Analisis Kemampuan Komunikasi Matematis Siswa Ditinjau Dari Gaya Belajar Kolb

Daimaturrohmatin, Daimaturrohmatin; Rufiana, Intan Sari

doi:10.24269/ed.v3i1.232

Cited by 11 publications

(23 citation statements)

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“…Research subjects with diverger learning styles (SD), on indicators identify object characteristics through direct experience and indicators identify object characteristics that are manipulated or imagined SD is able to identify the given object, connecting the object with the real object around it which is considered to have the same characteristics even though the two This indicator SD explains it verbally through interviews. This is in line with Ghufron & Risnawita (2014), that individuals with diverging learning styles excel at seeing concrete situations from many points of view. On indicators representing objects into symbols or elementary mathematics language, write the elements in the problem completely, understand the written elements.…”

Section: Resultssupporting

confidence: 86%

“…The researcher asked SD to re-check the general form he received but in the end SD refused because he felt bored. This is in line with Ghufron & Risnawita (2014) that individuals with diverging learning styles quickly feel bored if problems take a long time to be resolved. Therefore, SD does not meet the indicators of making generalizations.…”

Section: Resultssupporting

confidence: 85%

“…This shows that SD is careful in carrying out a plan. This is in line with Ghufron & Risnawita (2014) that individuals in the reflective observation quadrant collect as much data as possible related to problems and are careful before making decisions or taking a step. In the indicator of manipulating abstract mathematical concepts, SD relates the problems given to the daily experiences that they have.…”

Section: Resultssupporting

confidence: 72%

“…Figure 2. SAk Answers to Indicators Identifying Characteristics of Objects Through Direct Experience This according to Ghufron & Risnawita (2014) shows that individuals with accommodator learning styles act on intuition and impulse rather than based on logical analysis. On indicators identify the characteristics of objects that are manipulated or imagined and make generalizations SAk cannot solve the problem given.…”

Section: Resultsmentioning

confidence: 99%

“…Students' mathematical abstraction abilities vary, this is because of the learning styles that influence it. According to (Ghufron & Risnawita, 2014;Amir, 2015) that a person's learning style is different from one another. This is in line with Khoerunnisa et al (2020) that the learning style of each individual is different depending on the way the individual understands and absorbs the lessons given.…”

Section: Introductionmentioning

confidence: 99%

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Analisis Kemampuan Abstraksi Matematis Ditinjau dari Gaya Belajar Kolb Berbantuan Media Google Slides

Rosmiati¹,

Ratnaningsih

Ni’mah

2021

J.Math.Edu.Nus

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Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan abstraksi matematis siswa ditinjau dari tipe gaya belajar diverger, akomodator, konverger, dan asimilator. Penelitian ini merupakan penelitian kualitatif dengan subjek penelitiannya yaitu siswa kelas VIII SMP. Dari 16 subjek penelitian dipilih satu subjek pada masing-masing kelompok gaya belajar Kolb berdasarkan purposive. Instrumen yang digunakan dalam penelitian ini berupa angket gaya belajar Kolb, soal tes kemampuan abstraksi matematis, dan wawancara. Pemberian tes kemampuan abstraksi matematis diberikan secara online melalui media google slides. Analisis data meliputi reduksi data, penyajian data, dan verifikasi. Berdasarkan analisis data diperoleh simpulan (1) Siswa dengan gaya belajar diverger dapat menyelesaikan indikator kemampuan abstraksi matematis kecuali indikator membuat generalisasi. (2) Siswa dengan gaya belajar akomodator dapat menyelesaikan indikator kemampuan abstraksi matematis kecuali indikator mengidentifikasi karakteristik objek yang dimanipulasikan atau diimajinasikan dan indikator membuat generalisasi. (3) Siswa dengan gaya belajar konverger dan asimilator dapat menyelesaikan semua indikator kemampuan abstraksi matematis.

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Section: Resultssupporting

confidence: 86%

Section: Resultssupporting

confidence: 85%

Section: Resultssupporting

confidence: 72%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Analisis Kemampuan Abstraksi Matematis Ditinjau dari Gaya Belajar Kolb Berbantuan Media Google Slides

Rosmiati¹,

Ratnaningsih

Ni’mah

2021

J.Math.Edu.Nus

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Development of Discovery Learning Assisted by Cabri Express Teaching Materials to Improve Students' Communication Ability and Mathematical Disposition

Firmansyah¹,

Sugandi

Rohaeti

2023

J. of Innovative Math. Learn.

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The purpose of this study was to improve students' mathematical concepts through improving communication skills and students' mathematical dispositions using Discovery Learning assisted by Cabri Express. This research is development research using the 4-D development model, which consists of the Define, Design, Develop, and Disseminate phases. The subjects in this study were 18 students. Data collection techniques in this study used the instrument questions given in the form of written tests, while the data analysis techniques in this study were data collection, data processing, data presentation, and concluding. So that the conclusions that can be drawn from this study are Cabri Express assisted teaching materials on flat plane material developed using three stages, namely define, design, and develop. Teaching materials have been validated with an average value of 87.3% with very valid and very practical criteria. Thus, the Cabri Express-assisted Discovery Learning teaching material on flat-sided spatial construction material is feasible to use. Furthermore, the teaching materials developed received a positive response from students with a percentage of 76% in the "interesting" category. Students' mathematical communication ability is 74% and students' mathematical disposition is 76% in the Good category. This proves that using teaching materials based on discovery learning assisted by Cabri Express improves students' communication skills and mathematical dispositions.

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Meta analisis kemampuan pemecahan masalah matematis siswa pada implementasi contextual teaching and learning (CTL)

Khoirunnisa,

Iwan Junaedi,

Iqbal Kharisudin

et al. 2024

J. Pembelajaran Matematika Inovatif

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The purpose of this study is to review the improvement of students' mathematical problem solving skills in the implementation of Contextual Teaching and Learning (CTL) from several articles in previous studies comprehensively and in depth in various schools, materials, or classes. This research method uses meta-analysis which consists of five stages, namely the definition of the research problem, data collection, coding process, statistical analysis, and presentation of results.. Based on the results of the study, it is obtained that the effect size value is included in the three categories of medium, large, and very large which means that the increase in mathematical problem solving ability on the implementation of Contextual Teaching and Learning (CTL) and the results of the calculation of the two means test can be found that then is rejected which means that the average experimental group is better than the control group. Thus, there is an increase in students' mathematical problem solving ability in the implementation of Contextual Teaching and Learning (CTL).

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Analisis Kemampuan Komunikasi Matematis Siswa Ditinjau Dari Gaya Belajar Kolb

Cited by 11 publications

References 0 publications

Analisis Kemampuan Abstraksi Matematis Ditinjau dari Gaya Belajar Kolb Berbantuan Media Google Slides

Analisis Kemampuan Abstraksi Matematis Ditinjau dari Gaya Belajar Kolb Berbantuan Media Google Slides

Development of Discovery Learning Assisted by Cabri Express Teaching Materials to Improve Students' Communication Ability and Mathematical Disposition

Meta analisis kemampuan pemecahan masalah matematis siswa pada implementasi contextual teaching and learning (CTL)

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