Analisis Kemampuan Metakognisi Siswa dalam Pemecahan Masalah Menggunakan Soal TIMSS ditinjau dari Perbedaan Gender

Fatima, Siti Nur; Munawwir, Zainul; Sari, Lisma Dian Kartika

doi:10.47668/pkwu.v9i2.227

Cited by 8 publications

(7 citation statements)

References 3 publications

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“…Adapun indikator kemampuan pemecahan masalah matematis menurut Sumarmo (Hendriana et al, 2017) peningkatan pembelajaran matematika dan sains (Fatima et al, 2021). Salah satu kemampuan yang diukur dalam tes TIMSS adalah kemampuan pemecahan masalah matematis (Utami & Wutsqa, 2017).…”

Section: Pendahuluanunclassified

Kemampuan Pemecahan Masalah Matematis Siswa SMP Dalam Menyelesaikan Soal Timss Pada Topik Data Dan Peluang

Amanda

Ruli

2022

EduMatSains

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Mathematical problem solving ability is one of the goals of learning mathematics that must be possessed by every student. This study aims to describe the mathematical problem solving ability of junior high school students in solving TIMSS questions on the topic of data and probability. This research uses a qualitative approach with a descriptive method. The research techniques used are tests, interviews, and triangulation. The results of the study were 6 students, 3 students met the indicators of identifying the adequacy of data, 4 students met the indicators of formulating a mathematical problem or making a mathematical model of a problem, 2 students meeting the indicators of applying strategies to solve mathematical problems, 1 student fulfilling the indicators of explaining or interpreting the results accordingly. the initial problem and re-examined the results of the answers, and 2 students fulfilled the indicators using mathematics in a meaningful way. The conclusion in this study is that the mathematical problem solving ability of junior high school students is still relatively low. This is due to several factors, namely students have not been trained to write down important points contained in questions such as what is known and asked, students are accustomed to directly answering questions without using mathematical calculations, in applying solving strategies students still find it difficult, and students are not accustomed to giving conclusions and recheck the results of the answers.

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Section: Pendahuluanunclassified

Kemampuan Pemecahan Masalah Matematis Siswa SMP Dalam Menyelesaikan Soal Timss Pada Topik Data Dan Peluang

Amanda

Ruli

2022

EduMatSains

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“…Mathematics is the basis of knowledge in every branch of science (Setyaningsih & Kustiana, 2023). Therefore, mathematics is essential in education (Khaerunnisa et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Students' Mathematical Creative Thinking Ability in Solving Open-Ended Questions Based on Their Self-Concept

Palwa,

Inayah,

Septian

et al. 2024

IJMME

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To find out students' mathematical creative thinking abilities, this can be done by giving students open-ended problems. The aim of this research is to describe students' mathematical creative thinking abilities in solving open-ended problems when viewed from their self-concept. This type of research is qualitative descriptive research. The subject selection technique used in this research was purposive sampling. The subjects of this research consisted of one student with a high self-concept category, one student with a medium self-concept category, and one student with a low self-concept. Data collection methods in this research include questionnaire methods and tests. And the data analysis techniques used include: analysis of mathematical self-concept questionnaires, analysis of open-ended mathematics questions. The research results show that students with a high self-concept category can fulfill all aspects of creative thinking abilities, including fluency, flexibility and originality, so that their mathematical creative thinking abilities are also high. In contrast to students with moderate self-concept, it was found that their creative thinking abilities were low and students with low self-concept actually had moderate mathematical creative thinking abilities. So it can be concluded that based on this research, it shows that students' self-concept does not always describe students' mathematical creative thinking abilities in solving open-ended problems.

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“…Dalam proses berpikir tentunya terdapat cara manusia berpikir. Pemahaman terhadap cara berpikir tersebut disebut metakognisi (Fatima et al, 2021). Dalam hal ini metakognisi merupakan kesadaran terhadap proses berpikir dalam hal merencanakan, kemampuan memantau, kemampuan mengatur ,mengevaluasi proses dan hasil berpikir siswa pada saat memecahkan masalah matematika (Yadrika, 2019).…”

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Analisis Kemampuan Metakognisi Siswa dalam Pemecahan Masalah Matematika Berbasis Etnomatematika Uma Lengge

Nurhayati,

Kusaeri

2024

JRHotsPM

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Penelitian ini bertujuan untuk menganalisis kemampuan metakognisi siswa dalam pemecahan masalah matematika berbasis etnomatematika uma lengge. Penelitiaan ini memberikan implikasi bagi pendidik untuk memperhatikan pengembangan metakognisi siswa melalui pendekatan pembelajaran yang mengintegrasikan budaya lokal. etnomatematika sangat penting dalam meningkatkan kualitas pembelajaran matematika dan meningkatkan kemampuan siswa. Dengan menggunakan pendekatan etnomatematika, siswa dapat lebih terlibat dan termotivasi dalam belajar matematika, serta dapat memperkaya pengetahuan mereka tentang kekayaan budaya yang dimiliki oleh masyarakat setempat tempat tinggal mereka. Metakognisi merupakan kesadaran terhadap proses berpikir yang meliputi perencanaan, pemantauan dan evaluasi dalam memecahkan masalah matematika. Etnomatematika yang mengaitkan konsep matematika dengan budaya, diaplikasikan dalam konteks rumah adat bima uma lengge. metode deskriptif kualitatif digunakan dalam penelitian ini dengan melimatkan melibatkan 3 subjek yang memiliki kemampuan metakognisi tinggi, sedang, dan rendah. Data dikumpul melalui tes, wawancara disertai dengan observasi dan dokumentasi Observasi dan dokumentasi. Selanjutnya, kami mengunkan triangulasi teknik untuk memastikan keabsahan data yang diperoleh. Hasil penelitian menunjukkan bahwa: (1) variansi kemampuan metakognisi tinggi mampu menyelesaikan rumus dengan baik, melaui tahapan perencanaan, pemantauan dan evaluasi yang efektif. (2) siswa dengan kemampuan metakognisi sedang mampu melakukan perencanaan dan pemantauan, tetapi masih mengalami kesalahan mengaplikasi rumus dan perhitungan aktif. (3) Siswa dengan kemampuan metakognisi rendah tidak mampu menggunakan kemampuan keterampilan metakognisi secara efektif, terlihat dari ketidak mampuan mereka dalam merencanakan dan memantau proses penyelesaiaan masalah dengan baik. Penelitian ini menegaskan pentingnya kemampuan metekognisi dalam pemecahan masalah matematika dan menunjukan bahwa siswa yang dapat memanfaatkan metakognisinya dengan baik cenderung lebih berhasil dalam menyelesaikan masalah.

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Analisis Kemampuan Metakognisi Siswa dalam Pemecahan Masalah Menggunakan Soal TIMSS ditinjau dari Perbedaan Gender

Cited by 8 publications

References 3 publications

Kemampuan Pemecahan Masalah Matematis Siswa SMP Dalam Menyelesaikan Soal Timss Pada Topik Data Dan Peluang

Kemampuan Pemecahan Masalah Matematis Siswa SMP Dalam Menyelesaikan Soal Timss Pada Topik Data Dan Peluang

Analysis of Students' Mathematical Creative Thinking Ability in Solving Open-Ended Questions Based on Their Self-Concept

Analisis Kemampuan Metakognisi Siswa dalam Pemecahan Masalah Matematika Berbasis Etnomatematika Uma Lengge

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