Tahap Perkembangan Kognitif Matematika Siswa SMP Kelas Vii Berdasarkan Teori Piaget Ditinjau Dari Perbedaan Jenis Kelamin

Aini, Indrie Noor; Hidayati, Nita

doi:10.30870/jppm.v10i2.2027

Cited by 13 publications

(12 citation statements)

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“…Based on the data above, with a ratio of 3: 7 female and male students, it can be concluded that the logical thinking stages of male and female students have the same tendency, namely the formal thinking stage. In line with Aini and Hidayati in their research, it shows that male and female students have reached the formal stage where women are more dominant in reaching the formal stage (Aini & Hidayati, 2017). The formal logical thinking stage is the highest stage of logical thinking.…”

Section: Students' Logical Thinking Abilitysupporting

confidence: 79%

Profile of Hard skills and Soft skills of Mathematics Education Students

Nopriana

Firmasari

Martadiputra

2021

Eduma : Mathematics Education Learning and Teaching

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This study analyzes some hard skills (problem-solving abilities, level of logical thinking, and geometric thinking) and soft skills (students' self-concept and mathematical habits of mind) mathematics education students explicitly in the first year. The research method used is descriptive quantitative. From the population of all mathematics education students in the first year, one group of students was selected as a random sample using analysis techniques, data presentation, and conclusion drawing. Based on the research results, mathematics education students' overall ability in the first year is already good. Students were mastering five reasoning on the test of logical thinking (TOLT). It means they have solved problems with reasoning associated with proportional or ratio, control variables, probability, correlation and combinatorics. Most students have reached the level of thinking geometry at the analysis stage; that is, students have already understood the properties of concepts or geometry based on informal analysis of parts and component attributes. However, students do not have good soft skills. Even though they have a strong habit of mind, students' selfconcept is quite sufficient.

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Section: Students' Logical Thinking Abilitysupporting

confidence: 79%

Profile of Hard skills and Soft skills of Mathematics Education Students

Nopriana

Firmasari

Martadiputra

2021

Eduma : Mathematics Education Learning and Teaching

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“…Tahap operasi formal merupakan tahap dimana anak mampu berpikir logis, berpikir dengan pemikiran teoritis formal berdasarkan proposisi-proposisi dan hipotesis, dan mampu mengambil kesimpulan terlepas dari apa yang diamati saat itu (Suparno, 2001). Individu yang berada pada tahap operasi formal apabila dihadapkan kepada suatu masalah, dapat merumuskan dugaan-dugaan atau hipotesis-hipotesis tersebut (Aini & Hidayati, 2017). Dengan kata lain, siswa SMP dengan usia 11-15 sudah mampu menganalisa dengan logika dan mampu mengerti dengan cara pemikiran abstrak.…”

Section: Pendahuluanunclassified

Profil Pemecahan Masalah Matematika Pada Materi Himpunan Ditinjau Dari Self Efficacy

Loviasari¹,

Mampouw²

2022

Mosharafa

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AbstrakPenelitian dilakukan karena fakta bahwa terdapat siswa yang belum mampu memecahkan masalah pada materi himpunan. Penelitian kualitatif deskriptif ini bertujuan mendeskripsikan profil pemecahan masalah matematika siswa SMP terhadap materi himpunan ditinjau dari self efficacy. Subjek penelitian yaitu 3 siswa kelas VIII salah satu SMP Negeri di Salatiga. Instrumen utama adalah peneliti sendiri, didukung pedoman wawancara dan tes pemetaan pemecahan masalah. Hasil penelitian menunjukkan subjek berkemampuan tinggi dan sedang mampu merencanakan strategi penyelesaian soal dengan baik yang mempermudahnya menyelesaikan soal menentukan komplemen gabungan dan irisan dua himpunan, sedangkan subjek berkemampuan rendah belum mampu; subjek berkemampuan tinggi, sedang maupun rendah memiliki rasa optimis dan keyakinan pada diri yang tinggi; subjek berkemampuan tinggi, sedang dan rendah konsisten, ulet dan tekun dalam menyelesaikan soal; subjek berkemampuan tinggi dan sedang mampu menjadikan kesalahan sebelumnya sebagai pedoman untuk mencapai keberhasilan dalam penyelesaian soal, sedangkan subjek berkemampuan rendah kurang mampu. Hasil ini memberikan gambaran bahwa subjek ketiga tidak memiliki self efficacy yang berbeda secara signifikan meskipun kemampuan pemecahan masalah berbeda-beda. Profile of Solving Mathematical Problems on Set Materials in terms of Self Efficacy AbstractThis research was conducted based on the fact that there are still students who have not been able to solve problems on the set material. This descriptive qualitative research aims to describe the profile of solving mathematical problems about sets by junior high school students in terms of self-efficacy. The research subjects were 3 students of class VIII of one of the public junior high schools in Salatiga. The main instrument is the researcher herself who is supported by interview guides, documents, and problem-solving mapping tests of the set. The results showed that high and low-ability subjects were able to plan the problem-solving strategy well which made it easier for them to determine the combined and sliced complement of two sets. Subjects with high, medium and low abilities have a sense of optimism and high self-confidence, are consistent, resilient, and diligent in solving set problems. High and medium-ability subjects can make previous mistakes as a guideline for achieving success in problem-solving, while low-ability subjects are less capable. These results illustrate that the third subject does not have different self-efficacy even though their problem-solving abilities differ.

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“…Salah satu cara yang biasa digunakan yaitu dengan mengkaji teori-teori perkembangan kognitif yang telah ada. Salah satu teori yang sering digunakan dalam membahas teori perkembangan kognitif yaitu teori yang dikembangkan oleh Jean Piaget seorang psikolog yang juga ahli biologi kelahiran Swiss pada tahun 1896 (Aini & Hidayati, 2017). Perkembangan kognitif peserta didik merupakan hal dasar yang penting untuk diketahui, sehingga nantinya guru atau pendidik dapat menyusun materi pembelajaran matematika dan menggunakan model pembelajaran yang sesuai dengan kondisi kognitif peserta didiknya.…”

Section: Pendahuluanunclassified

“…Teori kontruktivisme mempertanyakan apa dan bagaimana peran guru yang baik dan peran murid yang sesungguhnya dalam menggeluti ilmu pengetahuan. Tidak ketinggalan, metode penelitian Piaget banyak mewarnai penelitian pemikiran anak (Aini & Hidayati, 2017).…”

Section: Pendahuluanunclassified

Kesesuaian Teori Perkembangan Kognitif Piaget Pada Peserta Didik Kelas I Dan II Dalam Memahami Hukum Kekekalan

Wardi

Hayati

Kurniati

et al. 2021

GJMEA

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This study aims to determine the suitability of cognitive development of class I and II students in understanding the law of conservation of numbers, conservation of material and long conservation with Jean Piaget's theory of cognitive development. This type of research is quantitative with a qualitative-descriptive approach. This study population was 52 students in grades I and II at Madrasah Ibtidaiyah Al-Mukhtariyah Foundation Al-Islamiyah Mamben Daya Academic Year 2020/2021 with a sampling technique using a purposive sampling technique. Based on this technique, 14 research samples were obtained, six samples from class I and eight samples from class II. The instrument used was a test in the form of a brief description of the law of conservation of numbers, conservation of matter and conservation of length. The non-test instrument is an interview combined with a simple experiment. Interviews and simple experiments in this study use coins to the conservation of numbers, water and glass for the conservation of matter, and finally the rope for the conservation of length. Based on the results of the data analysis on the answers to the students' test questions, it is known that 50% of students already understand the law of conservation of numbers, the law of conservation of matter and the law of long conservation. Meanwhile, based on the results of interviews and simple experiments, it is known that 7 students have understood the law of conservation of numbers, conservation of matter and conservation of long, 2 students have understood the law of conservation of numbers and conservation of matter, 2 students have understood the law of conservation of numbers and conservation of length, 2 participants students understand the law of the conservation of numbers and 1 student who does not understand the three conservation laws. For further researchers, they can research the causes of students who have entered the concrete thinking stage and do not understand the law of eternity.

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Tahap Perkembangan Kognitif Matematika Siswa SMP Kelas Vii Berdasarkan Teori Piaget Ditinjau Dari Perbedaan Jenis Kelamin

Cited by 13 publications

References 0 publications

Profile of Hard skills and Soft skills of Mathematics Education Students

Profile of Hard skills and Soft skills of Mathematics Education Students

Profil Pemecahan Masalah Matematika Pada Materi Himpunan Ditinjau Dari Self Efficacy

Kesesuaian Teori Perkembangan Kognitif Piaget Pada Peserta Didik Kelas I Dan II Dalam Memahami Hukum Kekekalan

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