Analisis Proses Berpikir Siswa Dalam Memecahkan Soal Cerita Statistika

Febrilia, Baiq Rika Ayu; Juliangkary, Eliska; Korida, Baiq Dewi

doi:10.24127/ajpm.v8i3.2270

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…According to (Globerson et al, 1990), the collective findings of various experts' research consistently indicate differences in learning acquisition between individuals with FD and FI cognitive styles. Researchers such as Febrilia and Junita have examined FD and FI cognitive styles as variables in their studies (Febrilia et al, 2019;Junita, 2016). These researchers' findings consistently demonstrate that students with the FI cognitive style exhibit higher learning achievement levels than students with the FD cognitive style.…”

Section: Introductionmentioning

confidence: 89%

Effectiveness of Advanced Organizer Learning Strategies on the Achievement of Fiqh with Varied Cognitive Styles

Mufidah

2024

Al-Hayat J. Islamic. E.

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This study aimed to ascertain the treatment variable's primary influence and interaction effect on learning achievement in the Fiqh course. This study used a quasi-experimental approach, namely the nonequivalent control group design. The participants of the study were divided into two classes, namely Class A and Class B. A random process is conducted in the selection of the study subject class. In contrast, allocating students within each class is considered a fixed entity (intact group) that cannot be altered. The gathered data underwent statistical inference processing utilizing the two-lane 2x2 variant analysis technique. The findings indicated significant variations in learning outcomes in Fiqh courses between two groups of students instructed using different advanced organizer strategies, namely mind maps and concept maps. Additionally, no significant disparity in student achievement in Fiqh courses was observed between students with field dependence and field independence cognitive styles. Furthermore, no interaction effect was found between the learning strategies of advanced organizer types (mind maps and concept maps) and field dependence and field independence cognitive styles on learning achievement in Fiqh courses. The descriptive statistics analysis indicates that implementing the mind map advance organizer strategy (mean 78.59) exhibits a higher level of effectiveness than the concept map advance organizer strategy (mean 67.61) in enhancing student academic performance. It can be inferred that the advanced organizer technique known as the mind map type is consistently more effective than the concept map type, irrespective of variations in cognitive styles. In essence, using mind maps as an advanced organizer by students renders the consideration of cognitive style unnecessary, as it does not exert a differential impact on enhancing academic performance.

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Section: Introductionmentioning

confidence: 89%

Effectiveness of Advanced Organizer Learning Strategies on the Achievement of Fiqh with Varied Cognitive Styles

Mufidah

2024

Al-Hayat J. Islamic. E.

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“…Soal cerita diberikan sebagai media untuk mengajarkan siswa dalam memahami konsep yang dimiliki melalui proses pembelajaran, termasuk dalam melatih kemampuan berpikir kritis. Soal cerita dibentuk dalam hal wacana yang terikat pada konteks kehidupan (Pebrilia, 2019) (Widyaningrum A. Z., 2016).…”

Section: Pendahuluanunclassified

Analisis Kesalahan Siswa Dengan Gaya Belajar Auditorial Dalam Menyelesaikan Masalah Baris Dan Deret

Farida

Jati

Setiawan³

et al. 2021

emteka

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ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan peserta didik dengan gayabelajar auditorial dalam menyelesaikan soal cerita. Penelitian ini menggunakan menggunakan pendekatan kualititatif dengan jenis penelitian deskriptif.Penelitian ini menggunakan 4 peserta didik kelas XI sebagai subjek penelitian dan kesalahan-kesalahan peserta didik dalam mengerjakan soal sebagai objek penelitian. Pada penelitian ini menggunakan metode angket, tes tulis dan wawancara.Dari hasil penelitian menunjukan bahwa jenis kesalahan peserta didik dengan gayabelajar auditorial dalam mrnyelesaikan soal cerita adalah kesalahan dalam mengubah informasi kedalam simbol-simbol matematika,kesalahan karena tidak menulis informasi yang diketahi disoal, kesalahan siswa dalam mengunakan rumus yang kurang tepat, kesalahandalam proses menghitung rumus,kesalahan karena tidakmenuliskan kesimpulan. Kata kunci: gaya belajar; kesalahan siswa, soal cerita matematika. ABSTRACT This study aims to describe the types of students' mistakes with auditory learning styles in solving story problems. This study uses a qualitative approach with a descriptive type of research. This study uses 4 students of class XI as research subjects and students' mistakes in working on questions as research objects. In this study using the method of questionnaires, written tests and interviews. The results of the study indicate that the types of errors of students with auditory learning styles in solving story problems are errors in converting information into mathematical symbols, errors for not writing information that is known in the question, student errors in using inaccurate formulas, errors in the counting process formulas, errors for not writing conclusions. Keywords: learning style; student mistakes, math story problems.

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“…Beberapa penelitian tentang berpikir kritis telah banyak dilakukan ( (Khamidah & Suherman, 2016); (Ikhsan, Munzir, & Fitria, 2017); (Prayitno, 2018); (Febrilia, Juliangkary, & Korida, 2019); (Maharani, Rasiman, & Rahmawati, 2019); (Basri & Purwanto, 2019)). Penelitian-penelitian yang diteliti selama ini hanya pada proses berpikir kritis dalam penyelesaian atau pemecahan masalah matematika bukan pada pembuktian.…”

Section: Pendahuluanunclassified

Profil Berpikir Kritis Calon Guru Matematika Dalam Pembuktian Teorema Geometri

Lailiyah¹

2020

AJPM

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Tujuan penelitian ini yaitu mendeskripsikan berpikir kritis mahasiswa calon guru matematika dalam membuktikan teorema geometri. Berpikir kritis merupakan salah satu keterampilan abad 21 terpenting yang dibutuhkan dunia kerja atau dunia industri, salah satunya adalah berpikir kritis. Jenis penelitian ini adalah penelitian deskripstif kualitatif dengan tiga subjek penelitian mahasiswa pendidikan matematika UIN Sunan Ampel Surabaya. Instrumen penelitian ini terdiri dari tes tulis dan wawancara yang selanjutnya data dikelompokkan dan dianalisis sesuai dengan indikator berpikir kritis. Berdasarkan hasil analisis data, didapatkan: (1) dua subjek dapat menuliskan dan menyebutkan apa yang dibuktikan pada masalah tersebut namun sebagian benar dan sebagian salah, hanya satu subjek yang menuliskan dengan benar dan lengkap, (2) semua subjek menggambarkan segitiga dengan benar dan simbol-simbol matematika yang ditulis tepat, (3) semua subjek dapat membuktikan teorema dengan cara benar dan sistematis, dan (4) dua subjek melakukan pengecekan kembali namun pengecekannya tidak lengkap dan tidak sistematis, sedangkan satu subjek tidak melakukan pengecekan pembuktian teorema. Jadi dapat disimpulkan bahwa berpikir kritis mahasiswa calon guru matematika pada penelitian ini dalam membuktikan teorema geometri termasuk kategori sangat baik.

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Analisis Proses Berpikir Siswa Dalam Memecahkan Soal Cerita Statistika

Cited by 5 publications

References 1 publication

Effectiveness of Advanced Organizer Learning Strategies on the Achievement of Fiqh with Varied Cognitive Styles

Effectiveness of Advanced Organizer Learning Strategies on the Achievement of Fiqh with Varied Cognitive Styles

Analisis Kesalahan Siswa Dengan Gaya Belajar Auditorial Dalam Menyelesaikan Masalah Baris Dan Deret

Profil Berpikir Kritis Calon Guru Matematika Dalam Pembuktian Teorema Geometri

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