Kemampuan Berpikir Logis Matematis Materi Pecahan  pada Siswa Berkemampuan Awal Tinggi

Wulandari, Lilis; Fatmahanik, Ulum

doi:10.31537/laplace.v3i1.312

Cited by 8 publications

(9 citation statements)

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“…In essence, this intelligence is indeed standardized as a parameter of achievement of abilities in the field of mathematics (Dara & Budiarto, 2018;Putri, 2018). The indicators of logical-mathematical intelligence are fully related to the components contained in mathematics lessons and their learning activities (Asmal, 2020;Wulandari & Fatmahanik, 2020). This is the main reason why various studies have succeeded in proving logicalmathematical intelligence as a predictor of mathematical problem-solving ability.…”

Section: Discussionmentioning

confidence: 99%

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

Wati

Pujiriyanto

2022

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[English]: Problem-solving is the heart of mathematics learning that can be influenced by intelligence. Logical-mathematical, visual-spatial, and intrapersonal intelligence have possible effects on problem-solving. This ex post facto quantitative research aims to evaluate the effect of the three intelligence on the ability of prospective primary teachers (PPT) to solve mathematical problems partially and simultaneously. The research sample (n=207) was selected through proportional stratified random sampling using the Slovin formula. Data were collected through a test and questionnaire that had been tested for content and construct validity as well as construct and composite reliability. Data prerequisite tests include tests for normality, linearity, multicollinearity, and heteroscedasticity. Hypothesis testing is done through a multiple regression test. The results show that logical-mathematical, visual-spatial, and intrapersonal intelligence simultaneously have a significant effect on PPTs’ mathematical problem-solving with a large effect of 30.3%. Partially, intrapersonal intelligence does not have a significant effect on problem-solving ability. [Bahasa]: Pemecahan masalah merupakan jantung pembelajaran matematika yang bisa dipengaruhi oleh faktor kecerdasan. Jenis kecerdasan yang berpotensi memiliki pengaruh adalah logis-matematis, spasial-visual, dan intrapersonal. Penelitian kuantitatif ex post facto ini bertujuan untuk menguji pengaruh dari ketiga kecerdasan tersebut terhadap kemampuan pemecahan masalah matematis secara parsial maupun simultan. Sebanyak 207 mahasiswa sebagai sampel penelitian dipilih melalui proportional stratified random sampling menggunakan rumus Slovin. Data dikumpulkan melalui tes dan kuesioner yang sudah di uji validitas isi dan konstruk serta reliabilitas konstruk dan komposit. Uji prasyarat data meliputi uji normalitas, linearitas, multikolinearitas, dan heteroskedastisitas. Uji hipotesis dilakukan melalui uji regresi berganda. Hasil penelitian menunjukkan bahwa kecerdasan logis-matematis, spasial-visual, dan intrapersonal secara simultan berpengaruh signifikan terhadap kemampuan pemecahan masalah matematis dengan besar pengaruh 30,3%. Sedangkan secara parsial hanya kecerdasan intrapersonal yang tidak memiliki pengaruh signifikan terhadap kemampuan pemecahan masalah matematis.

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Section: Discussionmentioning

confidence: 99%

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

Wati

Pujiriyanto

2022

BetaJTM

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“…The logical thinking indicators used in this study use indicators according to Lestari (Wulandari & Fatmahanik, 2020) with adjustments to the explanation of the indicators. Data collection methods were used through tests and interviews.…”

Section: Methodsmentioning

confidence: 99%

“…Mathematical logical intelligence is one of the intelligences possessed by students in making decisions. According to Adriawan (Faradina & Mukhlis, 2020) Indicators of students' logical thinking are as follows Apart from that, the indicators for logical thinking according to Lestari (Wulandari & Fatmahanik, 2020) are not much different, these indicators are as follows.…”

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confidence: 99%

Analysis of logical thinking ability of students 1G Madrasah Mu'allimin Muhammadiyah Yogyakarta academic year 2022/2023

Zufar

Astuti

2023

Math Didactic

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Education is a systematic effort to develop individual abilities in the era of globalization. According to Law Number 20 Article 3 of 2003 education has a strategic function in preparing high intellectual, emotional and social abilities. Thinking ability affects success in learning. Thinking is the process of interpreting circumstances from existing premises. Logical thinking becomes a step in solving complex problems for every individual. Mathematics affects the formation of a mindset. The ability to think logically is based on indicators in making meaning, making logical connections between concepts and facts, grieving and testing concepts, solving problems rationally, and drawing conclusions. The research was conducted on seventh-grade G-class students of Madrasah Mu'allimin Muhammadiyah Yogyakarta using test and interview methods as confirmation. Student work results were analyzed descriptively and grouped into four categories in general and based on indicators. It was found that students' abilities were in the less high category with a percentage of 76.7% and based on indicators the majority were in the less high category. So, it can be concluded that student’s ability to think logically is low.

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“…Berpikir logis matematis juga dapat diartikan sebagai kegiatan berpikir dalam memecahkan masalah hingga dapat menarik kesimpulan menurut fakta dan bukti yang ada dan sesuai (Andriawan & Budiarto, 2014). Kemampuan berpikir logis matematis merupakan kemampuan berpikir seseorang dalam menggunakan logika, angka, serta penalarannya sehingga seseorang yang menguasai kemampuan ini mampu dan terbiasa untuk berpikir secara runtut, nalar dan konsisten (Wulandari & Fatmahanik, 2020). Kemampuan berpikir logis matematis dapat diartikan sebagai kecakapan seseorang dalam memecahkan masalah menggunakan bukti dan fakta yang sesuai dengan logika.…”

Section: Pendahuluanunclassified

Analisis Kemampuan Berpikir Logis Matematis Ditinjau dari Kecemasan Matematika pada Pembelajaran Luring Pasca Pandemi

Ameylia¹,

Kurniasih

2022

jkpm

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This study aims to analyze students' mathematical logical thinking skills in terms of mathematical anxiety when carrying out offline learning again. Descriptive qualitative is used as a method in this research. Data was collected by providing instruments in the form of a mathematical anxiety questionnaire and a test of the mathematical logical thinking ability and equipped with the results of observations, interviews, and documentation. 8 thgrade students were selected to be the subjects in this study. Subjects were selected using a purposive sampling technique based on the results of a mathematics anxiety questionnaire. The results of this study indicate that the mathematical logical thinking ability of students who have low, medium, and high anxiety is different on each indicator. Students with high math anxiety are able to solve problems coherently and draw conclusions correctly, while students with moderate math anxiety only answer questions with simple mathematical operations, and students with high math anxiety are unable to solve problems.Abstrak: Penelitian ini memiliki tujuan untuk menganalisis kemampuan berpikir logis matematis siswa yang ditinjau dari kecemasan matematika ketika melaksanakan pembelajaran luring kembali. Kualitatif deskriptif digunakan sebagai metode dalam penelitian ini. Pengumpulan data dilakukan dengan memberikan instrumen berupa angket kecemasan matematika dan tes uraian kemampuan berpikir logis matematis serta dilengkapi dengan hasil observasi, wawancara, dan dokumentasi. Siswa kelas VIII dipilih untuk menjadi subjek dalam penelitian ini. Subjek dipilih menggunakan teknik purposive sampling berdasarkan hasil angket kecemasan matematika. Hasil penelitian ini menunjukkan bahwa kemampuan berpikir logis matematis siswa yang memiliki kecemasan rendah, sedang, dan tinggi itu berbeda-beda pada setiap indikatornya. Siswa dengan kecemasan matematika tinggi mampu menyelesaikan soal secara runtut dan menarik kesimpulan dengan tepat, sedangkan siswa dengan kecemasan matematika sedang hanya menjawab soal dengan operasi matematika sederhana dan siswa dengan kecemasan matematika tinggi tidak mampu menyelesaikan soal.

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Kemampuan Berpikir Logis Matematis Materi Pecahan pada Siswa Berkemampuan Awal Tinggi

Cited by 8 publications

References 0 publications

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

Evaluating partial and simultaneous effects of logical-mathematical, visual-spatial, and intrapersonal intelligence on prospective primary teachers’ problem solving

Analysis of logical thinking ability of students 1G Madrasah Mu'allimin Muhammadiyah Yogyakarta academic year 2022/2023

Analisis Kemampuan Berpikir Logis Matematis Ditinjau dari Kecemasan Matematika pada Pembelajaran Luring Pasca Pandemi

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