Peranan Kemampuan Numerik Dan Verbal Dalam  Berpikir Kritis Matematika Pada Tingkat  Sekolah Menengah Atas

Irawan, Ari

doi:10.12928/admathedu.v6i2.5443

Cited by 17 publications

(17 citation statements)

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“…The correlation can be seen that the higher result of students' verbal ability then the students' critical thinking is also getting better. It is similar to the Irawan's research that there is an influence of verbal ability on students' critical thinking (Irawan, 2016). Students need critical thinking skills to translate the verbal statement of the problems encountered so as to solve the problem well (Awofala, 2014).…”

Section: Resultssupporting

confidence: 53%

The Relationship Between Verbal Ability and Critical Thinking Skill: The Implementation of Susan Loucks Horsley Model

Wulandari

Nurhayati

2018

JIPFAlBiruni

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Susan Loucks Horsley is a learning model that can connect science and technology. This model can help students adapt to the increasingly changing scientific and technology of the 21st century. Students are challenged with issues that require the use of scientific information, technology, verbal ability, critical thinking, and conceptual understanding in making decisions. It is because verbal ability and critical thinking are needed in solving problems hence this research aims to know the correlation of verbal ability with students' critical thinking skill in science learning of vibration, wave and sound material using Susan Loucks Horsley model. The sample of this research is the students of VIII A SMP N 1 Pamekasan. The collecting data technique use tests to measure the students' verbal ability and critical thinking skills. The data analysis uses Pearson correlation. The result of this research shows there is a correlation between verbal ability with students' critical thinking skill in science learning of vibration, wave and sound material using Susan Loucks Horsley model with the value of Pearson correlation coefficient 0,656 and significance 0.000. This research has an implication that the teachers should be appropriate in applying the learning model that can grow the students’ verbal ability and critical thinking skill.

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Section: Resultssupporting

confidence: 53%

The Relationship Between Verbal Ability and Critical Thinking Skill: The Implementation of Susan Loucks Horsley Model

Wulandari

Nurhayati

2018

JIPFAlBiruni

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“…Dengan kemampuan tersebut akan memudahkan seseorang untuk melakukan interpretasi berbagai ide matematis dalam bentuk simbolsimbol. Seseorang dengan kemampuan numerik tinggi memperlihatkan kecenderungan suka melakukan aktivitas berhitung dan memiliki kecepatan tinggi dalam menyelesaikan soal-soal atau masalah matematika (Irawan, 2016). Menurut Gunur, Makur, dan Ramda (2018) sebagian besar materi yang ada dalam mata pelajaran matematika membutuhkan banyak sekali perhitungan dan membutuhkan kemampuan khusus yang dapat menunjang proses penyelesaiannya.…”

Section: Analisis Statistik Inferensial Data Hasil Penelitianunclassified

Pengaruh Kemampuan Numerik dan Spasial terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP

Juliyanti

Prayitno

Amrullah

et al. 2021

GJMEA

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This study aims to determine the effect of numerical and spatial ability on mathematics learning outcomes of students class VIII of SMPN 2 Labuapi. This types of research is ex post facto research with a quantitative approach. The population of this study was students of class VIII SMPN 2 Labuapi. In determining the sample, the probability sampling technique is used with the types of cluster random sampling. The sample in this study were students of class VIII-B SMPN 2 Labuapi totaling 30 people. The data collection techniques used were test and documentation. This research uses statistic descriptive statistical analysis techniques and inferential statistical analysis techniques. The result obtained indicate that there is an influence on numerical and spatial ability on the mathematics learning outcomes of class VIII students of SMPN 2 Labuapi with an effect of 76,6%.

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“…Dengan kemampuan tersebut akan memudahkan seseorang untuk melakukan interpretasi berbagai ide matematis dalam bentuk simbol-simbol. Seseorang dengan kemampuan numerik tinggi memperlihatkan kecenderungan suka melakukan aktivitas berhitung dan memiliki kecepatan tinggi dalam menyelesaikan soal-soal atau masalah matematika (Irawan, 2016). Sedangkan Gunur et al, (2018) mengatakan sebagian besar materi yang ada dalam mata pelajaran matematika membutuhkan banyak sekali penghitungan dan membutuhkan kemampuan khusus yang dapat menunjang proses penyelesaiannya, oleh karena itu, dalam mempelajari matematika siswa dituntut untuk mempunyai kemampuan mengelola angka, melakukan perhitungan matematis dan memecahkan masalah.…”

Section: Pembahasanunclassified

Hubungan kemampuan numerik dan kemampuan spasial terhadap kemampuan komunikasi matematis siswa

Gunur¹,

Lanur²,

Raga³

2019

Pytha Jurnal Pend. Math

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Penelitian ini bertujuan untuk mendeskripsikan (1) hubungan parsial antara kemampuan numerik dan kemampuan spasial dengan kemampuan komunikasi matematis siswa; (2) hubungan kemampuan numerik dan kemampuan spasial secara simultan terhadap kemampuan komunikasi matematis siswa. Penelitian ini merupakan penelitian korelasional dengan populasi adalah siswa kelas VII SMPK Santu Fransiskus Xaverius Ruteng yang terletak di Kecamatan Langke Rembong Kabupaten Manggarai, Propinsi Nusa Tenggara Timur. Sampel sebanyak 66 siswa dipilih menggunakan teknik random sampling. Data diperoleh dari tes kemampuan numerik, tes kemampuan spasial, dan tes kemampuan komunikasi matematis. Analisis uji prasyarat menggunakan uji normalitas, uji linearitas, dan uji multikolinearitas. Analisis data menggunakan analisis korelasi sederhana dan korelasi ganda. Hasil penelitian menunjukkan bahwa (1) terdapat hubungan signifikan antara kemampuan numerik dengan kemampuan komunikasi matematis siswa dengan koefisien korelasi 0,457 dan besar sumbangan kemampuan numerik terhadap kemampuan komunikasi matematis sebesar 20,9%; (2) terdapat hubungan signifikan antara kemampuan spasial dengan kemampuan komunikasi matematis siswa dengan koefisien korelasi 0,426 dan besar sumbangan kemampuan spasial terhadap kemampuan komunikasi matematis sebesar 18,1%; (3) terdapat hubungan signifikan kemampuan numerik dan kemampuan spasial secara simultan terhadap kemampuan komunikasi matematis siswa dengan koefisien korelasi 0,555 dengan kontribusi kedua variable secara simultan terhadap kemampuan komunikasi matematis siswa sebesar 30,8%. The relationship between numerical and spatial ability to students' mathematical communication ability AbstractThis study aimed to describe (1) a partial relationship between students’ numerical abilities and spatial abilities with mathematical communication abilities; (2) simultaneous relationship between students’ numerical and spatial abilities to mathematical communication abilities. This study used correlational research. The population of this research was seventh-grade students of SMPK St. Fransiskus Xaverius Ruteng, located in Langke Rembong Subdistrict, Manggarai Regency, East Nusa Tenggara, Indonesia. A sample of 66 students was selected using the random sampling technique. Data were obtained by using numerical ability tests, spatial ability tests, and mathematical communication ability test. Before analyzing the data, a normality test, linearity test, and multicollinearity test were carried out. The data were analyzed by using a simple correlation and multiple correlations. Data analysis showed that (1) there was a significant relationship between students’ numerical abilities and mathematical communication abilities with correlation coefficient 0,457 and the contribution of numerical ability to mathematical communication ability was 20.9%; (2) there was a significant relationship between students’ spatial abilities and mathematical communication abilities with correlation coefficient 0,426 and the contribution of spatial ability to mathematical communication ability is 18.1%; (3) there was a simultaneous relationship between students’ numerical and spatial abilities to students mathematical communication abilities with correlation coefficient 0,555 with the contribution of both variables to students' mathematical communication ability was 30.8%.

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Peranan Kemampuan Numerik Dan Verbal Dalam Berpikir Kritis Matematika Pada Tingkat Sekolah Menengah Atas

Cited by 17 publications

References 0 publications

The Relationship Between Verbal Ability and Critical Thinking Skill: The Implementation of Susan Loucks Horsley Model

The Relationship Between Verbal Ability and Critical Thinking Skill: The Implementation of Susan Loucks Horsley Model

Pengaruh Kemampuan Numerik dan Spasial terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP

Hubungan kemampuan numerik dan kemampuan spasial terhadap kemampuan komunikasi matematis siswa

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