Profil Kemampuan Penalaran Matematis Siswa Ditinjau Dari Gaya Belajar

Ridwan, Muhammad

doi:10.22236/kalamatika.vol2no2.2017pp193-206

Cited by 18 publications

(21 citation statements)

References 1 publication

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“…Pada tahap merancang dan memilih strategi penyelesaian, siswa sudah dapat merancang dan memilih strategi penyelesaian, walaupun beberapa perencanaan kurang tepat dan lengkap. Sejalan dengan hasil penelitian, bahwa dalam menjawab soal siswa visual sudah memiliki ide yang tepat, namun kurang teliti selama proses perhitungan, sehingga argument siswa visual dalam mengerjakan soal yang diberikan hampir benar hanya saja ketelitian yang kurang berdampak pada argument yang kurang tepat (Ridwan 2017).…”

Section: Kemampuan Yang Diperoleh Siswa Dengan Gaya Belajar Visualunclassified

Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

Inastuti

Subarinah

Kurniawan

et al. 2021

GJMEA

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The purpose of this study was to determine eighth grade student problem-solving ability on number pattern material. This study was held academic year focused on assessing students learning styles. The methods used in this study were questionnaires, tests, and interviews. The results showed that class VIII students consisted of 26 students had visual learning styles, 24 students had auditory styles and 16 students had kinesthetic styles. Subjects taken in this study were 2 students from each learning style, then the subject was given a test to describe the number pattern material and conducted an interview. As a result, based on the analysis of the problem-solving ability stages, students with visual and auditory learning styles were able to reach the stage of understanding the question / problem, designing and choosing a solution strategy, and solving problems with a mathematical model, but have not yet reached the stage of re-checking the solutions obtained. On the contrary, Students with a kinesthetic learning style have been able to reach the stage of understanding the question / problem, but have not been able to reach the stage of designing and choosing a solution strategy, or solving problems with mathematical models, and even re-checking the solutions obtained. This shows that the problem solving ability of students with visual and auditory learning styles is better than students with kinesthetic learning styles.

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Section: Kemampuan Yang Diperoleh Siswa Dengan Gaya Belajar Visualunclassified

Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

Inastuti

Subarinah

Kurniawan

et al. 2021

GJMEA

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“…Kemampuan penalaran menuntut siswa untuk mampu memberikan alasan logis terkait dengan jawaban yang diberikan. Menurut Ridwan (2017) indikator kemampuan penalaran matematis antara lain manipulasi matematis, menarik kesimpulan, memberikan alasan atau bukti terhadap satu atau beberapa solusi dan memeriksa kesahihan suatu argumen.…”

Section: Pendahuluanunclassified

Penerapan Reciprocal Teaching Dengan Kartu Peran Untuk Meningkatkan Kemampuan Penalaran Matematis Materi Trigonometri

Puspitasari¹

2020

Jurnal Pendidikan dan Riset Matematika

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The purpose of this study is to describe the application of Reciprocal Teaching with role cards to improve student mathematical reasoning abilities on trigonometry material. Mathematical reasoning is thinking about mathematical problems logically to solve a problem and give reasons for a solution. One of the lessons learned to overcome the low mathematical reasoning ability is the learning of Reciprocal Teaching models using role cards. The steps of Reciprocal Teaching activities include question generating, clarifying, predicting, and summarizing. Before the Reciprocal Teaching steps are carried out, students are given a role card to determine the students who become model teachers. This research is a classroom action research. Based on the research that has been done, it is known that the application of the Reciprocal Teaching model increases the mathematical reasoning ability of students in XI grade IPA 2 of SMA Negeri 8 Malang on the Trigonometry with an increase in class average from initial 73 to 60 in cycle I and to 73 in cycle II. In addition, the average percentage increase in students' mathematical reasoning also increased from 60% to 73%.

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“…Berdasarkan Ridwan, 2017). Penalaran juga dapat dikatakan sebagai salah satu kunci untuk menunjukkan bagaimana kemampuan berpikir kritis seseorang.…”

Section: Pendahuluanunclassified

Analisis Kemampuan Berpikir Kritis Mahasiswa Dalam Memecahkan Masalah Kalkulus

Sulistyorini

Napfiah

2019

AJPM

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Berpikir kritis merupakan kemampuan yang dapat dipelajari dan dilatihkan agar mampu memecahkan masalah secara efektif. Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis mahasiswa dalam memecahkan masalah kalkulus. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Subjek dari penelitian ini adalah tiga orang mahasiswa program studi Pendidikan Matematika IKIP Budi Utomo Malang yang berkemampuan matematika tinggi. Instrumen yang digunakan yaitu soal pemecahan masalah Kalkulus dan pedoman wawancara. Instrumen dibuat untuk menggali kemampuan berpikir kritis mahasiswa dalam memecahkan masalah. Hasil penelitian menunjukkan bahwa subjek mampu menunjukkan kemampuan berpikir kritis yang tinggi. Hal ini ditunjukkan dengan terpenuhinya seluruh indikator kemampuan berpikir kritis dalam memecahkan masalah matematika yaitu menggunakan penalaran pada tahap memahami masalah, menganalisis keterkaitan masing-masing bagian dari keseluruhan untuk menghasilkan sistem yang kompleks pada tahap membuat perencanaan, menganalisis dan mengevaluasi fakta-fakta pada tahap melaksanakan perencanaan, dan menarik kesimpulan berdasarkan hasil analisis pada tahap memeriksa kembali. Walaupun ketiga subjek memenuhi keseluruhan indikator berpikir kritis, namun masing-masing subjek menunjukkan proses pemecahan masalah yang berbeda. Masalah open-ended dapat dipertimbangkan dalam melatihkan kemampuan berpikir kritis sekaligus mengakomodasi berbagai tingkatan akademik mahasiswa.AbstractCritical thinking is an ability that can be learned and trained to be able to solve problems effectively. This study aims to describe students' critical thinking skills in solving calculus problems. This type of study was descriptive qualitative research. The subjects were three undergraduate students of the IKIP Budi Utomo Malang Mathematics Education with high mathematical abilities. The research instruments were calculus problem solving questions and interview guidelines. The instruments used to explore students' critical thinking skills in solving problems. The results showed that subjects were able to demonstrate high critical thinking skills. This is indicated by the fulfillment of all indicators of critical thinking skills in solving mathematical problems, namely using reasoning at the stage of understanding the problem, analyzing the relationship of each part of the whole to produce a complex system at the stage of devising a plan, analyzing and evaluating the facts at the stage of carrying out the plan, and draw conclusions based on the results of the analysis at the stage of looking back. Although all three subjects fulfill all indicators of critical thinking skills, each subject shows a different problem solving process. Open ended problems can be considered to develop critical thinking skills while accommodating various academic levels of students.

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Profil Kemampuan Penalaran Matematis Siswa Ditinjau Dari Gaya Belajar

Cited by 18 publications

References 1 publication

Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

Penerapan Reciprocal Teaching Dengan Kartu Peran Untuk Meningkatkan Kemampuan Penalaran Matematis Materi Trigonometri

Analisis Kemampuan Berpikir Kritis Mahasiswa Dalam Memecahkan Masalah Kalkulus

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