The Influence of Mathematical Thinking Ability with Modified MOORE Method on Learning Outcomes of Basic Mathematic II Chemical Education Students

This research aims is to produce a learning device based on 21st century skills with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The type of this research is development research using Plomp’s model, there are (1) preliminary research phase; (2) the prototype phase; and (3) assessment phase. The results of this research are a learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school. The results of the syllabus, RPP, LKPD validation and critical thinking skills show valid and very valid criteria with values of 3.19; 3.32; 3.26; and 3.13. In the final product test phase, learning devices were used through pre-experimental research to see the increase in critical thinking skills and there was an increase in the critical thinking skill of students using learning devices. This means that the learning device based on 21st century skill with the implementation of problem-based learning to increase the critical thinking skill of students on polyhedron for grade 8th junior high school has been valid, practical, and effective.

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confidence: 99%

Development of Learning Device Based on 21st Century Skill with Implementation of Problem Based Learning to Increase Critical Thinking Skill of Students on Polyhedron for Grade 8th Junior High School

Afdareza

Yuanita

Maimunah

2020

“… Mathematical thinking is a mathematical process that includes five aspects, one of them is to solve mathematical problems (Heleni et al, 2018). Mathematical problem-solving ability is one of the basic abilities that must be mastered by students, this is because the problem-solving ability is considered the heart of mathematics, (Putra et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Development of Mathematics Learning Devices by Applying Problem Based Learning to Increase Students Mathematical Solving Skills of Class VII Junior High School

Fitria

Hutapea

Zulkarnain

2020

This research was motivated by the low ability of Mathematical Problem Solving (KPMM) of students. In order to improve KPMM, teachers can do designing the learning process. This study aims to develop mathematical learning tools that are valid, practical and effective. The development model used the Borg and Gall model. The research instrument consisted of syllabus validation sheets, lesson plane (RPP), student worksheet (LKPD), observability of implementation, student questionnaire responses and KPMM test instruments. The result shows the mathematics learning kit using the PBL model was already valid which is for the syllabus was 85.41%, RPP was 85.11%, LKPD was 88.67% and the test instrument was 81.71%. The learning kit fulfills the practicality requirements in large group trials with an average questionnaire of students responses of 91.99% and an average of 94.58%. Effective mathematics learning tools is to improve KPMM of students with student learning outcomes that is based on the achievement of KKM with the percentage of completeness reached is 88.24%. Development of learning tools can significantly improve students mathematical problem solving abilities at a significant level of P = 0,000 with α = 0.05. Thus, it can be concluded that the development of mathematics learning tools by applying problem based learning can improve students mathematical problem solving abilities

“…Some researchers have shown that metacognition plays an essential role in problem solving as well as in the acquisition and application of skills acquired in the various fields of the discovery of the skeleton of the mathematical thinking well structured. The difficulty of students in mathematical problem solving is caused by the questions given are not present in the previous simple and easy questions the students are accustomed to (Heleni et al, 2018). In addition, according to the (Santosa et al, 2013) practicing solve math problems are early in the efforts helped overcome the difficulties students in solve math problems.…”

Section: Introductionmentioning

confidence: 99%

Student Tutoring, Facilitator and Explaining Models: A Problem Solving Metacognition towards Learning Achievements of Informatics Students

Pratiwi¹

2019

Metacognition problem solving learning model applied through student tutoring, facilitator, and explaining predicted were able to overcome the low learning achievement of students. The purpose of this research is to know the problem-solving metacognition with learning models of student tutoring, facilitator, and explaining and to find out problem-solving metacognition with learning model of student tutoring, facilitator, and explaining to the students the learning achievements of informatics. This research is descriptive qualitative study uses a quasi-experiment method. Data analysis using independent-test and ANOVA. The results showed that students' problem-solving metacognition is at a low category percentage of 35,005%. Problem-solving metacognition of the students with student tutoring, facilitator, and explaining the learning model has no effect against the learning achievements of students of Informatics with F of 0.03 and significant of 0.874.