Mathematical Connection Ability of Grade 8th Students’ in terms of Self-Concept in Problem Based Learning

Kadir, Abdul; Rochmad, Rochmad; Junaedi, I Wayan Ruspendi

doi:10.15294/jpe.v9i3.37547

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…Based on the research literature search results through the Google Scholar data base, Education Resources Information Center (ERIC), Directory Open Access Journal (DOAJ), and IOP Science, thus only 8 primary studies met the inclusion criteria and qualified to be involved in this meta-analysis study process. Data results from 8 primary studies [1,5,11,18,21,23,25,27] used in this meta-analysis can be seen at Table 2. The heterogeneity test results (Q = 28,512; p = 0,000 < 0.05) showed that effect size distribution was heterogeneous and indicated that the meta model.…”

Section: Resultsmentioning

confidence: 99%

A meta analysis study: is Problem Based Learning (PBL) effective toward students’ mathematical connections ability?

Aisyah

Usdiyana

2022

J. Phys.: Conf. Ser.

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PBL has become a popular topic in educational research studies. Several studies examine the effect of PBL toward students’ mathematical connection abilities. A total of 8 articles qualified for inclusion. This study analyzed them using Meta Analysis with the Comprehensive Meta-Analysis (CMA) application by selecting the Hedge’s equation to determine its effect size and bias publication was assessed by the funnel plot, and Rosenthal’s fail-safe N (FSN) test. Based on the analysis result, the overall effect size is 0.797 according to random-effect model with a 95% confidence interval (CI). It was classified as a moderate level. The findings of the study showed that the overall implementation of PBL had a larger positive effect significantly compared to conventional learning on the students’ mathematical connection’s ability. Because, in the implementation of the PBL model, students are faced with problems that are closely related to everyday life. This shows that mathematical connection ability is needed one of which is the aspects of the connection between mathematics and daily life. Doing this research can support the development of learning and can be an alternative learning model to improving students’ mathematical connections ability.

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Section: Resultsmentioning

confidence: 99%

A meta analysis study: is Problem Based Learning (PBL) effective toward students’ mathematical connections ability?

Aisyah

Usdiyana

2022

J. Phys.: Conf. Ser.

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“…Koneksi matematis siswa dapat dilihat dari kemampuan siswa dalam menghubungkan ide-ide matematika dalam merumuskan dan memverifikasi dugaan deduktif antar topik, serta mengembangkan pengetahuan konsep-konsep matematika untuk memecahkan masalah-masalah matematika dengan ilmu lain (Asiyah et al, 2017;Octavina, 2020). Kadir et al (2020) menggolongkan dua tipe koneksi, yaitu intra-mathematical connections: koneksi antar konsep matematika dan extra-mathematical connections: koneksi antar disiplin ilmu lain atau dengan kehidupan sehari-hari. Contoh intramathematical connections: misalnya metode untuk menemukan luas persegi panjang yang belum diketahui panjang sisinya, maka dapat melakukan perkalian bentuk aljabar terhadap pemisalan panjang sisi-sisi yang bersesuaian (pada kasus ini disebut koneksi aljabar dan geomerti).…”

Section: Pendahuluanunclassified

Eksplorasi Proses Koneksi Matematis Dalam Menyelesaikan Masalah Open-Ended Pada Siswa Sekolah Dasar

Maulyda

Umar²,

Rosyidah³

et al. 2023

THEOREMS

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ABSTRAKTujuan penelitian ini adalah untuk mendeskripsikan proses koneksi matematis dalam menyelesaikan masalah open-ended . Subjek penelitian ini adalah siswa kelas V Sekolah Dasar Negeri 26 Ampenan sebanyak tiga orang. Peneliti memberikan tes berupa masalah open-ended kepada siswa berkaitan dengan materi segiempat. Siswa diminta untuk mengerjakan tes secara individu, dan diminta untuk menceritakan proses berpikirnya melalui wawancara. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif yang berjenis deskriptif-eksploratif. Berdasarkan hasil pekerjaan siswa pada lembar jawaban dan hasil wawancara yang dilakukan pada saat penelitian, diperoleh tiga siswa yang memenuhi kriteria subjek penelitian. Ketiga subjek tersebut mengalami proses koneksi yang meliputi menduga, menafsirkan, membandingkan, menghitung, dan menggeneralisasikan. Berdasarkan hasil pekerjaan siswa pada lembar jawaban dan hasil wawancara yang dilakukan pada saat penelitian, diperoleh tiga siswa yang memenuhi kriteria subjek penelitian. Ketiga subjek tersebut mengalami proses koneksi yang meliputi menduga, menafsirkan, membandingkan, menghitung, dan menggeneralisasikan. Kemudian strategi penyelesaian masalah dari ketiga subjek tersebut juga berbeda-beda sesuai dengan kriteria jawaban yang diinginkan (karena masalah yang digunakan dalam penelitian ini berupa masalah open-ended yang memiliki lebih dari satu strategi penyelesaian benar). Kemudian peneliti melanjutkan untuk menganalisis data dari ketiga subjek tersebut. Hasil penelitian menunjukkan bahwa koneksi yang dibuat oleh siswa dapat digolongkan menjadi dua kriteria koneksi, yaitu koneksi berkembang, dan koneksi parsial. Siswa dikatakan menghasilkan "koneksi berkembang", ketika siswa mampu bernalar secara logis dalam mengembangkan koneksi baru melalui masalah yang sama dengan konteks masalah yang diberikan. Siswa dikatakan menghasilkan "koneksi parsial", ketika siswa menghasilkan koneksi hanya sebagian saja, yakni berdasarkan pengetahuan yang dimilikinya.

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“…The writing of the plan carried out by SR was quite well organized. According to Kadir et al (2020) children with reflective learning style have the ability to organize answers in a sequential and clear manner. The results of another study conducted by Pourdavood et al (2020) states that the consistency in writing the results of student answers is one indication that the student fully understands the content of the questions given.…”

Section: Making a Planmentioning

confidence: 99%

Honey-Mumford Learning Style: Review of Mathematical Communication for Elementary School Students in Problem Solving

Rosyidah

Umar²,

Hidayati³

et al. 2022

AJPM

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Mathematical communication skills are very important for students, especially for elementary school students. Students' communication skills in each student are always different, as are different learning styles for each student. The purpose of this study is to describe the mathematical communication process carried out by students in each type of learning style they have. The learning styles referred to refer to Honey-Mumford, namely; (1) Theoretical; (2) Pragmatic; (3) Activist; and (4) Reflective. The research was carried out at SDN 44 Ampenan, with the subjects being all of the fifth-grade students, totaling 39 students. Data collection was carried out by providing 2 instruments, namely a learning style questionnaire and math problems followed by semi-structured interviews to students who had finished. The results showed that the number of students with theoretical learning styles was the highest and students with active learning styles were the least. The results of the study also show that there are differences in mathematical communication in each learning style, but mathematical communication errors made by all types of learning styles are errors in writing formulas and conclusion sentences

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Mathematical Connection Ability of Grade 8th Students’ in terms of Self-Concept in Problem Based Learning

Cited by 4 publications

References 6 publications

A meta analysis study: is Problem Based Learning (PBL) effective toward students’ mathematical connections ability?

A meta analysis study: is Problem Based Learning (PBL) effective toward students’ mathematical connections ability?

Eksplorasi Proses Koneksi Matematis Dalam Menyelesaikan Masalah Open-Ended Pada Siswa Sekolah Dasar

Honey-Mumford Learning Style: Review of Mathematical Communication for Elementary School Students in Problem Solving

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