Pengaruh Kemampuan Pemahaman Konsep, Kemampuan Komunikasi dan Koneksi Terhadap Kemampuan Pemecahan Masalah

Hartati, Sri; Abdullah, Ilham; Haji, Saleh

doi:10.30651/must.v2i1.403

Cited by 22 publications

(25 citation statements)

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“…As with Widiyanti, Zubaidah, & Yani, (2015) regarding the analysis of students 'difficulties in solving algebraic fraction material problems explained that students' difficulties occur because students do not understand the concept of operations in algebraic forms. Weaknesses and difficulties of students in answering problem-solving problems are caused by low mastery of mathematics, such as mathematical concepts (Hartati, Abdullah, & Haji, 2017). In fact, by solving mathematical problems, making mathematics does not lose its meaning, because a concept or principle will be meaningful if it can be applied in problemsolving (Sunarto, Budayasa, & Juniati, 2017).…”

Section: Discussionmentioning

confidence: 99%

Student’s Mathematical Value in Mathematics Learning Using Non-Routine Problem

Safura

Aisyah²,

Hiltrimartin³

et al. 2018

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This study aims to determine the ability of students in solving non-routine problems in learning mathematics in high school. The focus of the study is the ability of students in solving non-routine problems that include the value of objectism, value of control, value of mystery, value of progress, value of rationalism, and value of openness. The subject of this study was determined purposively, that was based on the diversity of answers. The selected subject was six students of class X SMA in Palembang. The data were collected using observation, test, and interview which were then analyzed descriptively. The results show that in general the ability of students in solving non-routine problems is dominated by the value of objectism, control, rationalism, and progress. The other two values which did not dominantly appear were mystery and openness. Keywords: mathematical value, non-routine problemNILAI MATEMATIKA (MATHEMATICAL VALUE) SISWA PADA PEMBELAJARAN MATEMATIKA MENGGUNAKAN SOAL NON RUTIN Abstrak: Penelitian ini bertujuan untuk mengetahui kemampuan siswa dalam menyelesaikan soal non rutin pada pembelajaran matematika di SMA. Fokus penelitian adalah kemampuan siswa dalam menyelesaikan soal non rutin yang meliputi nilai objektisme, nilai kontrol, nilai misteri, nilai kemajuan, nilai rasionalisme, dan nilai keterbukaan. Adapun subjek penelitian ini dipilih secara purposive, berdasarkan keberagaman jawaban. Subjek yang terpilih adalah enam orang siswa kelas X SMA di Palembang. Data dikumpulkan menggunakan observasi, tes, dan juga wawancara, yang kemudian di analisis secara deskriptif. Hasil penelitian menunjukkan bahwa secara umum kemampuan siswa dalam menyelesaikan soal non rutin masih didominasi pada nilai objektisme, nilai kontrol, nilai rasionalisme, dan nilai kemajuan. Dua nilai lain yang tidak dominan muncul adalah nilai misteri dan nilai keterbukaan.Kata Kunci: nilai matematika, soal non rutin

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Section: Discussionmentioning

confidence: 99%

Student’s Mathematical Value in Mathematics Learning Using Non-Routine Problem

Safura

Aisyah²,

Hiltrimartin³

et al. 2018

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“…Kemampuan pemahaman konsep di utarakan oleh Asikin (Hartati, Abdullah, & Haji, 2017) adalah kemampuan memahami sesuatu untuk mengerti kemudian merubah informasi yang didapat ke dalam bentuk dan model yang lain yang lebih memiliki makna tersendiri. Kemampuan pemahaman konsep itu juga merupakan kemampuan yang ekstensif dan juga fungsional dalam memahami ide-ide matematika.…”

Section: Pendahuluanunclassified

“…Kemampuan pemahaman konsep itu juga merupakan kemampuan yang ekstensif dan juga fungsional dalam memahami ide-ide matematika. Menurut Kilpatrick, Swafford, & Findell (Hartati et al, 2017), pemahaman konsep (conceptual understanding) ialah keahlian dalam mengerti lebih mendalam konsep, operasi juga hubungan di dalam matematika.…”

Section: Pendahuluanunclassified

“…Satu diantaranya pendekatan yang bisa diterapkan adalah pendekatan Contekstual Teaching and Learning (CTL) atau pendekatan kontekstual. Menurut Hartati et al (2017), Model pembelajaran kontekstual merupakan sesuatu model pembelajaran dimana model ini mengharuskan siswa terlibat disetiap tahapan pembelajaran. Menurut Sanjaya (Bernard, 2016), model pembelajaran kontekstual itu nyatanya mengaitkan tujuh bagian utama pembelajaran, yakni kontruktivisme, bertanya, menemukan, masyarakat yang belajar, pemodelan, bayangan dan penilaian sebenarnya.…”

Section: Pendahuluanunclassified

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Meningkatkan Kemampuan Pemahaman Konsep Matematik Siswa SMP Dengan Pendekatan Kontekstual

Yadin¹,

Rohaeti²,

Zanthy³

2019

J. Pembelajaran Matematika Inovatif

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This investigate is motivated by the low ability to comprehend the mathematical concepts of SMP students in KBB, so a learning approach is needed to decipher these problems. Alternative approaches are applied, namely the contextual approach. The method make use of in this investigate is an experimental method with a control group design pretest posttest. The population in this research were all junior high schools in KBB while the school sample was Kahuripan Lembang Middle School which was chosen based on school randomization. Sample class were taken randomly from the 4 classes of class 7 of Kahuripan Lembang Middle School, class 7-2 as the tentative class and class 7-4 as the control class. The tentative class uses contextual learning while the ordinary learning control class. The reason for taking class VII is because with deliberation in the semester one there are topics in the Triangle and Quadrangle that will be used in the study. The instrument in this investigation was a package of five test questions. The researcher can conclude that the achievement and repair of the capability of understanding The mathematical concept of SMP students who use a contextual approach is better than those using ordinary learning.

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“…Understanding ability is one of the basics that must be mastered by students, before the ability of students to a higher level about statistics. The purpose of understanding skills, so that students are able to interpret statistical lessons from various information related to statistics [3]. However, some findings of the difficulties of understanding ability with the cause of students do not have the ability to explain, model or formulate and make steps in solving problems [4].…”

Section: Introductionmentioning

confidence: 99%

Development of High School Students' Understanding and Confidence skills with VBA for Excel Shapes Games

Bernard¹,

Afrilianto²,

Carilah³

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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The purpose of this research is to see how many secondary school students develop their understanding and self-confidence about how to work and process statistical data through assisted game forms or rod image forms that are run using VBA for Microsoft Excel. it is given to 36 students who have various mathematical abilities. The method used is Classroom Action Research which consists of two cycles in statistical material. And obtained the results, it was found that the previous students had an average value of 41.80 with a standard standard of 1.81 and after the experiment the average value of 64.68 and standard standard 2.41. And after being processed using SPSS 22 for both data showed a significant value for the second difference on average less than 0.05 means that the effect of learning statistics before and after using Shapes games through VBA for Microsoft Excel.

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Pengaruh Kemampuan Pemahaman Konsep, Kemampuan Komunikasi dan Koneksi Terhadap Kemampuan Pemecahan Masalah

Cited by 22 publications

References 0 publications

Student’s Mathematical Value in Mathematics Learning Using Non-Routine Problem

Student’s Mathematical Value in Mathematics Learning Using Non-Routine Problem

Meningkatkan Kemampuan Pemahaman Konsep Matematik Siswa SMP Dengan Pendekatan Kontekstual

Development of High School Students' Understanding and Confidence skills with VBA for Excel Shapes Games

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Pengaruh Kemampuan Pemahaman Konsep, Kemampuan Komunikasi dan Koneksi Terhadap Kemampuan Pemecahan Masalah

Cited by 22 publications

References 0 publications

Student’s Mathematical Value in Mathematics Learning Using Non-Routine Problem

Student’s Mathematical Value in Mathematics Learning Using Non-Routine Problem

Meningkatkan Kemampuan Pemahaman Konsep Matematik Siswa SMP Dengan Pendekatan Kontekstual

Development of High School Students&#39; Understanding and Confidence skills with VBA for Excel Shapes Games

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Development of High School Students' Understanding and Confidence skills with VBA for Excel Shapes Games