Efektivitas Pembelajaran Matematika Melalui Pendekatan Pmri Terhadap Kompetensi Pengetahuan Matematika

Dewi, Ni Putu Wulan Pratami; Agustika, Gusti Ngurah Sastra

doi:10.23887/jppp.v4i2.26781

Cited by 48 publications

(45 citation statements)

References 9 publications

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“…This is in line with the research of [21], where students are motivated to find out and think to solve a given problem with a conceptual approach that is connected to the student's initial concept [22]. The CER learning model also emphasizes the concept approach which according to Dewi & Agustika (2020) is able to train students' reasoning skills in solving mathematical problems. Learning outcomes using the CER learning model are in the form of increasing mathematical reasoning abilities as measured by mathematical reasoning indicators, namely (1) presenting mathematical statements orally, in writing, pictures and diagrams, (2) proposing conjectures (3) drawing conclusions, compiling evidence, providing reasons or evidence against some solution.…”

Section: Average Mathematical Reasoning Abilitysupporting

confidence: 77%

Development of Connecting Extending Review (CER) Learning Model to Improve Student’s Mathematical Reasoning Ability

Asfar

Ahmad

Gani

et al. 2021

AJAS

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This study is a research & development, a learning model of connection, extending, review (CER). The steps in this study consist of three steps, those are: (1) preliminary study including literature study, field study and initial product draf aranging; (2) testing with limited testing and broad testing; and (3) product testing through experiment. The analysis result shows that (a) validation step conducted by expert yield expert conclusion that developed CER learning model is generally good and in term of overall model and its learning instrument used (b) in step of model practicality it was o This study is a research & development, a learning model of connection, extending, review (CER). The steps in this study consist of three steps, those are: (1) preliminary study including literature study, field study and initial product draf aranging; (2) testing with limited testing and broad testing; and (3) product testing through experiment. The analysis result shows that (a) validation step conducted by expert yield expert conclusion that developed CER learning model is generally good and in term of overall model and its learning instrument used (b) in step of model practicality it was obtained the overall achievement of practicality aspec that it has fulfill the criteria of very practical; (c) limited test shows analysis result with the effect size on the category of significant effect with improvement mostly in high category. Broad testing with two times of testing in two student groups, shows the effect size of in significant effect category. (3) Product testing through experimental study shows that there was a significant score of students’ mathematical reasoning of experimental group after the implementation of CER learning model with the effect size of category as (0.910) compare to control group with the medium effect size as (0.664). btained the overall achievement of practicality aspec that it has fulfill the criteria of very practical; (c) limited test shows analysis result with the effect size on the category of significant effect with improvement mostly in high category. Broad testing with two times of testing in two student groups, shows the effect size of in significant effect category. (3) Product testing through experimental study shows that there was a significant score of students’ mathematical reasoning of experimental group after the implementation of CER learning model with the effect size of category as (0.910) compare to control group with the medium effect size as (0.664).

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Section: Average Mathematical Reasoning Abilitysupporting

confidence: 77%

Development of Connecting Extending Review (CER) Learning Model to Improve Student’s Mathematical Reasoning Ability

Asfar

Ahmad

Gani

et al. 2021

AJAS

View full text Add to dashboard Cite

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“…Proses pembelajaran matematika sering ditemukan materi yang bersifat abstrak sehingga akan menyulitkan siswa dalam memahami materi apabila tidak diberikan menggunakan contoh yang nyata (Kamarullah, 2017;Siagian, 2016). Pembelajaran hendaknya disesuaikan dengan mempertimbangkan berbagai aspek seperti karakter siswa, sarana dan prasarana, materi yang akan disampaikan serta aspek pendukung lainnya serta pembelajaran yang baik adalah pembelajaran yang lebih kepada aktifitas siswa (Ariani, 2017;Dewi & Agustika, 2020;Kasdi & Wijayanti, 2017). Untuk menghujudkan hasil belajar yang baik maka guru tidak bisa lepas tangan dalam proses pembelajarn karena guru berperan penting dalam menghujudkan tujuan tersebut (Ernawati et al, 2016;Jaya, 2017;Widiartha, 2018).…”

Section: Introductionunclassified

Development of Comic Mathematics Teaching Materials on Flat-Building Material to Increase Reading Interest in Class IV Elementary School Students

Yuniarti

Radia

2021

JET

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The problem of the student’s low reading interest is the variety of learning media in delivering material. The lack of reading interest that students have about books provided by schools is less attractive. Research aims to develop the raw materials of comics in flat waking materials to increase interest in reading elementary school students. Research and development carried out are four steps, namely: definition, design, development, and propagation. The analysis process collects qualitative and quantitative data from materials experts, design experts, the specific educators in math subjects, and class iv student participants using the likert scale. Based on the validity of expert media and material experts obtained from a first validity test with an 83.3% rating categorized perfectly worthy of use, a second validity test with an average of 90% is categorized perfectly worthy of use and an 80% is categorized asa learning medium. The development of comics for mathematical materials in flat waking materials to increase interest in reading the fourth graders is worth using and can serve asa guide in learning.

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“…95-101 96 matematika menjadi pelajaran yang cukup penting bagi siswa mengingat penerapannya dapat berlangsung bukan hanya dalam konteks lingkungan sekolah melainkan dalam masyarakat juga (Theresia, 2018). Matematika sebagai sarana dalam mengembangkan pola pikir ilmiah, logis, analitis, dan sistematis (Dewi & Agustika, 2020;Nasrulloh, 2017). Pembelajaran matematika memberikan kempaan memecahkan masalah yang dihadapi oleh siswa dalam kehidupannya sehari-hari (Tanjung & Nababan, 2018).…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Kooperatif Tipe Think Pair and Share untuk Meningkatkan Prestasi Belajar Matematika Siswa Kelas IV Sekolah Dasar

Suwela

2021

JEAR

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PenelitianinidilatarbelakangiolehrendahnyahasilbelajarPendidikanMatematikasiswakelas IVSekolahDasarNegeri 1 Sukadana.Sebagianbesarsiswabelummencapaiketuntasan minimal padapelajaranpendidikanMatematika.PenelitianinibertujuanuntukmeningkatkanhasilbelajarPendidikanMatematikasiswakelas IVSekolahDasarNegeri 1 Sukadanadenganpenerapanpembelajarankooperatiftipe think pair and share.PenelitianinimerupakanPenelitianTindakanKelas (PTK),yang dilaksanakandalam 2 siklus.Subyekdalampenelitianinisiswakelas IVSekolahDasarNegeri 1 Sukadanatahunpelajaran 2019/2020 sebanyak 30orang.Analisis data dalampenelitianinimenggunakandeskriftifkuantitatif .Hasilpenelitianmenunjukkanhasilbelajarsiswapadasiklus I skor rata-rata hasilbelajardengankategorirendah. Nilai rata-rata hasilbelajarsiswapadasiklus I yaitu64,83denganketuntasanklasikal64,83%, dayaserap 70 %.Kemudianpadasiklus II mengalamipeningkatan ,rata-rata hasilbelajarmenjadi 75,33 ketuntasanklasikalmenjadi 75,33 % dandayaserapmenjadi 100 %. Dan hasilanalisishasilbelajarsiklus I dan II mengalamipeningkatannilai rata-rata hasilbelajarsebesar 10,5 ketuntasanklasikalsebesar 30% dayaserapsebesar 10,5 % denganpenerapanpembelajarankooperatiftipe think pair and share.Berdasarkanhasilpenelitianinidapatdisimpulkanpenerapanpembelajarankooperatiftipe think pair and sharedapatmeningkatkanprestasibelajarPendidikanMatematika. Diajukan saran kepadapihakterkaitsebagaiberikut Peneliti lain diharapkanmengadakanpenelitianlanjutanterkaitdenganpenerapan model pembelajaran yang inovatif.

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Efektivitas Pembelajaran Matematika Melalui Pendekatan Pmri Terhadap Kompetensi Pengetahuan Matematika

Cited by 48 publications

References 9 publications

Development of Connecting Extending Review (CER) Learning Model to Improve Student’s Mathematical Reasoning Ability

Development of Connecting Extending Review (CER) Learning Model to Improve Student’s Mathematical Reasoning Ability

Development of Comic Mathematics Teaching Materials on Flat-Building Material to Increase Reading Interest in Class IV Elementary School Students

Penerapan Model Pembelajaran Kooperatif Tipe Think Pair and Share untuk Meningkatkan Prestasi Belajar Matematika Siswa Kelas IV Sekolah Dasar

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