Analisis Kemampuan Kognitif Siswa Dalam Memecahkan Masalah Matematika

Nafi'an, Muhammad Ilman

doi:10.29100/jp2m.v1i2.196

Cited by 5 publications

(4 citation statements)

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“…(5) synthesis (C5); dan (6) evaluation (C6) (Wahidmurni, Mustikawan, and Ridho 2015). Didapat kesimpulan bahwa semakin tinggi kemampuan kognitif siswa maka semakin mampu siswa melakukan pemecahan masalah, begitupun sebaliknya siswa dengan kemampuan kognitif rendah akan banyak melakukan kesalahan dalam pemecahan masalah (Nafi'an 2015).…”

Section: Pendahuluanunclassified

Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

Inastuti

Subarinah

Kurniawan

et al. 2021

GJMEA

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The purpose of this study was to determine eighth grade student problem-solving ability on number pattern material. This study was held academic year focused on assessing students learning styles. The methods used in this study were questionnaires, tests, and interviews. The results showed that class VIII students consisted of 26 students had visual learning styles, 24 students had auditory styles and 16 students had kinesthetic styles. Subjects taken in this study were 2 students from each learning style, then the subject was given a test to describe the number pattern material and conducted an interview. As a result, based on the analysis of the problem-solving ability stages, students with visual and auditory learning styles were able to reach the stage of understanding the question / problem, designing and choosing a solution strategy, and solving problems with a mathematical model, but have not yet reached the stage of re-checking the solutions obtained. On the contrary, Students with a kinesthetic learning style have been able to reach the stage of understanding the question / problem, but have not been able to reach the stage of designing and choosing a solution strategy, or solving problems with mathematical models, and even re-checking the solutions obtained. This shows that the problem solving ability of students with visual and auditory learning styles is better than students with kinesthetic learning styles.

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Section: Pendahuluanunclassified

Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

Inastuti

Subarinah

Kurniawan

et al. 2021

GJMEA

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“…Analogies can be useful in bridging these ideas with previously held beliefs. Linear equations of one variable are important to be taught in solving mathematical problems so that students can be creative and behave positively, especially in justifying a truth (Nafi'an, 2015, Nafi'an, 2016, Nafi'an 2020, the principle of balance in PLDV is logically analogous to the value of tawwasuth in Islamic moderation, which means…”

Section: Mathematics and Islamic Moderation: Internalising The Value ...mentioning

confidence: 99%

Mathematics and Islamic Moderation: Internalising the Value of Tawwasuth on the Material of Linear Equations One Variable

Muhammad Ilman Nafi’an

2024

JMA

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Internalising Islamic moderation values especially tawwasuth in mathematics is very important in mathematics education, because it can equip moderate characters and avoid extreme ideologies in Indonesia, but there are still few studies that discuss this, this study aims to internalise the value of tawwasuth on the concept of linear equations. This research is a literature research with an analogy strategy. Reviewing theories, references and other scientific literature related to mathematics and tawasuth. The result of this research is that solving linear equations focuses on finding values that equalise both sides of the equation. It involves finding the values of variables to form the solution set. The basic principle is to achieve a balance between the two sides of the equation, as in the concept of tawasuth in Islam, promoting moderation and harmony. The importance of moderate character is emphasised in mathematics learning, encouraging inclusiveness and preventing extremism, to form a peaceful and tolerant society.

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“…Tujuan mempelajari matematika salah satunya agar siswa memiliki kemampuan memecahkan masalah. Tercapai atau tidak tujuan tersebut, dapat dilihat berdasarkan penilaian dari hasil belajar siswa dimana semakin tinggi kemampuan kognitif siswa maka semakin mampu siswa melakukan pemecahan masalah, begitupun sebaliknya siswa dengan kemampuan kognitif rendah akan banyak melakukan kesalahan dalam pemecahan masalah (Nafi'an, 2015). Standar utama dalam pembelajaran matematika yang termuat dalam National Council Of Teachers Of Mathematics (NCTM) yaitu kemampuan pemecahan masalah (problem solving), kemampuan komunikasi (communication), kemampuan koneksi (connection), kemampuan penalaran dan pembuktian (reasoning and proof), serta kemampuan representasi (representation).…”

Section: Pendahuluanunclassified

Pengaruh Kecemasan Matematika Terhadap Kemampuan Pemecahan Masalah Siswa Kelas XI IPA SMA Negeri 1 Gerung

Rahmani,

Amrullah,

Kurniawan

et al. 2024

JIPP

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Kecemasan matematika merupakan keadaan yang menggangu dalam pembelajaran matematika. Pengaruh kecemasan matematika merupakan salah satu penyebab kemampuan pemecahan masalah siswa rendah. Penelitian ini bertujuan untuk mendapatkan pengaruh kecemasan matematika terhadap kemampuan pemecahan masalah siswa kelas XI IPA SMA Negeri 1 Gerung tahun ajaran 2023/2024. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kuantitatif dengan metode penelitian ex-post facto. Analisis data yang digunakan adalah analisis statistika inferensial. Hasil uji-t bahwa diperoleh nilai = 6,955 > = 1,967 dengan nilai sig = 0,05 atau 5% maka terdapat pengaruh yang signifikan antara kecemasan matematika terhadap kemampuan pemecahan masalah. Diperoleh hasil persamaan regresi = 4,072 – 0,831X, menunjukkan bahwa ada hubungan negatif antara kecemasan matematika terhadap kemampuan pemecahan masalah. Hasil koefisien korelasi sebesar 0,459 menunjukan bahwa antara kecemasan matematika dengan kemampuan pemecahan masalah memiliki hubungan tingkat sedang. Koefisien determinasi menunjuk pada angka 0,617 atau sebesar 61,7%.

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Analisis Kemampuan Kognitif Siswa Dalam Memecahkan Masalah Matematika

Cited by 5 publications

References 0 publications

Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

Analisis Kemampuan Pemecahan Masalah Pola Bilangan Ditinjau Dari Gaya Belajar

Mathematics and Islamic Moderation: Internalising the Value of Tawwasuth on the Material of Linear Equations One Variable

Pengaruh Kecemasan Matematika Terhadap Kemampuan Pemecahan Masalah Siswa Kelas XI IPA SMA Negeri 1 Gerung

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