Profil Antisipasi Siswa SMA Dalam Memecahkan Masalah Integral

Yudianto, Erfan

doi:10.15294/kreano.v6i1.4472

Cited by 10 publications

(8 citation statements)

References 1 publication

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“…However, students with high math ability are not necessarily anticipated analytically. These results were reported by [11] that student high mathematical ability internationalised anticipation. As a note, theunsuccessful anticipation of student thinking might reveal to teachers' need to rethink the ways in which learning occurred in the classroom.…”

supporting

confidence: 68%

The Anticipation: How to Solve Problem in Integral?

Yudianto¹,

juniati²,

Suwarsono³

2018

Preprint

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This research is motivated by the interest of researchers to the phenomenon of the ability of thepreservice teacher to solve problems integral to how to anticipate. It isbecause a preservice teacher to solve the problem using the integral another way to illustrate a given problem then just finish it. Anticipation in this study consisted of (1) interpreting, (2) predicting a result, and (3) foreseeing an action. This research aims to know how the preservice teacher who have the cognitive style field independent in solving problems of integral. The method used is the method of test and interview. The test consists of an essay and interview used an unstructured interview. The results obtained by the preservice teacher to solve the problems of integral to analyse a given problem through an initial guess (predicting) then do the problem, not in detail (foreseeing), but the conclusions are true. Preservice teacher in this study can be categorised in explorative anticipation

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supporting

confidence: 68%

The Anticipation: How to Solve Problem in Integral?

Yudianto¹,

juniati²,

Suwarsono³

2018

Preprint

Self Cite

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“…Pemberian mata pelajaran matematika ini dimaksudkan untuk mengajarkan dan membekali peserta didik untuk berpikir logis, kritis, sistematis, kreatif, dan analitis. Untuk mencapai tujuan-tujuan tersebut tidaklah mudah karena matematika masih sering dianggap sebagai mata pelajaran yang sulit oleh siswa dan ditakuti (Sunardi et al, 2019;Sunardi & Yudianto, 2016;Yudianto, 2015). Permasalahan lainnya adalah pengajaran matematika di sekolah masih cenderung kaku, sering sebatas pada hafalan dan hanya berbicara tentang angka dan rumus.…”

Section: Pendahuluanunclassified

Eksplorasi etnomatematika pada Masjid Jami' Al-Baitul Amien Jember

Yudianto

Febriyanti

Sunardi

et al. 2021

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Tujuan penelitan ini adalah untuk menggali etnomatematika pada bangunan Masjid Jami’ Al-Baitul Amien Jember yang kemudian digunakan sebagai bahan untuk membuat paket tes matematika bagi siswa. Penelitian ini merupakan penelitian kualitatif dengan pendekatan etnografi. Metode pengumpulan data yang digunakan adalah observasi dan wawancara. Subjek penelitian yaitu tiga observer dan dua narasumber yakni pengurus Yayasan Masjid Jami’ Al-Baitul Amien Jember. Satu orang merupakan ketua pengurus yang paham tentang sejarah Masjid Jami’ Al-Baitul Amien dan satu orang merupakan satu-satunya pengurus yang mengikuti masa pembangunan sehingga mengerti terhadap struktur bangunan masjid. Hasil penelitian menunjukkan bahwa pada bagian-bagian bangunan Masjid Jami’ Al-Baitul Amien Jember terdapat konsep-konsep matematika. Bagian-bagian bangunan yang dimaksud yaitu kubah masjid, tiang penyangga masjid, lantai dua, dinding pancuran Ruang Wudlu, dan menara masjid. Konsep-konsep matematika yang muncul adalah bangun datar, bangun ruang, kekongruenan, dan refleksi.The purpose of this research is to explore ethnomathematics at the Jami 'Al-Baitul Amien Jember Mosque building which is then used as material to design mathematics test packages for students. This research was a qualitative study with an ethnographic approach. The data collection methods used were observations and interviews. The research subjects were three observers and two resource persons, namely the management of the Jami 'Al-Baitul Amien Jember Mosque Foundation. One person is the chairman of the committee who understands the history of the Jami 'Al-Baitul Amien Mosque and one person is the only administrator who followed the construction period so that he understands the structure of the mosque building. The results show that the parts of the Jami 'Al-Baitul Amien Jember Mosque have mathematical concepts. The building parts meant are the dome of the mosque, the pillars of the mosque, the second floor, the shower wall of the Wudlu Room, and the mosque tower. Mathematical concepts that emerge are 2D shapes, 3D shapes, congruence, and reflection.

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“…Ketika siswa merasa kesulitan dalam memecahkan soal maka akan terjadi konflik kognitif di dalam dirinya. Hal ini akan membuat cara berpikir dan cara memahami suatu masalah dari siswa tersebut berkembang serta dapat meningkatkan rasa percaya diri siswa melalui jawaban yang telah ia temukan (Yudianto, 2015;Lim, 2006).…”

Section: Pendahuluanunclassified

Kajian Teori Matematika Everyone Is a Teacher Here Dan Pendekatan Quantum Teaching

Muntuan¹

2018

JPd

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Mathematics is one of the subjects which is learned at all levels of education. Ithappens because mathematics is used and needed in every aspect human activity. One of theabilities students must possess is the ability to solve problems. Facts in Indonesia show thatstudents' mathematical problem-solving abilities at both secondary and tertiary educationlevels are still not high. From previous studies reported that only 35% of students had problemsolvingskills, 25% of students were able to design completion plans and 20% of students hadthe ability to solve problems. The remaining 20% are students who have the ability to lookback at the completion steps. Looking at the research reports above, the teachers are expectedto choose the right strategy to be used in carrying out the learning process in the classroom sothat the goals that have been written in the teaching plan can be achieved. A learning modelcalled "Everyone is a Teacher Here (ETH)" is an alternative learning to improve students'mathematical problem solving abilities. The ETH Learning Model provides opportunities forall students to act as "instructors" to their peers or in other words "peer tutors". Anotheralternative learning that can be used to improve students' mathematical problem solving skillsis the Quantum Teaching learning approach. The Quantum Teaching Approach can givestudents an active learning that stimulates the student's brain so that learning can runoptimally. This Quantum Teaching Approach has an activity framework in the form of Grow,Experience, Name, Demonstrate, Repeat, and Celebrate.

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Profil Antisipasi Siswa SMA Dalam Memecahkan Masalah Integral

Cited by 10 publications

References 1 publication

The Anticipation: How to Solve Problem in Integral?

The Anticipation: How to Solve Problem in Integral?

Eksplorasi etnomatematika pada Masjid Jami' Al-Baitul Amien Jember

Kajian Teori Matematika Everyone Is a Teacher Here Dan Pendekatan Quantum Teaching

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