, the preparation for the experiment, the design experiment, and the retrospective analysis. Data collection techniques in this research are walkthrough, observation, interview, and test. This research resulted in a Hypothetical Learning Trajectory design for the addition of fractions contains the following activities: Dividing unit blocks into equal parts, Comparing the sizes of different fraction blocks to get the same size fractions, Comparing the combined sizes of several blocks, Combining several fractions, Determining the fractional block that is the same size as the summed fraction block. The five activities were carried out quite well in the 2-cycle experimental activity. After the implementation of the experimental activities, the students' answers to the practice questions showed that the research subject could understand the material presented.
This study aims to analyze students' critical thinking skills in solving TIMSS questions on Geometry content seen from the extrovert personality in Class VIII Junior High School. The research method used is descriptive qualitative by involving six students, each of which is three students with extrovert personality who are classified as students with low, medium and high abilities as research subjects. The data collection carried out were questionnaires, tests, and interviews. The results of data analysis showed that the critical thinking skills of extroverted students were divided into three groups, namely the high group which was able to pass the interpretation, analysis and evaluation stages, the medium group was able to pass the interpretation and analysis stage, and the low group was able to pass the interpretation stage. Keywords : Critical Thinking, Extrovert, TIMSS.
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