Pengaruh Strategi Heuristik Pada Pendekatan Pemecahan Masalah Dalam Pembelajaran Matematika Kelas VIII SMP

Pramita, Dewi; Rusmayadi, Muh

doi:10.31764/jtam.v2i2.722

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This can be seen from the achievement of indicators of active mathematics learning. And this is also in line with the results of research conducted by Dewi Pramita and Muh. Rusmayadi (2018), concluded that in the heuristic learning strategy in the problem solving approach, students are given the opportunity to be active in the discovery process so as to gain a deep understanding.…”

Section: Resultssupporting

confidence: 91%

Application Strategy Learning Heuristics in Increase Results Study Mathematics Student Class v Elementary School

Riyantini,

Namotemo,

Paruntu

2023

J. Edu. Rev. Resch

View full text Add to dashboard Cite

The problem of learning mathematics at SD 06 satai c class v shows that learning outcomes are still low, this research aims to 1) To determine the increase in learning outcomes using heuristic learning strategies in class V of SD Negeri 06 Satai C. 2) To see the results of mathematics learning reaching the KKM individually by implementing heuristic learning strategies in class V of SD Negeri 06 Satai C. 3) To find out whether student learning activities are classified as good in debit material when heuristic learning strategies are applied. The research used was a quasi experimental design research with a one group pretest-posttest design. The population of this study was class V students at SD Negeri 06 Satai C. The sample was class V with a total of 24 students. N-Gain test to see improvements in student mathematics learning outcomes. The result is N-Gain = 0,318 with medium criteria in the range 0,3 ≤ N – gain < 0,7. The results show that there is an increase. Next, use the one sample t-test formula. The normality test results showed that was 6,355 and was 7,814. Because ≤ is 6,355 ≤ 7,814, it is normally distributed, so it is known that = 5,915 and = 2,010, we get = 5,915 2,010 then Ha is accepted and Ho is rejected. So it can be concluded that individual students' mathematics learning outcomes reach the KKM. Next, to find out students' learning activities, use an observation sheet. From the data, the percentage of student learning activities is 85%. This shows that students' learning activities during learning are in the very active category and are classified as good.

show abstract

Section: Resultssupporting

confidence: 91%

Application Strategy Learning Heuristics in Increase Results Study Mathematics Student Class v Elementary School

Riyantini,

Namotemo,

Paruntu

2023

J. Edu. Rev. Resch

View full text Add to dashboard Cite

show abstract

“…Pada tahap ini dilakukan pendekatan heuristik. Pendekatan pemecahan masalah heuristik mengarahkan kemampuan melakukan berfikir kritis dan tahapan matematis, pada prosesnya peserta didik diarahkan untuk menemukan konsep dalam membantu menemukan solusi dari suatu masalah (Pramita & Rusmayadi, 2018). Sejalan dengan pendapat Lin & Singh (2013) bahwa mengenali prinsip fisika pada sebuah soal merupakan salah satu komponen penting dalam kemampuan memecahkan masalah.…”

Section: Efektivitas Strategi Means Ends Analysis (Mea)unclassified

Pengaruh Penerapan Strategi Means Ends Analysis (Mea) Terhadap Kemampuan Pemecahan Masalah Peserta Didik Di Sma Negeri 9 Pontianak

Rahmayani

2023

Karst

View full text Add to dashboard Cite

Penelitian ini mengkaji pengaruh strategi Means Ends Analysis (MEA) terhadap kemampuan pemecahan masalah peserta didik pada materi usaha dan energi. Metode penelitian ini adalah pre eksperimen design (one group pretest-posttest design) dengan sampel 31 orang peserta didik kelas X IPA 3 SMAN 9 Pontianak yang diambil dengan teknik cluster random sampling. Instrumen penelitian terdiri dari 5 soal essay. Berdasarkan analisis data, kemampuan pemecahan masalah pada pretest diperoleh skor sebesar 48,94 berada pada kategori rendah dan posttest diperoleh skor sebesar 79,10 pada kategori tinggi. Meningkat pada kategori sedang dengan skor N-Gain 0,6. Uji Paired Sample t-test menunjukkan perbedaan yang signifikan terhadap kemampuan pemecahan masalah setelah diterapkan strategi Means Ends Analysis (MEA) pada materi usaha dan energi. Keefektifan strategi MEA dalam meningkatkan kemampuan pemecahan masalah dikategorikan efektif dengan harga effect size sebesar 0,3 (kategori sedang). Hasil Penelitian ini diharapkan dapat menjadi alternatif dalam upaya meningkatkan kemampuan pemecahan masalah fisika peserta didik dengan menggunakan strategi pemecahan masalah Means Ends Analysis (MEA).

show abstract

“…These are reflected in Regulation of the Minister of Education and Culture of The Republic of Indonesia number 21 of 2016 where students are expected to have the ability to determine effective problem-solving strategies, evaluate results, and make announcements. By implementing heuristic strategies in learning, students can understand concepts and find solutions easier, also directly improve learning outcomes (Pramita & Rusmayadi, 2018). Aside from the cognitive aspects, students' self-efficacy also can be increased (Apostol, 2017).…”

Section: Introductionmentioning

confidence: 99%

Challenges of Mathematics Learning with Heuristic Strategies

Rosyada

Retnawati

2021

ajpm

View full text Add to dashboard Cite

Problem solving is an essential aspect of students' mathematical activities. This ability could practice by using heuristic strategies in learning. Besides, these are assured to be able to promote metacognitive skills. In the implementation, teachers faced several challenges. This research aims to describe the challenges of teachers in implementing learning with heuristic strategies. This research is a descriptive qualitative. Participants of this research were 12 junior high school mathematics teachers from 12 high schools in the Special Region of Yogyakarta and Central Java. Data collection was taken by questionnaire and added with documentation. Data were analyzed using the Miles and Huberman stage-data reduction, data display, and drawing conclusion/verification. The data then validated using triangulation technique. The results revealed that some of teacher has already implement heuristic strategy in the learning process, but unable to define the heuristic strategy correctly. In its implementation, teachers experience several obstacles. These obstacles were found in providing non-routine problems to students, solving problems by students, and in discussions conducted to solve problems.

show abstract

Pengaruh Strategi Heuristik Pada Pendekatan Pemecahan Masalah Dalam Pembelajaran Matematika Kelas VIII SMP

Cited by 4 publications

References 0 publications

Application Strategy Learning Heuristics in Increase Results Study Mathematics Student Class v Elementary School

Application Strategy Learning Heuristics in Increase Results Study Mathematics Student Class v Elementary School

Pengaruh Penerapan Strategi Means Ends Analysis (Mea) Terhadap Kemampuan Pemecahan Masalah Peserta Didik Di Sma Negeri 9 Pontianak

Challenges of Mathematics Learning with Heuristic Strategies

Contact Info

Product

Resources

About