Kreativitas Siswa SMP Dalam Pemecahan Masalah Matematika Terbuka Ditinjau Dari Gaya Belajar

Maftuh, Moh. Syukron

doi:10.36456/buana_matematika.7.2:.1047.75-84

Cited by 1 publication

(3 citation statements)

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“…There are three instruments used to collect data in this study, namely a learning style questionnaire, a mathematical connection test sheet, and an interview guide. The type of learning style questionnaire used is a closed questionnaire consisting of 42 statements with five answer choices (Budiarti & Jabar, 2016;Maftuh, 2018;Sundayana, 2016). The reason the researcher adapted the questionnaire from the study was because the number of items was sufficient to collect data and the language used in the statement was easier to understand.…”

Section: Instrumentsmentioning

confidence: 99%

“…Each student has a different way of thinking and creativity in observing, processing, and processing information to solve problems (Ariati & Hartati, 2017;Maftuh, 2018;Sundayana, 2016). The way a person observes, processes, and processes information to solve a problem through a different perspective is called a learning style (Argarini, 2018;Ghufron & Risnawita, 2012;Suparman, 2010;Zulyanty et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Kinesthetic learning styles are types of learning styles that rely on physical involvement such as touch or movement. Learning styles are one of the factors that differentiate the way students solve problems (Argarini, 2018;Budiarti & Jabar, 2016;Maftuh, 2018;Sundayana, 2016;Zulyanty et al, 2017). Differences in learning styles will affect the way the problem is solved, that is, each visual, audio, and kinesthetic learning style has differences in the problem solving process (Richardo et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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The Process of Students' Mathematical Connection in Solving Mathematical Problems in terms of Learning Styles

Baiduri¹,

Khusna²,

Solikhah³

2021

TURCOMAT

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The purpose of this study was to describe the process of students' mathematical connections in solving mathematical problems in terms of learning styles. The type of research used is descriptive research with a qualitative approach. The research subjects were six students consisting of two students who have a visual learning style, two students who have an auditory learning style, and two students who have a kinesthetic learning style. Student learning style data were collected through learning style questionnaires, while student connection process data were collected through mathematical connection test sheets and interviews. Data credibility is done by triangulating sources and methods. Data from the six subjects consisting of two students for each of these learning styles were described and categorized from the same, different, and specific views. The subjects obtained from the results of the learning style questionnaire were compared using the results of the mathematical connection test and interviews. Data analysis was guided by four steps to solve Polya's problems and was carried out in three stages, namely data condensation, data presentation, and conclusions. The results showed that there are differences in the mathematical connection process carried out by students who have visual, auditory, and kinesthetic learning styles in the step of understanding the problem. However, there are similarities in the mathematical connection process carried out by students who have visual and kinesthetic learning styles at the step of compiling a completion plan and checking again. while students who have a different auditory learning style from students who have visual and kinesthetic learning styles in implementing the completion plan and re-checking. The process of mathematical connection of students who have an auditory learning style at the step of checking back cannot be seen, because these students do not take this step when solving problems. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed. because the student did not take this step when solving the problem. Researchers suggest that teachers need to accustom students to connecting mathematics both internally and externally and pay attention to the emphasis of the material given to students so that students' mathematical connections are more developed.

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Section: Instrumentsmentioning

confidence: 99%