Mathematical Communication Skills of Junior High School Students with High Mathematical Resilience on Opportunity Materials

Juniasani, Adinda; Sutrisno, Sutrisno; Pramasdyahsari, Agnita Siska

doi:10.31331/medivesveteran.v6i1.1796

Cited by 6 publications

(7 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There is an increase in students' metacognitive abilities based on mathematical resilience in the high, medium and low categories through Flipped Classroom learning assisted by the Quipper School application. According to the findings [34] stated that the Quipper school application has a positive impact on learning activities, learning achievement, and students' mathematical resilience in terms of increasing student learning activities [35] thus the contribution is quite high from mathematical resilience to develop an attitude assessment rubric in mathematics learning. This is an example of a trigonometry problem used to analyze students' metacognitive abilities:…”

Section: Resultsmentioning

confidence: 99%

Improved Metacognition Reviewed Based on Mathematical Resilience through Flipped Classroom

Lulu Cahya Andari,

Susilawati,

Sugilar

2024

KSS

View full text Add to dashboard Cite

This study investigates students’ interpretation of kinematics graphs. A total of 121 students taking a physics class were selected to solve problems involving the analysis of graphs depicting position, velocity, and acceleration versus time. Conducting interviews aimed to uncover students’ difficulties while solving kinematics problems. The result emphasizes that students were able to determine velocity (if given positiontime graph) and acceleration (if given velocity-time graph). However, students faced difficulty in selecting textual descriptions and choosing the corresponding graph when given a kinematics graph. These findings suggest that in learning physics, there should be an increased emphasis on deep analysis of kinematics graphs. Keywords: flipped classroom, mathematical resilience, metacognition

show abstract

Section: Resultsmentioning

confidence: 99%

Improved Metacognition Reviewed Based on Mathematical Resilience through Flipped Classroom

Lulu Cahya Andari,

Susilawati,

Sugilar

2024

KSS

View full text Add to dashboard Cite

show abstract

“…Sementara itu, triangulasi sumber digunakan untuk menguji data yang diperoleh dari berbagai sumber. Selanjutnya, pada tahap penarikan kesimpulan dilakukan uji Kappa dengan Coding Comparison Query untuk membandingkan koding yang dilakukan oleh dua pengguna atau kelompok pengguna (Khanifah et al, 2019;Muhtarom et al, 2017;Juniasani et al, 2022).…”

Section: Metodeunclassified

“…Pada penelitian ini diperoleh rata-rata Koefisien Kappa sebesar 0,5478 dengan persentase kesepakatan mencapai 98,08%. Reliabilitas penelitian ini tergolong Fair to Good Agreement artinya kesepakatan yang baik antar dua pengoding, karena rata-rata Koefisien Kappa sebesar 0,5478 berada di interval 0,40-0,75 (Khanifah et al, 2019;Muhtarom et al, 2017;Juniasani et al, 2022).…”

Section: Tabel 2 Triangulasi Teknikunclassified

Kemampuan Pemecahan Masalah pada Soal Literasi Matematika Berdasarkan Teori Polya Ditinjau dari Gaya Kognitif

Wibowo

Murtianto

Sutrisno³

2023

jkpm

View full text Add to dashboard Cite

This study aims to describe the stages of problem-solving in mathematical literacy questions based on the Polya Theory on the matter of a system of two-variable linear equations. The research subjects were SMP PGRI 1 Semarang students who were selected purposively. The subjects consisted of four students, two with reflective cognitive style and two with impulsive cognitive style. Data collection techniques include Matching Familiar Figure Test (MFFT), written tests, and interviews. The data analysis technique used Miles and Huberman's interactive model. The validity of the data was tested by triangulation of techniques and sources. This research was assisted by NVivo software for data management and analysis. The results of this study indicate that reflective subjects can understand problems, plan problem-solving, carry out problem-solving plans, and looking back answers. Meanwhile, impulsive subjects cannot understand the problem, plan problem-solving, carry out problem-solving planning, and looking back answers. Abstrak: Tujuan penelitian ini untuk mendeskripsikan tahapan pemecahan masalah pada soal literasi matematika berdasarkan Teori Polya pada materi sistem persamaan linier dua variabel. Subyek penelitian adalah siswa SMP PGRI 1 Semarang yang dipilih secara purposif. Subyek terdiri dari empat siswa, dua siswa bergaya kognitif reflektif dan dua siswa bergaya kognitif impulsif. Teknik pengumpulan data meliputi Matching Familiar Figure Test (MFFT), tes tertulis, dan wawancara. Teknik analisis data menggunakan model interaktif Miles dan Huberman. Keabsahan data diuji dengan triangulasi teknik dan sumber. Penelitian ini berbantuan software NVivo untuk manajemen dan analisis data.Hasil penelitian ini menunjukkan bahwa subyek reflektif mampu memahami masalah, merencanakan penyelesaian masalah, melaksanaan perencanaan penyelesaian masalah, dan memeriksa kembali jawaban. Sementara itu, subyek impulsif belum mampu memahami masalah, merencanakan penyelesaian masalah, melaksanakan perencanaan penyelesaian masalah, dan memeriksa kembali jawaban.

show abstract

“…Sementara itu, tes digunakan untuk mengukur pemahaman konsep matematika siswa pada materi statistika dan wawancara digunakan untuk mengonfirmasi jawaban tes siswa. Analisis data penelitian ini menggunakan model interaktif dengan bantuan software NVivo (Bahiyyah, Indiati, & Sutrisno, 2021;Bandur, 2016;Juniasani, Sutrisno, & Pramasdyahsari, 2022;Khanifah, Sutrisno, & Purwosetiyono, 2019;Muhtarom, Murtianto, & Sutrisno, 2017;Sutrisno, Nida, & Purwosetiyono, 2023;Sutrisno, Sudargo, & Titi, 2019;Wibowo, Murtianto, & Sutrisno, 2023). Model ini dimulai dari reduksi data, penyajian data, hingga penarikan kesimpulan.…”

Section: Metode Penelitianunclassified

Pemahaman Konsep Matematika Siswa Madrasah Tsanawiyah pada Statistika Ditinjau dari Gaya Belajar

Putri

Sutrisno

Prasetyowati

2023

View full text Add to dashboard Cite

Understanding the concept is essential in learning mathematics, where it is possible to have different achievements based on the characteristics of students' learning styles. Therefore, this study wants to describe the ability to understand mathematical concepts in terms of students' learning styles. This qualitative research was conducted at MTs Negeri 2 Semarang. Of the 31 grade VIII students at the school, it was found that 42% had a visual learning style, 32% had an auditory learning style, and 26% had a kinesthetic learning style. Furthermore, research subjects were selected purposively based on mapping learning styles, and six students were obtained. Data collection techniques used learning style questionnaires, concept comprehension tests, and interviews. Data analysis techniques use interactive models and check the validity of the data using triangulation. Research data management and analysis using Nvivo software. The results showed no significant difference in conceptual understanding between subjects with visual, auditory, and kinesthetic learning styles. The six subjects can do the test correctly and have been confirmed through interviews. However, the two visual learning style subjects cannot show the location of the mean, median, and mode of data presented in the diagram. This finding suggests that teachers should emphasize using various mathematical representations in student learning.

show abstract

Mathematical Communication Skills of Junior High School Students with High Mathematical Resilience on Opportunity Materials

Cited by 6 publications

References 1 publication

Improved Metacognition Reviewed Based on Mathematical Resilience through Flipped Classroom

Improved Metacognition Reviewed Based on Mathematical Resilience through Flipped Classroom

Kemampuan Pemecahan Masalah pada Soal Literasi Matematika Berdasarkan Teori Polya Ditinjau dari Gaya Kognitif

Pemahaman Konsep Matematika Siswa Madrasah Tsanawiyah pada Statistika Ditinjau dari Gaya Belajar

Contact Info

Product

Resources

About