Mathematical critical thinking ability of students with realistic mathematics learning innovations with ethnomathematics (PMRE)

Muslimahayati,; Dasari, Dadan; Agustiani, Riza

doi:10.1088/1742-6596/1480/1/012004

Cited by 3 publications

(5 citation statements)

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“…Mathematical observations are very important because they help us understand the world in which we live. As the existence of ethnomathematics concepts can make a major contribution to improving mathematics learning because it can connect mathematics with students' experiences in everyday life (Muslimahayati et al, 2020;Pathuddin et al, 2021). Humans use their five senses of sight, hearing, touch, smell and taste to observe objects and nature.…”

Section: Discussionmentioning

confidence: 99%

“…It can be said that in this process skills approach it is not only learning outcomes that will be achieved, but about how to obtain the expected learning outcomes (Meyer, 2020;Sulasmi, 2022). The process skills approach can improve students' abilities but also mathematical connection abilities, because this learning model requires students to be active and creative so they can understand the relationships between concepts in mathematics and apply them in everyday life (Muslimahayati et al, 2020;Roza et al, 2018). This can be interpreted that process skills are really needed by students in learning mathematics.…”

Section: Introductionmentioning

confidence: 99%

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Mathematics Learning Innovation for Student Mathematics Process Skills in Higher Grade of Elementary Schools

Kamid,

Ramalisa,

Fajriah

et al. 2024

Mimb. Ilmu

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The process skills approach can improve students' mathematical connection abilities, because it requires students to be active and creative in knowing the relationship between mathematical concepts and everyday life. If students do not have process skills in learning mathematics, they will have difficulty understanding and working on mathematical problems. The purpose of this research is to analyze processing skills differ in grade 4 mathematics learning on multiples and number factors in elementary school. The research method used is a mixed method. This research was conducted in class 4 of elementary school. The sample used in this research was 18 students selected using purposive sampling technique. The instruments used were observation, interviews and questionnaires. Data analysis techniques use descriptive and inferential statistics. Descriptive statistics to determine minimum values, maximum values, mean, median, and mode as well as inferential statistics to test assumptions and test hypotheses. Meanwhile, the process skills carried out in this research can improve students' mathematical connection abilities because students are required to be active and creative so they can understand the relationship between concepts in mathematics and their application in everyday life.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Mathematics Learning Innovation for Student Mathematics Process Skills in Higher Grade of Elementary Schools

Kamid,

Ramalisa,

Fajriah

et al. 2024

Mimb. Ilmu

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“…The use of contextual, realistic, and authentic problems in the article can motivate students in learning and is able to lead students towards more meaningful learning. However, the use of contextual, authentic, and realistic problem types in the above article has not provided space for students to think critically and has not been able to optimize development in the realm of analysis and evaluation in accordance with the objectives of Problem Based Learning (Hidayati et al, 2020;Muslimahayati et al, 2020). On the other hand, the above article also uses open-ended, ill-structured, or metacognitive problem types.…”

Section: Discussionmentioning

confidence: 99%

Students' Critical Thinking Skills in Solving Mathematical Problems: Systematic Literature Review

Suryawan

Sudiarta

Suharta

2023

Indonesian J. Educ. Res. Rev.

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To develop mathematical critical thinking skills, students are expected to have a fighting attitude in solving mathematical problems. This can support learning that is oriented towards students' critical thinking skills. The purpose of this research is to analyze the trend of studying critical thinking skills in solving students' mathematical problems. This research uses the systematic literature review method which is carried out by identifying, assessing, and interpreting all available research evidence by studying indicators and how to bring up students' mathematical critical thinking skills as the object of research. The design used is to summarize, review, and analyze 25 articles that are very relevant to the object of research in Sinta accredited journals, indexed by Scopus and Web of Science. The results of this systematic literature review state that aspects of argumentation and reasoning are very important to be developed in solving mathematical problems. Implementing problem-based learning has positive effectiveness towards improving mathematical critical thinking skills and digitalization of learning is needed in facilitating students' critical thinking. Digitalization of learning can be developing problem-based digital modules that facilitate students' cognitive conflicts. The conclusion in this research are different indicators used to measure students' critical thinking skills, different aspects of interpreting indicators, the use of PBL, and the use of ICT.

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“…Melalui belajar seseorang akan mengalami suatu perubahan perilaku dan pengalaman belajar yang dilakukannya. Menurut Skinner belajar adalah suatu perilaku (Muslimahayati, Dasari, & Agustiani, 2020) Pada saat siswa belajar, maka responnya menjadi lebih baik dan sebaliknya, apabila siswa tidak belajar maka responnya menurun. Jika didefinisikan, belajar ialah suatu proses usaha yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan, sebagai hasil pengalamannya sendiri dalam interaksi dengan lingkungannya (Muslimahayati et al, 2020).…”

Section: Pendahuluanunclassified

“…Menurut Skinner belajar adalah suatu perilaku (Muslimahayati, Dasari, & Agustiani, 2020) Pada saat siswa belajar, maka responnya menjadi lebih baik dan sebaliknya, apabila siswa tidak belajar maka responnya menurun. Jika didefinisikan, belajar ialah suatu proses usaha yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan, sebagai hasil pengalamannya sendiri dalam interaksi dengan lingkungannya (Muslimahayati et al, 2020). Menurut Gagne, belajar adalah perubahan disposisi atau kemampuan yang dicapai seseorang melalui aktivitas (Sulaiman, 2019) Perubahan disposisi tersebut bukan diperoleh langsung dari proses petumbuhan seseorang secara alamiah.…”

Section: Pendahuluanunclassified

Meningkatkan Aktivitas Dan Hasil Belajar Matematika Melaui Pembelajaran Matematika Realistik

Matutina

2023

jcp

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Penelitian ini diawali dari masalah rendahnya aktivitas dan hasil belajar matematika pada materi bangun datar Tujuan penelitian ini untuk meningkatkan aktivitas dan hasil belajar matematika tentang bangun datar pada pembelajaran matematika realistic (PMR). Subjek penelitian ini adalah siswa kelas III SDK Regina Pacis Bajawa Tahun ajaran 2022/2023 Semester 1 yang berjumlah 27 orang. Jenis Penelitian yang di gunakan merupakan penelitian Tindakan kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus, dengan tahapan sebagai berikut. 1) perencanaan, 2) pelaksanaan, 3), observasi dan 4) refleksi. Pengumpulan data untuk aktivitas belajar menggunakan angket. Sedangkan data hasil belajar dikumpulkan melalui tes hasil belajar. Hasil analisis data aktivitas belajar pada siklus I diperoleh nilai rata-rata sebesar 12,7 dengan kategori cukup aktif, persentase aktivitas belajar matematika sebesar 56,64%. Sedangkan hasil belajar matematika pada siklus I diperoleh nilai rata-rata sebesar 64, berada pada kategori cukup, dengan persentase 64% dan ketuntasan klasikalnya adalah 44,44%. Hasil penelitian pada siklus II diperoleh nilai rata-rata aktivitas belajar 20,8 kategori sangat aktif, persentase sebesar 20,8%. Sedangkan hasil belajar pada siklus II diperoleh nilai rata-rata 85,46% berada pada kategori sangat baik dengan ketuntasan klasikal adalah 98%. Berdasarkan hasil penelitian pada siklus I dan siklus II menunjukan bahwa terjadinya peningkatan aktivitas belajar sebesar 7,9 % dan hasil belajar matematika mengalami peningkatan sebesar 21,44dapat disimpulkan bahwa Aktivitas Dan Hasil Belajar Matematika Dapat Ditingkatkan Melaui Pembelajaran Matematika Realistik. Kata-kata Kunci : Aktivitas, hasil belajar, PMR Abstract This research was initiated from the problem of low activity and learning outcomes of mathematics in the material of flat shapes. The aim of this research was to increase the activities and results of learning mathematics about flat shapes in realistic mathematics learning (PMR). The subjects of this study were 27 students of class III SDK Regina Pacis Bajawa for the academic year 2022/2023 Semester 1. The type of research used is classroom action research (CAR). This research was conducted in two cycles, with the following stages. 1) planning, 2) implementation, 3), observation and 4) reflection. Collecting data for learning activities using a questionnaire. While the learning outcomes data is collected through learning outcomes tests. The results of the analysis of learning activity data in cycle I obtained an average value of 14.16 with a fairly active category, the percentage of thematic learning activities was 56.64%. While the thematic learning outcomes in cycle I obtained an average value of 63, in the sufficient category, with a percentage of 63% and classical completeness was 44.44%. The results of the study in cycle II obtained an average value of 20.6 very active learning activities, a percentage of 82.4%. While the learning outcomes in cycle II obtained an average value of 85.46 % in the very good category with classical completeness of 100%. Based on the results of research in cycle I and cycle II, it showed that there was an increase in learning activities of 25.76% and thematic learning outcomes increased by 55.56%. Based on the analysis of the data above, it can be concluded that the activities and results of learning mathematics can be increased through realistic mathematics learning. Key Words: Activity, learning outcomes, PMR

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Mathematical critical thinking ability of students with realistic mathematics learning innovations with ethnomathematics (PMRE)

Cited by 3 publications

References 5 publications

Mathematics Learning Innovation for Student Mathematics Process Skills in Higher Grade of Elementary Schools

Mathematics Learning Innovation for Student Mathematics Process Skills in Higher Grade of Elementary Schools

Students' Critical Thinking Skills in Solving Mathematical Problems: Systematic Literature Review

Meningkatkan Aktivitas Dan Hasil Belajar Matematika Melaui Pembelajaran Matematika Realistik

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