Kemampuan Pemecahan Masalah Matematika Ditinjau Dari Minat Belajar Peserta Didik

Yuliati, Ikha

doi:10.31004/cendekia.v5i2.547

Cited by 9 publications

(10 citation statements)

References 7 publications

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“…This result is in line with the research results of Alayyannur (2018), which shows no relationship between management commitment and knowledge. However, in contrast to research Yuliati (2021) which states that students' mathematical problem-solving abilities significantly influence learning interest, there is a significant positive correlation between learning interests and students' mathematical problem-solving abilities.…”

Section: 𝐱 ̅ Sdcontrasting

confidence: 84%

“…Or vice versa, if problem-solving ability decreases, then mathematical communication ability or interest in learning decreases. According to Yuliati (2021), students' interest in learning mathematics varies. The variation is caused by internal and external factors from each student, including students' attention to lessons, goals, talents, motivation, environment, and the learning process of mathematics while at school itself.…”

Section: 𝐱 ̅ Sdmentioning

confidence: 99%

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Implementation of geogebra-assisted creative problem-solving model to improve problem solving ability and learning interest students

Handayani¹,

Kusnawati²,

Sari³

et al. 2022

ajpm

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Mathematics aims to make students have good problem-solving skills based on the junior high school curriculum. However, the reality in the field is that more than 50% of students cannot solve problem-solving problems. This study aims to (1) Analyze the differences in the improvement of the problem-solving abilities of students who received learning with the GeoGebra-assisted CPS model and the problem-solving skills of students who received conventional learning in terms of overall and early mathematics ability (superior and low); (2) Analyzing the differences in learning interest of students who received GeoGebra-assisted CPS learning and students who received conventional understanding; (3) Analyzing the correlation between problem-solving abilities and students' interest in education. The research design employed was sequential explanatory with a quasi-experimental method. The Instruments were written tests, questionnaires, observation sheets, and interview guidelines. The data obtained were analyzed using the Mann-Whitney U test, t-test, and correlation test. The results showed that: (1) The improvement of the problem-solving abilities of students who received GeoGebra-assisted CPS learning was better than students who received conventional learning, and there was no difference in the problem-solving abilities of the superior early mathematical ability and low early mathematical ability groups; (2) The learning interest of students who receive GeoGebra-assisted CPS learning is better than students who receive conventional learning; (3) There is no correlation between problem-solving ability and student interest in learning. Creative problem-solving learning models assisted by GeoGebra applications can improve students' mathematical problem-solving skills and interest in learning.

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Section: 𝐱 ̅ Sdcontrasting

confidence: 84%

Section: 𝐱 ̅ Sdmentioning

confidence: 99%

Implementation of geogebra-assisted creative problem-solving model to improve problem solving ability and learning interest students

Handayani¹,

Kusnawati²,

Sari³

et al. 2022

ajpm

View full text Add to dashboard Cite

show abstract

“…From the interview with the teacher, the solutions to some of the teacher's difficulties are: 1) In basic math skills, the teacher involves students who have more ability to help the teacher explain to their groupmates about the basics of learning mathematics. Same with research (Yuliati, 2021) that this mathematical ability is needed in solving problems.…”

Section: Solutions To Overcome Teacher Difficulties In Facing Difficu...mentioning

confidence: 99%

Analysis of Teacher Difficulties in Teaching Physics Courses in MAN 1 Konawe Selatan

Halmuniati

Saputra

Syam

et al. 2022

J. Pendidik. Fis. Teknol.

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This research was conducted with the aim of knowing the process of implementing physics learning, what factors cause teacher teaching difficulties and solutions to the teacher's difficulties. This research was conducted at MAN 1 Konsel with 3 physics teachers as informants who used descriptive methods through a qualitative approach. Data collection techniques with observation, interviews and documentation. The data analysis technique uses data collection, data reduction, presentation, and drawing conclusions or verification. From the results of the study, it was found that at the time of implementation of learning, it was found that all teachers had quite a difficulty in developing teaching materials. There are 4 factors that influence the difficulty of teachers in teaching physics, namely the low basic mathematical ability of students, inadequate facilities and infrastructure, the learning methods used by schools are less varied and innovative, and the time allocation is still lacking in achieving learning objectives. So the solution to answer the difficulties they are experiencing is that the teacher must involve students with good mathematical abilities to help their friends, using simple laboratory tools that the teacher can make themselves by using used materials or by using virtual laboratories, the teacher must also combine various methods and techniques. Innovative learning model, strives to maximize the available time allocation.

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“…Tuntutan dunia menuntut aspek pendidikan untuk selalu mengikuti perkembangan teknologi terhadap upaya dalam peningkatan mutu pendidikan (Nainggolan, 2021). Teknologi dapat dimanfaatkan dalam sistem kehidupan tidak hanya memberikan keringanan bagi peradaban manusia tetapi juga bisa menyebabkan masalah baru jika tidak diikuti dengan sumber daya yang juga mempuni secara mental dan intelegensi (Yuliati, 2021).…”

Section: Pendahuluanunclassified

Validasi Instrumen Pengembangan Video Pembelajaran Berbantuan Kinemaster Pada Materi Kelas VII Semester 2 SMP/MTs

Parlaungan

Zulfah

Astuti

2022

JERKIN

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This research is motivated by the learning process that is carried out online and offline with reduced time to achieve learning objectives optimally and causes students' interest in learning to decrease. This study aims to produce quality instrument validation that will be used in assessing kinemaster-assisted mathematics learning videos. Development research was carried out using the Plomp model. The Plomp model consists of 3 stages, preliminary research, prototyping phase and assessment phase. The subjects of this research are 3 expert validators who are competent in their fields. This study uses instruments of validity, practicality and effectiveness. The research data were collected using observation sheets, interviews and questionnaires. Data analysis techniques used are preliminary data analysis, validity data analysis, practicality data analysis and effectiveness data analysis. Based on the results of the assessment of the interview sheets, observations and questionnaires using instrument validation, it is stated that the three assessment sheets are in the very valid category, so that the interview, observation and questionnaire sheets can be used to obtain assessment data and information on research needs.

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Kemampuan Pemecahan Masalah Matematika Ditinjau Dari Minat Belajar Peserta Didik

Cited by 9 publications

References 7 publications

Implementation of geogebra-assisted creative problem-solving model to improve problem solving ability and learning interest students

Implementation of geogebra-assisted creative problem-solving model to improve problem solving ability and learning interest students

Analysis of Teacher Difficulties in Teaching Physics Courses in MAN 1 Konawe Selatan

Validasi Instrumen Pengembangan Video Pembelajaran Berbantuan Kinemaster Pada Materi Kelas VII Semester 2 SMP/MTs

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