Peningkatan Kemampuan Penalaran Matematis  Mahasiswa Calon Guru Melalui Pembelajaran Reflektif

Rohana, Rohana

doi:10.22460/infinity.v4i1.76

Cited by 23 publications

(26 citation statements)

References 2 publications

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“…Results of this study have shown that the average mathematical problem-solving ability of students through the application of reflective learning falls into good categories. These findings reinforce and complement the results of previous research on reflective learning, among other research conducted by Nainggolan (2011), Lasmanawati (2011), and Rohana (2015) found that learning can improve the mathematical thinking ability.…”

Section: Discussionsupporting

confidence: 90%

“…It is caused by the concept of reflective learning consists of several processes, which generally aims to foster an attitude of exploration and investigation so as to raise the awareness of prospective teachers as well as being factors that affect the learning process of students. The application of this learning model can improve the ability of students' mathematical thinking (Lasmawati 2011;Nainggolan, 2011;Rohana, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Prospective Teachers’ Ability in Mathematical Problem-Solving Through Reflective Learning

Ningsih

Rohana

2016

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The research aims to determine the mathematical problem-solving ability of prospective teachers' through reflective learning. Reflective learning is a learning process that provides students the opportunity to examine and investigate the problems that is triggered by experience, analyzing of individual the experiences, and facilitate the learning of the experiences. These lessons are identified to improve mathematical ability students. By using a descriptive qualitative research. The subject of this study were students of Mathematics Education Program in one of private universities in Palembang, consisting of 34 students. This study was conducted in odd semester academic year of 2015/2016. The instruments in this study were mathematical problem-solving ability test, observation sheet, and interview guide. The data were analyzed descriptively. Based on analysis of the data are found that the average mathematical problem-solving ability of students' through reflective learning in good categories.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Prospective Teachers’ Ability in Mathematical Problem-Solving Through Reflective Learning

Ningsih

Rohana

2016

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“…These results are consistent with the hypothesis proposed previously and showed that indeed the phases of learning with abductive-deductive strategy to support and facilitate the improvement of students' reasoning abilities. The results of this study as well as the findings of the study other researchers which states that students who acquire learning with the mathematical process thinking has the reasoning abilities better than conventional learning, specifically for metacognitive (Noto, 2015) and reflective (Rohana, 2015). Although the research conducted at the different levels of students and inductive approach, but its similarity to learning with abductive-deductive strategy is equally a kind of learning that emphasizes the mathematical process thinking.…”

Section: Discussionsupporting

confidence: 55%

Effect of Learning With Abductive-Deductive Strategy Towards the Achievement of Reasoning Ability of High School Students

Shodikin

2017

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The purpose of this study was to investigate the effect of learning with abductive-deductive strategy towards the achievement of mathematical reasoning abilities of high school students. Research carried out an experimental pretest-posttest design and the control group was not randomized in class XI student at one high school in Pati, Central Java, Indonesia. Data analysis was conducted quantitative research based on early mathematical ability categories (KAM) and overall. The results showed that the achievement of mathematical reasoning abilities that students acquire learning abductive-deductive strategy better than students who received the expository learning. In more detail of KAM categories, only middle category that show achievement of mathematical reasoning abilities better. While in upper and under categories have the same reasoning abilities achievements. This research is expected teachers can encourage students to do abduction and deduction in the learning achievement of students' mathematical reasoning abilities. Keywords: Abductive-Deductive Strategy, Achievement, Reasoning. AbstrakTujuan penelitian ini adalah menginvestigasi pengaruh pembelajaran dengan strategi abduktif-deduktif terhadap pencapaian kemampuan penalaran matematis siswa SMA. Penelitian yang dilakukan merupakan eksperimental dengan desain pretes-postes dan kelompok kontrol tidak acak (nonrandomized control group, pretest-posttest design) pada siswa kelas XI di salah satu SMA di Kabupaten Pati, Jawa Tengah, Indonesia. Analisis data penelitian dilakukan secara kuantitatif berdasarkan kategori kemampuan awal matematis (KAM) maupun keseluruhan. Hasil penelitian menunjukkan bahwa pencapaian kemampuan penalaran matematis siswa yang mendapatkan pembelajaran dengan strategi abduktif-deduktif lebih baik daripada siswa yang mendapat pembelajaran ekspositori. Secara lebih rinci dari kategori KAM, hanya pada kategori tengah yang menunjukkan pencapaian kemampuan penalaran matematis yang lebih baik. Sedangkan pada kategori atas dan bawah memiliki pencapaian kemampuan penalaran yang sama. Dari penelitian ini diharapkan guru dapat mendorong siswa untuk melakukan abduksi dan deduksi dalam pembelajaran dalam pencapaian kemampuan penalaran matematis siswa.

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“…Sejalan dengan hal tersebut, Fullan dan Scott (2017) yang mengidentifikasi beberapa kemampuan pada abad 21 ke dalam "The Six Cs", yaitu: (1) Character education, yang mencakup karakter jujur, pengaturan diri, tanggung jawab, empati untuk memberikan rasa aman dan kebermaknaan bagi orang lain, serta yakin dan percaya diri akan kemampuan yang dimiliki. (2) (Rohana, 2014) antara lain adalah menuliskan ide-ide, situasi-situasi, alasan-alasan, dan relasirelasi dalam menyelesaikan masalah matematis; menggunakan istilah tabel, diagram, notasi atau rumus matematika dengan tepat; menganalisa dan menilai pemikiran maupun strategi matematis orang lain; mengungkapkan kembali suatu uraian atau paragraf matematika ke dalam bahasa sendiri.…”

Section: A Pendahuluanunclassified

Peningkatan Kemampuan Komunikasi Matematis Siswa Melalui Pembelajaran Reflektif Di Sma

2019

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This study aims to examine the improvement of mathematical communication of students of SMA Negeri 1 Lawang Kidul through Reflective Learning. The method of this research is quasiexperiment with pretest and postes group design. Population in this research that is all class X MIA SMA Negeri 1 Lawang Kidul, taken sample of two classes that class X MIA A many as 25 students as experiment class that get reflective learning (PR) and class X MIA C as much 27 students as control class get conventional learning (PK). The instrument used in this study is a Mathematical Communication Skills (KKM) test in the form of essays that have been empirically validated. Data analysis using t test (Independent samples t test), by first test the normality and homogeneity. Based on the analysis of the data, the results obtained in this study that the improvement of mathematical communication skills of students of SMA Negeri 1 Lawang Kidul who get reflective learning better than those who get conventional learning. ABSTRAKPenelitian ini bertujuan untuk mengkaji peningkatan komunikasi matematis siswa SMA Negeri 1 Lawang Kidul melalui Pembelajaran Reflektif. Metode penelitian ini adalah kuasi-eksperimen dengan desain kelompok pretes dan postes. Populasi dalam ini penelitian yaitu seluruh kelas X MIA SMA Negeri 1 Lawang Kidul, diambil sampel sebanyak dua kelas yaitu kelas X MIA A sebanyak 25 siswa sebagai kelas eksperimen yang mendapatkan pembelajaran reflektif (PR) dan kelas X MIA C sebanyak 27 siswa sebagai kelas kontrol yang mendapatkan pembelajaran konvensional (PK). Instrumen yang digunakan dalam penelitian ini adalah tes Kemampuan Komunikasi Matematis (KKM) dalam bentuk soal essay yang telah divalidasi secara empiris. Analisis data menggunakan uji t (Independent samples t test), dengan terlebih dahulu menguji normalitas dan homogenitas. Berdasarkan analisis data tersebut, hasil yang diperoleh dalam penelitian ini bahwa peningkatan kemampuan komunikasi matematis siswa SMA Negeri 1 Lawang Kidul yang mendapatkan pembelajaran reflektif lebih baik daripada yang mendapatkan pembelajaran konvensional.

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Peningkatan Kemampuan Penalaran Matematis Mahasiswa Calon Guru Melalui Pembelajaran Reflektif

Cited by 23 publications

References 2 publications

Prospective Teachers’ Ability in Mathematical Problem-Solving Through Reflective Learning

Prospective Teachers’ Ability in Mathematical Problem-Solving Through Reflective Learning

Effect of Learning With Abductive-Deductive Strategy Towards the Achievement of Reasoning Ability of High School Students

Peningkatan Kemampuan Komunikasi Matematis Siswa Melalui Pembelajaran Reflektif Di Sma

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