Developing open-ended questions for surface area and volume of beam

Kurniawan, Henry; Putri, Ratu Ilma Indra; Hartono, Yusuf

doi:10.22342/jme.9.1.4640.157-168

Cited by 20 publications

(16 citation statements)

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“…Ariani et al (2014) dalam penelitiannya melaporkan bahwa open-ended problem memberikan pengaruh yang signifikan terhadap kemampuan pemecahan masalah matematika dan kemampuan kreativitasnya. Melalui masalah open-ended kemampuan matematika dapat meningkat (Azis, 2018;Kurniawan et al, 2018;Maharani, 2014;Yuniarti et al, 2017). Sariningsih dan Herdiman (2017) dalam penelitiannya juga melaporkan bahwa kemampuan berpikir kreatif matematis siswa yang mendapat pembelajaran berbasis masalah terbuka lebih baik dari pada siswa yang mendapatkan pembelajaran konvensional.…”

Section: Pendahuluanunclassified

Profil kemampuan berpikir kreatif matematis ditinjau dari gaya kognitif reflective dan impulsive

Miatun

Nurafni

2019

J. ris. pendidik. mat

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Penelitian ini bertujuan untuk mendeskripsikan profil kemampuan berpikir kreatif matematis mahasiswa calon guru dalam menyelesaikan masalah open-ended ditinjau dari gaya kognitif reflective dan impulsive. Penelitian ini adalah penelitian deskriptif kualitatif. Subjek penelitian ini adalah mahasiswa calon guru pada Program Studi Pendidikan matematika, Universitas Muhammadiyah Prof. DR. HAMKA yang diambil menggunakan teknik purposive sampling. Validasi data menggunakan teknik triangulasi waktu. Data dianalisis menggunakan metode perbandingan tetap (constant comparative method) dengan langkah (1) reduksi data dan kategorisasi, (2) penyajian data; dan (3) penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa dari empat indikator kemampuan berpikir kreatif matematis, mahasiswa dengan gaya kognitif reflective mampu memenuhi aspek kelancaran dan keterincian, yaitu menjawab soal dengan lebih lancar, mampu menjelaskan hubungan sebab akibat antar konsep yang digunakan, serta lebih rinci dan runtut dalam menjawab dan menjelaskan jawaban tertulisnya, dibandingkan dengan mahasiswa dengan gaya kognitif impulsive. Indikator aspek keluwesan dan kebaruan masih belum bisa terpenuhi karena mahasiswa dengan gaya kognitif reflective dan impulsive baru mampu menjawab pertanyaan menggunakan satu cara saja dan belum menggunakan strategi baru. Profile of mathematical creative thinking ability viewed from reflective and impulsive cognitive style AbstractThe study aimed to describe mathematical creative thinking ability profiles of prospective students in solving open-ended problems in terms of reflective and impulsive cognitive styles. The research classified as a qualitative descriptive study. The subjects of this study were prospective students of the Mathematics Education Department, Universitas Muhammadiyah Prof. DR. HAMKA and selected using a purposive sampling technique. For data validation, we used time triangulation techniques. Data were analyzed using the constant comparison method with steps (1) data reduction and categorization; (2) data presentation; and (3) conclusions and verification. The results showed that from the four indicators of mathematical creative thinking, students with reflective cognitive style were able to fulfill fluency and detail aspects in answering questions, explain causal relationships between concepts used, and more detail in written answers, compared to students with impulsive cognitive style. The indicators of flexibility and originality aspects of both students with the reflective and impulsive cognitive style are still cannot be fulfilled because they only answer questions using one method without using a new strategy.

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Section: Pendahuluanunclassified

Profil kemampuan berpikir kreatif matematis ditinjau dari gaya kognitif reflective dan impulsive

Miatun

Nurafni

2019

J. ris. pendidik. mat

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“…Even in the dimension of the type of answer (C) the type of questions with open answers is only 1.14% (or only 1 of the 100 existing questions). Based on Kurniawan H, et al (Kurniawan et al, 2017) questions with open answer types provide opportunities for students to improve their mathematical abilities, including reasoning abilities, communication skills and problem-solving skills.…”

Section: Resultsmentioning

confidence: 99%

Questions Analysis in Mathematics Textbook from Competency-Based Curriculum up to Curriculum 2013

Raditya

Iskandar

Suwarno

2020

DJM

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Mathematics textbooks have a significant role in mathematics teaching, and learning activities in schools and the questions contained in textbooks are usually used by students to practice independently. The purpose of this study is to analyze the types of problems in mathematics textbooks used from 2000 to 2017 in Indonesia, especially in the material of one-variable linear equations. The method used in this study is a six-dimensional analysis method, which consists of mathematical activities, the level of difficulty of the questions, the types of answers expected, contextual situations, the types of responses and the types of mathematical questions. Data collection techniques are done by analyzing and describing the types of questions in mathematics textbooks used from 2000 to 2017. The results of this study are the problems in mathematics textbooks for linear variable equations of one variable that do not have diverse types, the types of questions in textbooks are still many in the form of questions that calculate or use a variety of arithmetic operations, apply directly the basic knowledge or skills and without context in everyday life. Also, the existing questions are questions with closed answers, namely questions that only require answers without a reason and questions with a single procedure

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“…This developmental research is a type of research aimed to producing jumping tasks in learning mathematics addition and subtraction of algebraic forms in seventh-grade of junior high school which is valid and practicial. This research focused on two stages, namely preliminary stage and formative evaluation that consisted of self-evaluation, prototyping (expert reviews, one-to-one, and small group), and field test (Zulkardi,2006;Zulkardi, 2002;Kurniawan, Putri, Hartono, 2018). The subjects of this research are seventh-grade students of junior high school in Palembang.…”

Section: Methodsmentioning

confidence: 99%

The Effectiveness of Lesson Study on Student Learning Outcomes in The Study of Mathematics Education Issues

Roesdiana¹,

Hidayati²

2020

Srwjy. Inter. J. LS.

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The study of mathematics education issues is one of the compulsory subjects in the Mathematics Education Study Program. This subject studies about crucial issues regarding education, especially for the students who are going to make a thesis. This research is a study to measure the extent of the effect of the lesson study on student learning outcomes in the study of mathematics education issues. The purpose of this study is to examine the achievement of student learning outcomes between the learning with lesson study and the learning with traditional model. This research is a quasi-experimental research with posttest control group design. The study was conducted on mathematics students in University of Singaperbangsa Karawang. The data was collected by tests and analyzed by descriptive statistical analysis and statistical inference (t-test). Based on the results of data analysis, the achievement of student learning outcomes whose learning uses the lesson study is better than the students who learn with traditional model. Thus, it can be concluded that there are significant differences in student learning outcomes between students who learn with lesson study and students who learn with traditional model.

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Developing open-ended questions for surface area and volume of beam

Cited by 20 publications

References 1 publication

Profil kemampuan berpikir kreatif matematis ditinjau dari gaya kognitif reflective dan impulsive

Profil kemampuan berpikir kreatif matematis ditinjau dari gaya kognitif reflective dan impulsive

Questions Analysis in Mathematics Textbook from Competency-Based Curriculum up to Curriculum 2013

The Effectiveness of Lesson Study on Student Learning Outcomes in The Study of Mathematics Education Issues

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