Berpikir Visual dan Memecahkan Masalah: Apakah Berbeda Berdasarkan Gender?

Aini, Septi Dariyatul; Hasanah, Sri Indriati

doi:10.33603/jnpm.v3i2.2192

Cited by 11 publications

(11 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Everyone has different potential and characteristics of creative thinking. The development of one's creative thinking skills will continue to develop along with the maturity of one's mindset and cognitive structure (Aini and Hasanah 2019). Maturity of thought patterns and cognitive systems is related to understanding one's concept of something.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Student's Creative Thinking Ability Based On Gender Perspective On Reaction Rate Topic

Nada

Sari

2022

JPSI

View full text Add to dashboard Cite

Everyone has different creative potential. These differences can be influenced by experience, thinking patterns, ways of determining points of view, and other factors, including gender. This study aims to describe the profile of student's creative thinking skills from a gender perspective. The subjects were 450 high school students at Semarang City. The method used in this research is descriptive based on a comparative quantitative approach by using a test instrument. The test used in this study is a description test which consists of 10 questions arranged using Taxonomy Marzano. The results showed that the creative thinking skills between male and female students generally did not significantly differ. The differences in the characteristics of creative thinking skills can be seen in the fluency, flexibility, and elaboration indicators, while on the originality indicator, there is no significant difference. Differences in characteristics in this study are caused by differences in reasoning patterns between male and female students in solving given chemical problems. Male students tend to express many ideas and varied reasoning answers, while female students detail the solutions they put forward.

show abstract

Section: Introductionmentioning

confidence: 99%

Analysis of Student's Creative Thinking Ability Based On Gender Perspective On Reaction Rate Topic

Nada

Sari

2022

JPSI

View full text Add to dashboard Cite

show abstract

“…Pengalaman ini dapat terbawa dalam pembelajaran, berpikir, kemampuan dalam menganalisis tugas termasuk kesulitan yang dialami dalam menyelesaikan soal. Hal ini diperkuat dari hasil penelitian yang menyatakan bahwa adanya pengaruh gender baik itu dari segi berpikir, kemampuan penalaran dan komunikasi matematis, maupun dalam pemecahan masalah [2,14]. Oleh karena itu, kesulitan yang dialami siswa laki-laki dan siswa perempuan dalam menyelesaikan soal operasi hitung pembagian dapat berbeda pula.…”

Section: Pendahuluanunclassified

“…Dosen Pendidikan Matematika Universitas Madura 2. Mahasiswa Pendidikan Matematika Universitas Madura…”

unclassified

Analisis Kesulitan Belajar Siswa Berkemampuan Matematika Rendah Berdasarkan Gender

Aini¹,

Zayyadi

Hasanah³

2021

KDMA

Self Cite

View full text Add to dashboard Cite

This study aims to fully describe the learning difficulties of students with low mathematical abilities in solving arithmatic division operations based on gender. This research is a descriptive qualtative research with research subjects consisting of 1 female student and 1 male student with low math ability in class IV-A SDN Bugih 1 Pamekasan with the test instrument for the comlpetion of the division count operations aninterviews. The results showed that on thr indicators of difficulty in understanding the concept, the results of the study learning difficulities in female subject (S1) and male subject (S2) in solving the division arithmetic operation, namely the two subjects did not know the concept of division as repeated subtraction. On the indicator of difficulty in applying the principle, the two subjects were unable to do the tiered division correctly because the wo principle of division to the long division. Whereas in the indicator of difficulty in solving verbal problems, the two subjects were unable to write down what wa known and what was asked of the story problem correclty.

show abstract

“…Berpikir visual dapat dijadikan alternatif agar siswa paham dan mampu mengatasi permasalahan pelajaran, sebagaimana kelas VIII SMPN 1 Larangan, Pamekasan. 51 Metode pembelajaran terus berkembang misalnya metode eksperimen, metode visual thinking. 52 Metode visual thinking memiliki kesesuaian dengan kebutuhan siswa tunarungu, karena metode tersebut menekankan visualisasi dalam tahapan proses metode visual thinking.…”

Section: Ketiga Komunikasi (Communication) Keempat Kolaborasi (Collaboration) 39 Sejalan Dengan Pemikiran Aniesunclassified

Visual Thinking Siswa Tunarungu Dalam Pembelajaran Pendidikan Agama Islam Pada Kelas Inklusi

Amaliyah¹

2020

Preprint

View full text Add to dashboard Cite

Sebagaimana diketahui bahwa pendidikan agama Islam masih menggunakan metode ceramah dan bersifat hafalan. Hal tersebut menjadi kendala bagi siswa tunarungu di kelas inklusi, menjadi tuntutan bagi guru untuk melakukan pemilihan metode yang disesuaikan dengan siswa berkebutuhan khusus, yang selama ini masih bersifat individual. Disamping itu, tidak tersediaannya guru pendamping khusus di kelas inklusi yang menjadi permasalahan pada sekolah inklusi saat ini. Maka salah satu yang memungkinkan adalah dengan memodifikasi metode pembelajaran yang dapat diterima semua siswa pada kelas inklusi. Salah satu metode yang saat ini berkembang adalah metode visual thinking, yaitu suatu metode yang memperhatikan karakteristik baik visual, audio dan kinetik. Penulis mengulas pembelajaran siswa tunarungu pada kelas inklusi dengan metode tersebut dalam buku yang berjudul “Visual Thinking Siswa tunarungu dalam Pembelajaran Pendidikan Agama Islam pada Kelas Inklusi”. Berdasarkan hasil analisis temuan peneliti mengkonstruk metode pembelajaran dengan istilah Integrating Visual Thinking Method merupakan metode yang mengkolaborasi metode berpikir visual dan pendekatan strategi berpikir visual. Yaitu mengintegrasikan metode berpikir visual dengan konsep looking, seeing, imagining, thinking, telling and showing. Hal tersebut sebagai solusi pembelajaran yang menggerakkan siswa aktif baik sebagai subyek maupun obyek pembelajaran.

show abstract

Berpikir Visual dan Memecahkan Masalah: Apakah Berbeda Berdasarkan Gender?

Cited by 11 publications

References 1 publication

Analysis of Student's Creative Thinking Ability Based On Gender Perspective On Reaction Rate Topic

Analysis of Student's Creative Thinking Ability Based On Gender Perspective On Reaction Rate Topic

Analisis Kesulitan Belajar Siswa Berkemampuan Matematika Rendah Berdasarkan Gender

Visual Thinking Siswa Tunarungu Dalam Pembelajaran Pendidikan Agama Islam Pada Kelas Inklusi

Contact Info

Product

Resources

About