Showing papers by "Iwan Junaedi published in 2015"

Disclosure Causes of Students Error in Resolving Discrete Mathematics Problems Based on NEA as A Means of Enhancing Creativity

Abstract: This article is based on research cooperation of Foreign Affairs in the first year, which was carried out between the team of lecturers from the Department of Mathematics Education Unnes (Indonesia) with Dr. Chin Kin Eng, a lecture of Mathematics Education from Universiti Malaysia Sabah. The main objective of this research in the first year is to uncover the cause of the students error in resolving Discrete Mathematics by Newman Errors Analysis (NEA). The Results of this research will be used as the basis for the subsequent research that reveal the mathematical creativity of the students. Outcomes of this research is the publication of research results in the International Journal and seminar at the international level. As a qualitative research, data collection through an analysis of the results of tests, questionnaires, observations, and interviews. Data analysis are data reduction, exposure of data, synthesising the data, triangulation, and the inference/verification. According to research, known that students errors in resolving discrete mathematics caused by: (1) the student did not know the meaning of a symbol or an existing term in the problem (Reading Errors), (2) the student did not understand the meaning of the problem, namely the student fails to write what is known and what is being asked (Comprehension Errors), (3) students forgot a formula that will be used or strategy/procedure what to do (Transformation Errors), (4) students could not make the problem-solving algorithms in sequence and correctly (Process Skills Errors), (5) the student could not answer according to the question (Encoding Errors), and (6) the student could not translate well, especially about which was written in English (Language Errors). Errors caused by carelessness students (Careless Errors) was not found. After giving Learning Therapy for the provision to resolve a problem through the algorithm and the correct sequence, the causes of the error of some students could be minimized, so that the number of students who were experiencing errors could also be reduced. Results of this research became the basis for continued research in the second year, which will be revealed and developed the mathematical creativity of students with prepare advanced research instruments.

Analisis kemampuan pemecahan masalah matematika soal setipe timss berdasarkan gaya kognitif siswa pada pembelajaran model problem based learning

Abstract: Gaya kognitif memiliki peran yang sangat penting dalam proses pemecahan masalah. Penelitian ini bertujuan untuk memperoleh deskripsi profil kemampuan pemecahan masalah matematika soal setipe TIMSS pada siswa SMP kelas VIII dengan gaya kognitif FI dan FD. Penelitian ini merupakan penelitian deskriptif. Subjek penelitian ini adalah tiga siswa FI dan tiga siswa FD kelas VIII SMP 3 Kudus. Teknik pengumpulan data adalah dokumen, tes, dan wawancara. Analisis data meliputi reduksi, penyajian data,dan penarikan kesimpulan. Hasil penelitian sebagai berikut (1) untuk subjek FI dalam menyelesaikan masalah memiliki profil: dapat memahami pernyataan verbal dari masalah dan mengubahnya ke dalam kalimat matematika, lebih analitis dalam menerima informasi, dapat memperluas hasil pemecahan masalah dan pemikiran matematis, memberikan suatu pembenaran berdasarkan pada hasil,dan memecahkan masalah dalam konteks kehidupan nyata, memperoleh jawaban yang benar, (2) Untuk subjek FD dalam menyelesaikan masalah memiliki profil: dapat memahami pernyataan verbal dari masalah,tetapi tidak dapat mengubahnya ke dalam kalimat matematika, lebih global dalam menerima informasi, mudah terpengaruh manipulasi unsur pengecoh karena memandang secara global, tidak dapat memperluas hasil pemecahan masalah, memberikan suatu pembenaran berdasarkan pada hasil,dan memecahkan masalah dalam konteks kehidupan nyata, sering tidak dapat memperoleh jawaban yang benar.Cognitive style has a very important role in the process of problem solving. This study aimed to obtain a profile of mathematical problem solving ability student with FI and FD cognitive style. This research is a descriptive qualitative approach. Subjects in this study were students of class VIII SMP 3 Kudus, ie three students FI and FD. Data collection techniques is a document, test, interview. Data analysis included reduction, presentation, and conclusion. The results of the study show that subject FI in resolving the problem have a profile: (a) to understand the verbal statement of the problem and turn it into a mathematical sentence, (b) more analytical in receiving the information, (c) can extend the results, providing a justification, and solve problems in real-life contexts, (d) to obtain the correct answer. Subject FD in resolving the problem have a profile: (a) to understand the verbal statement of the problem, but can’t turn it into a mathematical sentence, (b) more global in receiving the information, (c) susceptible manipulation humbug elements because they view it globally, (d) can’t extend the results, providing a justification, and solve problems in real-life contexts, (e) often can’t obtain the correct answer.

Tingkat berpikir kreatif pada geometri siswa kelas vii ditinjau dari gaya kognitif dalam setting problem based learning

Abstract: Penelitian ini bertujuan untuk memperoleh deskripsi tingkat berpikir kreatif pada geometri siswa SMP Kelas VII ditinjau dari gaya kognitif dalam setting Problem Based Learning. Subjek penelitian ini adalah siswa kelas VII. Teknik pengumpulan data menggunakan tes berpikir kreatif matematika dan wawancara. Analisis tes berpikir kreatif matematika mengacu pada tiga komponen berpikir kreatif yaitu kefasihan, fleksibilitas, dan kebaruan. Analisis data dilakukan dengan langkah-langkah tahap reduksi data, tahap penyajian data, tahap verifikasi dan kesimpulan. Hasil penelitian menunjukkan bahwa: (1) tingkat berpikir kreatif siswa ditinjau dari gaya kognitif reflektif diperoleh hasil tingkat berpikir kreatif (TBK) 3 yang berarti kreatif, (2) tingkat berpikir kreatif siswa ditinjau dari gaya kognitif impulsif diperoleh tingkat berpikir kreatif (TBK) 1 yang berarti kurang kreatif dan tingkat berpikir kreatif (TBK) 4 yang berarti sangat kreatif.

Analisis karakteristik berpikir geometri dan kemandirian belajar dalam pembelajaran fase van hiele berbantuan geometers sketchpad

Abstract: Tujuan penelitian ini mendeskripsikan karakteristik bepikir geometri dan kemandirian belajar siswa Penelitian ini adalah penelitian deskriptif dengan subjek kelas 7 SMP N 2 Rembang yang diambil tiga siswa tiap level Pengambilan datanya dilakukan tes dan wawancara Hasil penelitian ini menunjukkan bahwa kualitas pembelajaran berkategori baik (1) Subjek level 1 dapat mendefinisikan, mengelompokkan jenis transformasi berdasarkan gambar, namun belum mengenal sifat, serta memiliki kemandirian belajar yang rendah, (2) subjek level 2 dapat mendefinisikan, mengelompokkan jenis transformasi dan menyebutkan sifat-sifatnya serta memiliki kemandirian belajar sedang, (3) subjek level 3 dapat mendefinisikan, mengelompokkan jenis transformasi dari gambar, menyebut sifat dan menghubungkan dengan jenis lainnya serta memiliki kemandirian belajar tinggi Berdasarkan hal tersebut maka guru dapat mendesain suatu pembelajaran yang mampu meningkatkan kemampuan berpikir geometri siswa dengan memperhatikan karakteristik berpikir geometrinyaThe purpose of this study was to describe the characteritics of VII grade students geometric thinking This research was a descriptive qualitative research The subject of this research was nine students of VII grade at SMP N 2 Rembang consist of three students from each level 1 (visualization), level 2 (analysis), and level 3 (informal deduction) Data in this research was the characteristics of geometric thinking obtained from test and interview (1) Students of level 1 can define transformation based on the appearance; grouping the pictures; can’t understand properties of each transformation or related to another; and have low category in self regulated learning, (2) students of level 2 can define, grouping transformation based on the appearance, explain properties but can’t related to another, and have average category in their self regulated learning, (3) students of level 3 define, grouping transformation, understand properties of each transformation, also admit relation from any kinds of transformation, but can’t locate vector translation or center of rotation, also can’t decompose transformation, and have high category in self regulated learning So teacher can design instruction to encourage students’ thinking processes with Van Hiele’s Phase-Based Instruction using the Geometer’s Sketchpad concern to the characteristics

Pengembangan model pelatihan innomatts untuk meningkatkan kompetensi dan karakter guru matematika

Abstract: This research is a development research which aims to develop a training model which is able to improve mathematics teachers’ competence and character. This research was implemented into two year phase. The first year focused on the exploration study and the model validation. This phase successfully identified the need of the mathematics teachers and generated a valid training model called the Innovative Mathematics Teaching Study (INNOMATTS). The second year focused on the implementation and dissemination of the model. This article aims to describe the practicality and the effectiveness of INNOMATTS training model in improving mathematics teachers’ competence and character as it was developed based on the mathematics teachers’ need, containing mathematics learning innovation and having orientation toward character education. The research follows the Research and Development (R & D) of Gall. The evaluation of the model implementation quality used three criteria: validity, practicality, and effectiveness. The result suggests that the INNOMATTS training model is practical based on the percentage response of the planning, implementation and evaluation. The model is also effective based on the evaluation of lesson plan produced during the training, the learning implemented, and the result of teacher’s competence test.

Penerapan Realistic Mathematics Education (RME) dengan Konteks Karakter dan Konservasi untuk Meningkatkan Kemampuan Mahasiswa dalam Menyusun Proposal Penelitian

Abstract: Tujuan penelitian ini adalah mendeskripsikan peningkatan kemampuan mahasiswa dalam menyusun proposal penelitian pendidikan matematika dengan topik pengembangan karakter dan konservasi pada pembelajaran dengan pendekatan Realistic Mathematics Education (RME) dengan konteks konservasi dan karakter Penelitian ini merupakan Penelitian Tidakan Kelas (PTK) Subjek penelitian adalah mahasiswa program studi pendidikan matematika yang mengambil mata kuliah Dasar-dasar Penelitian Pendidikan Matematika Tahun Akademik 2014/2015 Hasil penelitian diperoleh bahwa (1) sekurang-kurangnya 72,22% pada siklus pertama, dan 83,33 % pada siklus kedua kinerja mahasiswa dalam menyusun proposal penelitian pendidikan matematika dengan topik karakter dengan kategori baik dan sangat baik, (2) sekurang-kurangnya 33,33% dan 72,22% pada siklus kedua kinerja mahasiswa dalam menyusun proposal penelitian pendidikan matematika dengan topik konservasi dengan kategori baik dan sangat baik, dan (3) kesulitan mahasiswa dalam menyusun proposal penelitian dengan topik konservasi antara lain terbatasnya literatur yang mengaitkan matematika dengan konservasi The purpose of this study was to describe the increase in students' ability to develop a mathematics education research proposal with character development and conservation topics on learning ap­proach Realistic Mathematics Education (RME) with a conservation context and character This research is a Classroom Action Research (CAR) The subjects were students of mathematics edu­cation are taking courses Dasar-dasar Penelitian Pendidikan Matematika on Academic Year 2014/2015 The result showed that (1) at least 7222% in the first cycle, and 8333% in the second cycle the performance of students in mathematics education research proposal on the topic of character with good and excellent categories, (2) at least 3333% and 7222% in the second cycle the performance of students in mathematics education research proposal on the topic of conserva­tion with good and excellent categories, and (3) the difficulty of students to develop a research proposal to the topic of conservation, among others, the limited literature linking mathematics with conservation

Strategi dan proses berpikir dalam menyelesaikan soal pemecahan masalah berdasarkan tingkat kecemasan matematika

Abstract: Strategi dan proses berpikir memiliki peran sangat penting dalam proses pemecahan masalah Penelitian ini bertujuan untuk memperoleh deskripsi tentang strategi dan proses berpikir dalam menyelesaikan soal pemecahan masalah siswa kelas VII dengan tingkat kecemasan matematika tinggi, sedang, maupun rendah Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif Subyek dalam penelitian ini adalah 3 siswa dengan kecemasan matematika tinggi (KMT), 3 siswa dengan kecemasan matematika sedang (KMS), dan 3 siswa dengan kecemasan matematika rendah (KMR) kelas VII MTs NU Nurul Huda Kudus Penetapan subyek berdasarkan hasil tes skala kecemasan matematika Hasil penelitian menunjukkan bahwa strategi dan proses berpikir diketahui sebagai berikut (1) tiga subyek KMT tidak dapat menggunakan sebagian besar tahapan strategi dan proses berpikir dalam menyelesaikan soal pemecahan masalah dengan tepat sehingga jawaban tidak tepat, (2) tiga subyek KMS dapat menggunakan sebagian besar tahapan strategi dan proses berpikir dalam menyelesaikan soal pemecahan masalah dengan tepat terhadap beberapa soal yang diberikan, dan (3) tiga subyek KMR dapat menggunakan sebagian besar tahapan strategi dan proses berpikir dalam menyelesaikan soal pemecahan masalah dengan tepat dan memperoleh jawaban tepat Strategy and thinking process have a very important role in the process of problem solving This study aimed to obtain a description of the strategies and thought processes in solving problem solving seventh grade students with mathematics anxiety levels This research is a descriptive qualitative approach Subjects in this study were three students with high math anxiety (KMT), 3 students with math anxiety medium (KMS), and 3 students with low math anxiety (KMR) class VII MTs NU NU Nurul Huda Determination of the subject based on the results of tests of mathematics anxiety scale The results showed that the strategies and thought processes KMT three subjects can not use most of the stages of strategy and thought processes appropriately so that the answers are not right Three subjects KMS can use most of the stages of strategy and thought processes appropriately to some given problem Subjects KMR can use most of the stages of strategy and thought processes in solving solving with proper and precise answers