The analysis of students’ combinatorial thinking skills in solving r-dynamic vertex coloring under the implementation of problem based learning

Septory, B J; Dafik, Dafik; Tirta, I Made

doi:10.1088/1742-6596/1211/1/012084

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…There are at least two more research activities that can be done further, namely: (1) developing STEM-RBL learning materials with the ADDIE development model, and (2) Studying the STEM-RBL learning materials to improve the students' combinatorial thinking skills in developing the block paving tessellation decoration by using the r-dynamic coloring of the graph. We can consider the learning activities that combine RBL-STEM to be very effective in cultivating combinatorial thinking skills in students, it is in line with the research result presented (Maylisa et al 2020, Ridlo et al 2020a, Septory et al 2019. Thus the application in the learning process is very important.…”

Section: Discussionsupporting

confidence: 72%

Research Based Learning and STEM Learning Activities: The Use of R-Dynamic Coloring to Improve the Students Meta-literacy in Solving a Tessellation Decoration Problem

Kristiana

Dafik

Ridlo

et al. 2022

EJEDU

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The metaliteracy ability is a very important in today's life, especially to live in the disruptive technology era. Metaliteracy is an ability that goes beyond metacognition and technological literacy. However, the students' metalliteracy ability is still relatively low. One of the causes of the low ability is due to the learning model that has been applied so far has not been able to bring out this ability. Therefore, in this study, an RBL learning model that is integrated with the STEM approach will be applied in solving the r-Dynamic coloring problem. By r-dynamic coloring, we mean a proper k-coloring c of G if for every vertex v ∈V (G) satisfies |c(N(v))| ≥ min{r,d(v)}. The minimum k such that G has an r-dynamic coloring with k colors is called an r-dynamic chromatic number, denoted by r(G). By using the r-dynamic coloring technique, we will improve students' metaliteracy in solving the tessellation decoration problem. Therefore, in this research, the syntax of learning activities of the Research-Based Learning and STEM approach will be developed including the assesment indicator of the metaliteracy ability.

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Section: Discussionsupporting

confidence: 72%

Research Based Learning and STEM Learning Activities: The Use of R-Dynamic Coloring to Improve the Students Meta-literacy in Solving a Tessellation Decoration Problem

Kristiana

Dafik

Ridlo

et al. 2022

EJEDU

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“…Indikator berpikir probalistik meliputi: 1) mengenali kejadian yang pasti terjadi dan tidak pasti terjadi; 2) memprediksi hasil; 3) menggunakan bilangan secara informal untuk menyatakan probabilitas; 4) menyebutkan dengan pasti peluang suatu kejadian secara numerik (Chernoff, 2014). Adapun indikator berpikir kombinatorik meliputi: 1) mengidentifikasi sifat/karakteristik; 2) menerapkan simbolisasi matematis; 3) membuktikan secara matematis; 4) mempertimbangkan masalah kombinatorial (Septory, 2019).…”

Section: Pendahuluanunclassified

Mathematics Content Knowledge Guru Sekolah Menengah: Konteks Peluang dan Kombinasi

Widadah,

Aunillah

2023

jedma

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Abstrak: Guru sekolah menengah perlu memiliki Mathematics Content Knowledge yang kuat materi peluang dan kombinasi untuk mengajar dengan efektif dan membantu siswa memahami konsepnya. Tujuan dari penelitian ini adalah untuk mendeskripsikan korelasi antara Mathematics Content Knowledge guru senior dengan guru junior sekolah menengah. Subjek penelitian dalam penellitian ini adalah 17 guru sekolah menengah yang terdiri dari guru senior dan guru junior. Hasil penelitian dianalsis menggunakan Pearson Correlation untuk mendeskripsikan hubungan MCK dengan masa kerja guru. Selanjutnya diambil dua subjek (satu guru senior dan satu guru junior) untuk diwawancarai dan dideskripsikan kemampuan menyelesaikan soal peluang dan kombinasi. Hasil penelitian menunjukkan bahwa tidak ada korelasi antara MCK dengan senioritas guru. Pada konteks peluang yaitu r , sedangkan pada konteks kombinasi r . Berdasarkan hasil tes dan wawancara diperoleh bahwa guru senior melakukan algoritma lebih runtun dan lengkap daripada guru junior. Hal ini bisa disebabkan oleh kesiapan guru senior dalam menyelesaikan soal yang diberikan. Peneliti berharap ada penelitian lanjutan dengan subjek yang lebih banyak dan materi yang lebih variatif.

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“…Selain menggunakan model pembelajaran kooperatif, kemampuan berpikir kombinatorik juga dapat ditingkatkan melalui penerapan model pembeajaran lain, misalnya model pembelajaran Problem Based Learning (PBL). Hal tersebut bersesuaian dengan hasil penelitian yang dilaksanakan oleh (Septory, Dafik, & Tirta, 2019) yang menemukan bahwa pembelajaran berbasis masalah (PBL) dapat meningkatkan pemikiran kombinatorial mahasiswa. Penerapan PBL berpengaruh secara signifikan terhadap kemampuan kombinatorial mahasiswa.…”

Section: Hasil Dan Pembahasanunclassified

Penerapan Pembelajaran Jigsaw dalam Peningkatan Kemampuan Berpikir Kombinatorik Mahasiswa Teknik Industri

Rahmi

Zamista

2020

Logaritma

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This study was based on the advantages that faced by the Industrial Engineering Study Programme Students when follow lecture in Mathematical field. This study was a quasi research with using the one group retest-postest design. This study aims to analyze the gain of students’ combinatoric thinking ability through cooperative learning model type Jigsaw in Differential Application topic at Calculus course. The research sample are 30 students of Industrial Engineering Study Programme. The independent variable in this study was combinatoric thinking ability, while the dependent variable was cooperative learning model type Jigsaw. This study used the combinatoric thinking ability test instrument that has testet about its validity, reability, the difficulty level and the differentiator power. The research result showed that there was a gain of student’s combinatoric thinking ability through cooperative learning model type Jigsaw with n-gain value is 0.56 point and on medium level. The number of students who has combinatoric thinking ability was increased from 6 people to 14 people. The lecturer and the student’s activities have followed the rule of cooperative learning model type Jigsaw as well therefore it can improve student’s combinatoric thinking ability.

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The analysis of students’ combinatorial thinking skills in solving r-dynamic vertex coloring under the implementation of problem based learning

Cited by 6 publications

References 5 publications

Research Based Learning and STEM Learning Activities: The Use of R-Dynamic Coloring to Improve the Students Meta-literacy in Solving a Tessellation Decoration Problem

Research Based Learning and STEM Learning Activities: The Use of R-Dynamic Coloring to Improve the Students Meta-literacy in Solving a Tessellation Decoration Problem

Mathematics Content Knowledge Guru Sekolah Menengah: Konteks Peluang dan Kombinasi

Penerapan Pembelajaran Jigsaw dalam Peningkatan Kemampuan Berpikir Kombinatorik Mahasiswa Teknik Industri

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