Kesalahan Penalaran Matematis Pada Materi Persamaan Diferensial

Suryanti, Suryanti; Pramesti, Cicik; Sidik, Riki Suliana Ranggawati

doi:10.46244/numeracy.v9i1.1755

Cited by 2 publications

(2 citation statements)

References 10 publications

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“…Of the 35 students who attended the lecture, 24 of them were only able to get a D and one person even got an E. This means that more than half of the students do not understand Differential Equations. This is in accordance with research conducted by Khasanah (2018) that the ability of Mathematics Education students at UIN Raden Intan Lampung in the Differential Equation course is still low. Some research results reveal that students make many mistakes when solving Differential Equation problems because students do not understand concepts, principles, or operations related to integration or differential (Fauziah, 2019), (Sulistyorini, 2017), (Rejeki & Setyaningsih, 2016), (Saparwadi, 2018).…”

Section: Discussionsupporting

confidence: 92%

Relationship Between Student Differential and Integral Calculus Learning Outcomes to Student Differential Equations Learning Outcomes

2023

JME (Journal of Mathematics Education)

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Differential and integral calculus courses are the foundations of mathematics that are important in understanding and applying differential equations. Students can take the Differential Equation course after graduating from the Differential Calculus and Integral Calculus courses. This study aims to determine the relationship between understanding differential and integral calculus and students' learning outcomes of differential equations. The population in this study were all 2020 Pattimura University Teaching and Teacher Training Faculty Mathematics Education students who had taken differential calculus, integral calculus, and differential equations courses, with a total sample of 33 people. The research method used is quantitative research with correlational methods. This study uses multiple regression analysis to find the form and influence between the independent and dependent variables. Based on the results of the data analysis, it was concluded that there was a significant contribution between learning outcomes of differential calculus on learning outcomes of differential equations seen in the relative contribution of learning outcomes of differential calculus on learning outcomes of differential equations based on the calculation results obtained 56.45% while the relative contribution of learning outcomes of integral calculus 43 .54% of the learning outcomes of differential equations. So it shows a significant influence between learning outcomes of differential and integral calculus on learning outcomes of differential equations.

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Section: Discussionsupporting

confidence: 92%

Relationship Between Student Differential and Integral Calculus Learning Outcomes to Student Differential Equations Learning Outcomes

2023

JME (Journal of Mathematics Education)

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“…Penerapan matematika telah memainkan peran penting dalam proses pendidikan dan bermanfaat di setiap aspek kehidupan (Kusuma et al, 2022). Pembelajaran matematika dalam kehidupan dapat melatih kemampuan penalaran kritis, logis, kreatif (Lubienski et al, 2021), dan interpersonal yang mereka perlukan dalam mengembangkan kemampuan berpikir dan logika untuk menyelesaikan suatu masalah (Gunur & Ramda, 2020), sehingga matematika dipandang sebagai proses berpikir (Septriansyah et al, 2022;Suryanti et al, 2022).…”

Section: Pendahuluanunclassified

Kemampuan Pemecahan Masalah Peluang Pada Siswa SMP Berdasarkan Gender

Fatqurhohman,

Jatmikowati,

Suryaningrum

2024

Numeracy

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Penelitian ini mengkaji perbedaan gender dalam pemecahan masalah siswa SMP. Tes dan wawancara terstruktur digunakan untuk mengumpulkan data. Subjek penelitian adalah siswa Kelas VIII SMP Islam Ambulu-Jember yang berjumlah 11 (laki-laki) dan 9 (perempuan). Dari hasil evaluasi diketahui bahwa rata-rata nilai siswa perempuan tinggi (81,67) dan rata-rata kemampuan (61,67), sedangkan rata-rata nilai siswa laki-laki tinggi (85,56) dan kemampuan berbahasa (65). Karena perempuan lebih baik dalam bidang bahasa dan budaya, laki-laki lebih baik dalam bidang teknis. Perbedaan gender merupakan karakteristik psikologis yang menentukan bagaimana seseorang bertindak atau menyelesaikan masalah berdasarkan sudut pandang yang berbeda. Namun kemampuan menyelesaikan permasalahan tersebut tidak berbeda secara signifikan antara siswa laki-laki dan perempuan. Meskipun ada sedikit kesalahan terkait dengan kesalahpahaman makna pertanyaan dan mengandalkan tebakan alih-alih mengikuti prosedur yang ditetapkan. Oleh karena itu, anak laki-laki cenderung mengembangkan otak kiri yang bertanggung jawab atas pemikiran logis, abstrak, dan analitis, sedangkan anak perempuan cenderung mengembangkan otak kanan yang bertanggung jawab atas pemikiran artistik, keutuhan, imajinasi, dan rasionalitas. Oleh karena itu, keterampilan pemecahan masalah matematis bertujuan agar siswa dapat mengidentifikasi informasi yang relevan, menganalisis berbagai metode, dan mengembangkan keterampilan penalaran dan berpikir mereka.AbstractThis research examines gender differences in problem-solving among high school students. Tests and structured interviews were used to collect data. The research subjects were Class VIII students of Ambulu-Jember Islamic Middle School, totaling 11 (boys) and 9 (girls). From the evaluation results it is known that the average score of female students is high (81.67) and average ability (61.67), while the average score of male students is high (85.56) and language ability (65). Because women are better in language and culture, men are better in technical fields. Gender differences are psychological characteristics that determine how someone acts or solves problems based on different points of view. However, the ability to solve these problems is not significantly different between male and female students. Although there were a few errors related to misunderstanding the meaning of the questions and relying on guesswork instead of following the established procedures. Therefore, boys tend to develop the left brain which is responsible for logical, abstract and analytical thinking, while girls tend to develop the right brain which is responsible for artistic thinking, wholeness, imagination and rationality. Therefore, mathematical problems-solving skills aim to enable students to identify relevant information, analyze various methods, and develop their reasoning and thinking skills.

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Kesalahan Penalaran Matematis Pada Materi Persamaan Diferensial

Cited by 2 publications

References 10 publications

Relationship Between Student Differential and Integral Calculus Learning Outcomes to Student Differential Equations Learning Outcomes

Relationship Between Student Differential and Integral Calculus Learning Outcomes to Student Differential Equations Learning Outcomes

Kemampuan Pemecahan Masalah Peluang Pada Siswa SMP Berdasarkan Gender

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