Adaptive Reasoning Based on Microsoft Mathematics

Abstract

The demands of professional teachers to design technology-assisted learning that can facilitate all students to develop their potential. the fact that the quality of students' adaptive reasoning in solving math problems is still low which has an impact on other mathematical competencies. The purpose of this study was to determine the differences in the improvement of adaptive reasoning abilities between students who have implemented Search Solving Create and Share learning assisted with Microsoft Mathematics and conventional learning. The method used is quasi-experimental with the non-equivalent pre-test and post-test control group design. Through the Simple Random Sampling technique, two classes were selected, namely class X1 and X2 one of the SMA in Bandung Indonesia. Test instrument: story questions about adaptive reasoning abilities. Analysis using independent T-test data. Result: There is a difference in the improvement in adaptive reasoning abilities between students who using search-solve-create- share learning assisted by Microsoft mathematics compared to conventional learning. Students' difficulties in solving story problems with adaptive reasoning abilities can be minimized by getting used to solving non-routine story problems. Learning search-solve-create-share assisted by Microsoft mathematics accustoms students to convey assumptions, provide reasons for answers, draw conclusions from statements, and students can find patterns of various mathematical problems through multi-interactive media.

Profil Kemampuan Numerasi Siswa Sma Di Bangka Dalam Menyelesaikan Permasalahan Berbasis Asesmen Kompetensi Minimum Dari Segi Penalaran Adaptif [Profile of the Numeracy Ability of High School Students in Bangka in Solving Problems Based on Minimum Competency Assessment in Terms of Adaptive Reasoning]

“…Kemampuan ini menjadi salah satu prasyarat seseorang untuk menyelesaikan masalah (Oktaviyanthi & Agus, 2020). Penalaran adaptif terbagi lagi Profil Kemampuan Numerasi Siswa SMA di Bangka dalam Menyelesaikan Permasalahan Berbasis Asesmen Kompetensi Minimum dari Segi Penalaran Adaptif Indah Riezky Pratiwi, Novitasari, Elisa Mayang Sari menjadi empat indikator, yaitu memberikan dugaan dengan berpikir logis, menjelaskan atau memberikan alasan, refleksi (memeriksa argument/pendapat), dan menyimpulkan dengan pernyataan (Oktaviana & Haryadi, 2020;Susilawati et al, 2021). Berdasarkan keempat indikator tersebut maka siswa dapat dikatakan memiliki penalaran adaptif jika didalam menyelesaikan permasalahan diawali dengan mengajukan dugaan dari sebuah ide yang muncul.…”

Pengembangan Kualitas Guru Matematika Madrasah Aliyah Melalui Modul Dan Pelatihan Microsoft Mathematics

“…Hasil penelitian (Rizki & Widyastuti, 2019) menunjukkan respon yang sangat baik (83%) pada media pembelajaran yang memanfaatkan Microsoft Mathematics. Pembelajaran dengan search-solve-create-share berbantuan Microsoft mathematics membantu peserta didik menyampaikan asumsi, memberikan alasan jawaban, menarik kesimpulan dari pernyataan, dan peserta didik dapat menemukan pola dari berbagai masalah matematika melalui media multiinteraktif (Susilawati et al, 2021). Microsoft mathematics juga mampu meningkatkan kemampuan kelancaran procedural (Afianti et al, 2022).…”

Lateral Thinking Ability Through Challenge-based Learning with Sparkol Videoscribe

“…The implementation of online learning is very interesting to do because learning can be done anytime and anywhere [1,2]. Thus online learning requires professional teachers to try to integrate contemporary learning based on software applications, one of which is through challenge-based learning.…”

“…matics on the ability to think laterally in mathematics are as follows:(1) Classes that use challenge-based learning sparkol videoscribe with initial knowledge of mathematics in the smart category are better than the medium and low categories, and are better than the class with using conventional learning based on early knowledge of mathematics categories smart, medium, and weak (2). The class that uses challenge-based learning with the help of sparkol videoscribe with the moderate early knowledge category of mathematics is better than the low category and better than the class using conventional learning with moderate and weak initial knowledge of mathematics.…”