Representasi Siswa Yang Bergaya Kognitif Reflektif Dalam Memecahkan Masalah Pola Bilangan

Pagiling, Sadrack Luden

doi:10.35724/mjme.v2i1.1964

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Mathematics skills are essential for students; one of them is problem-solving skills. Problem-solving has become an integrated part of the mathematics learning curriculum because indispensable in mathematics learning (Pagiling, 2019;Setiyani et al, 2020), including students' mathematical abilities and cognitive activities (Pesona & Yunianta, 2018). In solving problems, students face complex and uncertain situations requiring analysis, reasoning, thinking, and skills to find solutions to the problems (Annizar et al, 2020;Güner & Erbay, 2021).…”

Section: Introductionmentioning

confidence: 99%

Students’ problem-solving ability in number patterns topic viewed from cognitive styles

Rejeki

Rahmasari

2022

jel

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Mathematical problem-solving skills are essential. However, students’ ability to solve number patterns problems topic has not been optimal. The results of previous studies show different problem-solving skill profiles in students with Field Dependent (FD) and Field Independent (FI) cognitive styles in geometry and algebra. Therefore, this study aims to describe the problem-solving ability of students in number patterns based on cognitive styles. The research used qualitative methods with a descriptive approach. The study involved all students of grade 8 at a public junior high school in Klaten Regency, Central Java, Indonesia. Four students were selected for in-depth analysis by administering the Group Embedded Figure Test (GEFT) test and many patterns problem-solving test. Instruments used in this study included the GEFT test and the problem-solving test of number patterns. Research data was collected through a test, interviews, and documentation. The triangulation was applied to validate the data. Data were processed by reducing data, presenting data, and verifying. The results showed that FI students are better able to solve number pattern problems than FD students. It can be seen that FD students can understand the problem, devise a plan, and carry out the plan. However, FD students have been unable to look back at the solutions. Meanwhile, FI students can understand problems, devise a plan, carry out the plan, and look back at the solutions well. Therefore, it is needed to focus more on enhancing FD students’ ability in the stage of looking back.

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Section: Introductionmentioning

confidence: 99%

Students’ problem-solving ability in number patterns topic viewed from cognitive styles

Rejeki

Rahmasari

2022

jel

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“…Langkah-langkah pembelajaran yang tercantum di LKS disusun berdasarkan kerangka kerja ELPSA yang saling terkait dan koheren sesuai dengan yang dikatakan Johar et al (2016). Tahapan ELPSA dimulai dari menghubungkan pengalaman siswa sebelumnya ke materi baru, memberi siswa kesempatan untuk mengekspresikan temuan mereka sendiri, dan membangun visualisasi (Nuriswaty et al, 2020), melibatkan siswa untuk mempresentasikan ide menggunakan simbol, sehingga siswa bisa menganggap matematika sebagai pengetahuan yang bermakna (Pagiling, 2019b).…”

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Pengembangan Lembar Kerja Siswa Model ELPSA pada Materi Matriks

2021

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This study aims to produce a valid, practical, and effective ELPSA (Experiences, Language, Picture, Symbol, Applications) learning tool of matrix content. Research method using ADDIE model. The media tested at one of the vocational high schools in Merauke Regency. Validation sheets measure the validity of student worksheets and lesson plans assessed by the three validators. The practicality of the worksheet is measured by student responses questionnaires and learning implementation observation sheets. The effectiveness was measured by pretest and post-test. The result of this study showed that the validity of the lesson plan was 54% and 28%, the validity of the students’ worksheets was 63% and 27%. The validity of the pretest was 59%, and post-test sheets were 23%. The practicality value obtained from the student response questionnaire was 75%. Teacher and student activities in the learning process meet the excellent category. On the effectiveness test, all students did not satisfy the minimum class criteria at the pretest with an average score of 23.70. In the post-test results, all students passed with an average score of 84.20. After learning by the ELPSA model, student mathematics achievement increased by 100%. It can be concluded that the ELPSA model learning tool has met the valid, practical, and effective criteria to suit classroom learning.

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Representasi Siswa Yang Bergaya Kognitif Reflektif Dalam Memecahkan Masalah Pola Bilangan

Cited by 2 publications

References 6 publications

Students’ problem-solving ability in number patterns topic viewed from cognitive styles

Students’ problem-solving ability in number patterns topic viewed from cognitive styles

Pengembangan Lembar Kerja Siswa Model ELPSA pada Materi Matriks

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