Penelitian ini bertujuan untuk mengetahui pemahaman konsep matematika siswa berdasarkan jenis kelamin. Metode penelitian yang digunakan adalah deskriptif kuantitatif. Subjek pada penelitian ini adalah siswa kelas X IPA SMA N 1 Kecamatan Mungka yang terdiri dari 8 siswa laki-laki dan 13 siswa perempuan. Pengumpulan data dilakukan dengan tes. Hasil penelitian dari 8 siswa laki-laki sebanyak 5 siswa memperoleh kriteria pemahaman konsep sangat rendah dengan presentase sebesar 62%, 2 siswa berkriteria pemahaman konsep rendah dengan presentase sebesar 25%, dan 1 siswa memperoleh kriteria pemahaman konsep cukup dengan presentase sebesar 13%. Sedangkan kemampuan pemahaman konsep siswa perempuan dari 13 siswa adalah sebagai berikut: 5 siswa memperoleh kriteria pemahaman konsep sangat baik dengan presentase sebesar 38.46%, 5 siswa memperoleh kriteria pemahaman konsep baik dengan presentase sebesar 38.46%, 2 siswa memperoleh kriteria pemahaman konsep cukup dengan presentase sebesar 15.38%, dan 1 siswa memiliki kriteria pemahaman konsep sangat rendah dengan presentase sebesar 7.7%. Berdasarkan hasil penelitian terdapat perbedaan pemahaman konsep antara siswa laki-laki dan perempuan, dimana pemahaman konsep siswa perempuan lebih unggul dari siswa laki-laki. Hal ini dapat dilihat dari kriteria presentase pemahaman konsep siswa. Rendahnya pemahaman konsep sebagian siswa disebakan karena adanya kesulitan yang dihadapi siswa dalam memahami konsep
In the process of learning mathematics, problem-solving activities is an essential part. Several strategies can be used in this activity including intelligent guessing and testing. This strategy has characteristics that are very potential to develop the character of student as hard work. It is a way for success. In solving the problem, a participant can complete the task in the allotted time, using all abilities or power to achieve goals and trying to find various alternative solutions when faced with obstacles. These activities show the indicator of hard work. The more often students practice using this strategy, the more trained students in developing of hard-work character themselves.
This research is motivated by the lack of student activity in the learning process and the low ability to understand students' mathematical concepts. This is contrary to learning that is still conventional in nature, namely the learning process issued by the teacher. To overcome this problem, the Think Talk Write (TTW) cooperative learning model is applied. Mathematics learning for students who learn to think to talk cooperative learning models (TTW) and understanding mathematical concepts who learn think to talk cooperative learning models (TTW) are better for those looking for conventional learning. This type of research is a pre-trial research design that is the Static Group Comparison Design. The population in this study were all class XI MIPA. The sample in this study was class XI MIPA 2 as an experimental class and class XI MIPA 1 as a control class. The instrument used in the study was an observation sheet and a concept understanding test consisting of essay tests. Data obtained from the results of the study concluded that student activity with the cooperative learning model think talk writes (TTW) was 69.75%, so the activity was classified as active. Based on data analysis using t-test, it can be denied that "The ability to understand the mathematics of students who use the cooperative learning model of the type of think talk write (TTW) is better than conventional learning in class XI MIPA SMA N 5 Bukittinggi 2019/2020 academic year".
It is common knowledge that education is spearhead of the progress of a nation. A qualified teacher will form an intelligent generation. Faculty of Tarbiyah IAIN Bukitinggi is one of the campuses that prints graduate teachers. Therefore, pre-service teachers, especially mathematics education students (PMTK) need to be prepared the competency to become a professional teacher. One of them is by looking at their thinking process in solving geometry. The way of thinking each person different, included both man and women thinks. This research is qualitative-descriptive. The instruments used are tests and interviews. The subjects is student at grade 3th who had taken courses in mathematics learning strategies. The thinking process of him is as follows: the subject begins to receive and know the information after reading the given problem. In processing information, subject identifies the problem read and uses different ways of solving problems for each question such as guess and check strategies and simple problem-solving strategies. In storing information, subject writes down the information that is known and the way of completion on the answer sheet. The last thought process step is in recalling the information, subject re-examine what information is written simultaneously at the time the sentence is written
The purpose of this study is to find the relationship between the levels of intelligence of mathematical logic with the ability to solve problems in terms of the various strategies used at the stage of planning problem solving. This problem is useful for students who solve non-routine problems. The method in this research uses a case study. The results of this study indicate that the average mathematical intelligence of Grade VII students of MTsN 6 Agam is at a complex level. The ability to solve problems in algebra and geometry material in the sample class is at the basic level with an average of 50.6, at the complex level with an average of 62.66 and at a coherent level with an average of 74.75. There is a significant influence between the level of intelligence of mathematical logic with the ability of students to solve problems in Algebra and Geometry material in mathematics in class VII.1 MTsN 6 Agam at 38.2% and for the remaining 61.8% influenced by other factors such as teachers’ competence, learning style, learning environment and lack of students in practicing in answering problem solving questions.
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