Problem-solving skills that cover the ability to understand problems, design mathematical model, complete the model and interpret the solution obtained are the abilities which students must possess. With regard to above symptom, this study described student’s activity and mathematics problem solving ability based on SOLO Taxonomy on Laps-Heuristic learning model. The procedure of the study was done through providing learning with Laps-Heuristic model with mind mapping, observing student activity during learning, giving mathematics problem solving test, analyzing the result of mathematics problem solving test, classifying the result of mathematics problem solving test based on taxonomy of SOLO, choosing the subjects of study, interviewing selected subjects, and compiling the study results. While the procedures of data analysis of this study included data reduction, data presentation, and conclusion. Based on the result of the study, it showed that the students’ activity was excellent due the fact that their scores were above 75% and their problem solving abilities were classified based on the SOLO Taxonomy consisting of 8 relational level students, 25 multi-structural level students, and 1extended abstract student.
Type of this study is quantitative. The purpose of this study was to determine the effectiveness of SSCS learning model with KNWS strategy towards mathematical creative thinking ability and self confidence of students. The populations of this study was students at grade VIII SMP Muhammadiyah 8 Semarang academic year 2016/2017. The sampling was done by cluster random sampling technique, which were chosen VIIIA as experiment class and VIIIC as control class. Data collection methods used documentation, a test, a questionnaire, and an observation. The result of this study stated that the mathematical creative thinking ability of the experiment class students had reached the classical completeness, percentage of mastery learning on mathematical creative thinking ability of the experiment class students was better than that percentage of the control class students, average of test result on mathematical creative thinking ability of the experiment class students was better than that average of the control class students, average of self confidence score of the experiment class students was better than that average of the control class students, teacher ability and the learning activities at the experiment class students included in good category, response of the experiment class students to joint the learning is positive.
The development of ethnomathematical research is currently experiencing a fairly rapid increase in interest. This can be seen in the many ethnomathematical researches in the inaugural issue of Kreano, a creative-innovative mathematics journal, in English.Perkembangan riset etnomatematika saat ini mengalami peningkatan minat yang cukup pesat. Hal ini dapat dilihat pada banyaknya riset etnomatematika pada terbitan perdana Kreano, jurnal matematika kreatif-inovatif, dalam Bahasa inggris.
This research aims to discover mathematics learning on Two Stay Two Stray (TSTS) learning assisted by effective problem cards on students' mathematical connection abilities, describing students' mathematical connection skills based on responsibility for TSTS learning and describing students' responsibilities in TSTS learning. The method used in this research is a mixed method. The population in this research were students of class VII A - VII B on one of junior high schools in Semarang, based on random sampling technique, it was selected that class VII A as the experimental class and class VII B as the control class. The results of the research show that; Students 'mathematical connection ability by using the TSTS model can reach KKM (minimum criteria of mastery learning) and classical completeness, the mathematical connection ability of students by using TSTS learning is better than students' mathematical connection skills by using expository learning. (3) Subjects with high responsibility were able to achieve three indicators of mathematical connection ability well, subjects with moderate responsibility have differences in achieving mathematical connection indicators, subjects with low responsibility were able to achieve one of mathematical connection indicator.
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