Analisis Kemampuan Pemahaman Konsep Matematis dan Kemampuan Pemecahan Masalah Matematis Siswa SMP pada Materi Sistem  Persamaan Linear Dua Variabel (SPLDV)

Suraji, Suraji; Maimunah, Maimunah; Saragih, Sehatta

doi:10.24014/sjme.v4i1.5057

Cited by 82 publications

(79 citation statements)

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“…This was as revealed by Alfiyah (2014) in his research on identifying the metacognition difficulties of students in solving mathematical problems which showed that students' abilities were still low in solving mathematical problems. In line with that, Suraji, Maimunah, & Saragih (2018) argued that the strength of problem-solving and the ability to understand mathematical concepts of students are still relatively low, especially in the application of daily life.…”

Section: Introductionmentioning

confidence: 79%

Identification of Students Metacognition Levels in Problem-Solving and Mathematical Literacy

Trisnani¹,

Winarso²

2019

JCP

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Metacognition is knowledge and awareness about the process of cognition or learning about the mind and how it works. Solving mathematical problems requires the involvement of metacognition. This study aims to obtain the results of identification of students' level of metacognition in problem-solving and the level of metacognition of students in mathematical literacy on social arithmetic material. This research was conducted at SMP Negeri 3 Palimanan. This type of research is qualitative research. The subjects of this study were students of class VII C Middle School 3 Palimanan. Data collected by test and interview methods. Data were analyzed using data reduction, data presentation, and concluding. The results of this study indicate that the level of metacognition of students in solving mathematical problems and mathematical literacy has mixed results. In solving mathematical problems, students who have high learning outcomes are at the level of Reflective Use metacognition, students who have learning outcomes are at the Strategic Use metacognition level, and students who have low learning outcomes are at the Tacit Use metacognition level. Meanwhile, the level of student metacognition in mathematics literacy is not much different from solving mathematical problems. Students who have high learning outcomes are at the Reflective Use metacognition level, students who have learning outcomes are at the Strategic Use metacognition level, and students who have low learning outcomes are at the Aware Use metacognition level. Overall the level of metacognition of students both in solving mathematical problems and in mathematics literacy is at the level of Strategic Use metacognition

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Section: Introductionmentioning

confidence: 79%

Identification of Students Metacognition Levels in Problem-Solving and Mathematical Literacy

Trisnani¹,

Winarso²

2019

JCP

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“…Maka dari itu, RMT diharapkan membantu siswa dalam proses belajar untuk memiliki kemampuan memahami materi, berfikir secara tepat dalam membangun konsep sehingga siswa memiliki kemampuan memecahkan masalah dalam pembelajaran matematika (Fitriyani, 2013). Hasil penelitian sebelumnya menunjukkan bahwa Rigorous Mathematical Thinking berpengaruh terhadap pemahaman konsep matematis pada siswa SMP (Hendrayana, 2017;Suraji, MAimunah & Saragih, 2018…”

Section: Pendahuluanunclassified

Pendekatan Rigorous Mathematical Thinking Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa

Syaputri

Fitriyani²

2019

IndoMath

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This research was conducted because of the students' low ability to solve mathematical problems. The aim of this research is commited to increase the mathematical problem solving abilities of VIII E students in second semester of SMP Negeri 2 Sewon academic year of 2018/2019 using the Rigorous Mathematical Thinking (RMT) learning approach. This type of research is Class Action Research (CAR). This research consists of two cycles where each cycle consists of three meetings. The subjects of this study were students of class VIII E, amounting to 30 students, consisting of 20 male students and 10 female students. The object of this research is students' mathematical problem solving abilities using the RMT approach. Data collection techniques used in the form of observation instruments, tests, interviews. Data analysis techniques were carried out by qualitative descriptive analysis. The results showed that learning with the RMT approach can improve students' mathematical problem solving abilities. The results of the analysis of cycle test assessment sheets in Cycle I percentage of students' ability to solve problems was 65.56% with sufficient categories. While the results of the analysis of cycle test assessment sheets in Cycle II the percentage of students' ability to solve problems was 79.72% with good categories. From these results there was an increase in students' ability to solve mathematical problems by 14.16%.

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“…Proof of mathematics is one important component in learning mathematics. Reasoning, mathematical communication, mathematical connections, logical analogies, and algorithms fall into the mathematical proof section which is the most difficult part in mathematics (Suraji, Maimunah, & Saragih, 2018) Mathematical learning is a learning process that requires a lot of high thinking skills. Many cases in the learning outcomes of mathematical proof courses are still very low.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract

Anggoro

Agustina

Komala³

et al. 2019

ajpm

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The purpose of this research is to find out whether there is an influence of learning styles, mathematical disposition, and mathematical anxiety on metacognitive reconstruction in mathematics learning and to know how learning styles, mathematical disposition, andMathematical anxietyaffect metacognitive reconstruction in mathematics learning. This research was conducted using theMixed Method. The data processing in this research uses the Structural Equation Model (SEM) through the application of the Lisrel 8.80 program. Based on the data and research results, it can be concluded that: 1) there is an influence of learning style, mathematical disposition, and mathematical anxietyon metacognitive reconstruction in mathematics learning; 2) students with goodmetacognitive reconstruction prefer visual learning style and have a high mathematical disposition and low level of anxiety. Students with medium metacognitive reconstructions category prefer kinesthetic learning styles andhave a moderate mathematical disposition and moderate levels of anxiety. Students with low metacognitive reconstruction categories prefer audio learning styles and have a low mathematical disposition and a high level of anxiety.

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Analisis Kemampuan Pemahaman Konsep Matematis dan Kemampuan Pemecahan Masalah Matematis Siswa SMP pada Materi Sistem Persamaan Linear Dua Variabel (SPLDV)

Cited by 82 publications

References 0 publications

Identification of Students Metacognition Levels in Problem-Solving and Mathematical Literacy

Identification of Students Metacognition Levels in Problem-Solving and Mathematical Literacy

Pendekatan Rigorous Mathematical Thinking Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa

An Analysis of Students' Learning Style, Mathematical Disposition, and Mathematical Anxiety toward Metacognitive Reconstruction in Mathematics Learning Process Abstract

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