scholarly journals The Difference of Mathematical Problem Solving Ability through the Scientific Approach and the Scientific Approach Assisted by Software Autograph

2018 ◽  
Vol 6 (12) ◽  
pp. 1693-1701
Author(s):  
Rismalyah Manalu ◽  
E.Elvis Napitupulu ◽  
Martua Manullang ◽  
Delima Simanjuntak ◽  
Jetti H. Sinambela
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Scientific Approach ◽  
The Difference

scholarly journals LOGICAL REASONING ANALYSIS BASED ON HIPPOCRATES PERSONALITY TYPES

Aksioma ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 57-73
Author(s):  
Nurdin Nurdin ◽  
Ita Sarmita Samad ◽  
Sardia Sardia
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Logical Reasoning ◽  
Personality Types ◽  
The Body ◽  
Mathematical Problem Solving ◽  
Different Types ◽  
Ways Of Thinking ◽  
The Difference ◽  
Descriptive Qualitative

Abstract: The theory distinguishes human based on four different personality types such as: sanguine, choleric, melancholic, and phlegmatic. Different types of personality caused by differences in the dominant fluid in the body. These differences will result in terms of behavior, ways of thinking and to get along. The type of this research that is descriptive qualitative which it is describing the logical reasoning based on Hippocrates personality types. The logical reasoning is analyzed through the four types of personality in relation to mathematical problem solving. The Analysis is done based on the logical reasoning indicator/ subindicator and the steps of problem solving stated by Polya. The result shows that there is a reasoning difference on each type of personalities. The difference can be terms of the strenght or the weakness. Sanguine is quicker in understanding problems and communicating results, choleric is more accelerated in work, melancholic is more perfect at work, and  phlegmatic is superior in terms of accuracy. Keywords: Logical reasoning, Hippocrates, sanguine, choleric, melancholic, phlegmatic

scholarly journals Kemampuan Pemecahan Masalah Matematis Siswa melalui Model Pembelajaran Learning Cycle 7E dan Problem Based Learning

2018 ◽  
Vol 7 (3) ◽  
pp. 425-432
Author(s):  
Puji Lestari ◽  
Rina Rosdiana
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Learning Cycle ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Difference

AbstrakKemampuan pemecahan masalah merupakan bagian dari kurikulum pendidikan matematika saat ini. Fakta di lapangan menunjukkan bahwa kemampuan pemecahan masalah matematis siswa masih belum optimal, salah satu penyebabnya adalah masih banyak siswa yang menemui kesulitan dalam hal pemahaman konsep dasar. Mengoptimalkan kemampuan pemecahan masalah diantaranya dapat ditempuh melalui pembelajaran yang berpusat pada siswa. Model pembelajaran Learning Cycle 7E dan Problem Based Learning merupakan dua dari beragam model pembelajaran yang berpusat pada siswa. Adapun tujuan dari penelitian ini adalah untuk mengetahui perbedaan pencapaian kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Hasil dari penelitian menyimpulkan bahwa tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning. Sementara itu, untuk kualitas peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi sedang namun skor perolehan nya berbeda. Secara umum, sikap siswa terhadap pembelajaran matematika menggunakan model pembelajaran Learning Cycle 7E dan Problem Based Learning masing-masing berinterpretasi baik. Abstract (Students’ Problem Solving Ability through Learning Cycle 7E and Problem Based Learning)Currently mathematical problem solving ability was a part of mathematics curriculum. In fact, the mathematical problem solving ability of students was not optimized, one of the reasons is there are still many students who have problems in terms of understanding the basic concepts. To optimizing the mathematical problem solving ability of students, it, can be reached by implementing student-centered learning. Learning Cycle 7E and Problem Based Learning are two of a lot of student-centered learning models. The purpose of this study was to determine the difference of achievement mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models.  The results of this study are there is not a difference enhancement of mathematical problem solving ability between students who get Learning Cycle 7E and Problem Based Learning models. Meanwhile, the quality of enhancement mathematical problem solving ability students who get Learning Cycle 7E and Problem Based Learning models are in the middle interpretation. In general, students' attitudes toward learning mathematics using Learning Cycle 7E and Problem Based Learning models each in good interpretation.

scholarly journals PERBEDAAN PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DI KELAS X SMA NEGERI 2 PEMATANGSIANTAR

2020 ◽  
Vol 1 (2) ◽  
pp. 85-96
Author(s):  
Winmery Lasma Habeahan
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Mathematical Problem ◽  
Equation System ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Contextual Approach ◽  
Control Group Design ◽  
Contextual Teaching ◽  
The Difference

The purpose of this study was to determine the differences in the improvement of students' mathematical problem-solving abilities with the Contextual Teaching and Learning approach in the material of the two-variable linear equation system in class X SMA Negeri 2 Pematangsiantar. This study used an experimental method with the aim of being in accordance with the previous statement to determine the difference in students' mathematical problem-solving abilities with a contextual approach and an expository approach, with a randomized pretest-posttest control group design. The average increase in problem-solving abilities in the control class was 0.1688 while the increase in problem-solving abilities in the experimental class was 0.0085. By using the t-test (SPSS), with a value of Fcount = 10.907 and a significant level of 0.05, a significant probability is obtained 0.002 <0.05, it can be concluded that there is a difference in normalized gain or an increase in problem-solving ability with conventional and contextual approaches. Based on the average gain of the control and experimental classes, the increase in the control class using the conventional approach is higher than the experimental class with the contextual approach. The difference in increasing problem-solving abilities in conventional classrooms is possible due to differences in students' entry-level abilities, which can be seen in the average pretest of each class.

scholarly journals ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA SEKOLAH MENENGAH PERTAMA BERDASARKAN GAYA KOGNITIF

2021 ◽  
Vol 9 (2) ◽  
pp. 233-243
Author(s):  
Lihar Raudina Izzati ◽  
Erlinda Rahma Dewi ◽  
Andika Wisnu
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Cognitive Style ◽  
Junior High School ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Ability Test ◽  
Test Instrument ◽  
The Difference

Problem-solving ability is a characteristic of mathematical activities and a major ability in developing mathematical understanding. Mathematical problem-solving ability can be seen from several dimensions, one of which is cognitive style. Cognitive style is a unique way for each individual to acquire, process, store, use the information to respond to tasks or situations, and build knowledge. FD and FI cognitive styles are one type of cognitive style that are categorized by general ways of thinking, solving problems, learning, and dealing with other people so that they have a relationship with problem-solving abilities. The subjects in this study involved 72 students (around the age of 13-14 years), namely 33 students with FD cognitive style and 39 students with FI cognitive style. The problem-solving ability test instrument in this study was a mathematical problem-solving ability test that had been validated by experts and tested for reliability. The cognitive style test instrument is the Group Embedded Figure Test (GEFT) item developed by Witkin. The problem-solving ability of junior high school students with FI cognitive style is better than FD students even though the difference is not much different.

Penerapan Pembelajaran Inkuiri Terbimbing dengan Pendekatan Concrete-Representational-Abstract dalam Meningkatkan Kemampuan Pemecahan Masalah Siswa SMP

2017 ◽  
Vol 1 (2) ◽  
pp. 175-186
Author(s):  
Lisa Dwi Afri
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Abstract Approach ◽  
Equivalent Control ◽  
The Difference ◽  
Better Than

This research is motivated by the importance and still not optimal problem solving ability of student mathematical problem. This study examines the improvement of students 'mathematical problem-solving abilities that acquire Guided Inquiry learning with Concrete-Representational-Abstract approach (ITCRA) and students who have received conventional learning, in terms of overall and math skills categories KAM (high, middle, low). This research is a quasi experiment with non-equivalent control group design. The population is grade VIII SMPN 1 Padang Panjang Lesson Year 2014/2015, and the samples are two classes from seven existing classes. Instruments used in the form of tests, observation sheets, and interview guidelines. The data obtained were analyzed using the difference test, ie t-test and mann-whitney. The results showed that: 1) The achievement and improvement of mathematical problem solving ability of students who received ITCRA learning overall better than those who received conventional learning, 2) the increased mathematical problem solving ability of moderate KAM and low KAM better than those with conventional learning, whereas in high KAM, students who received ITCRA learning was no better than that of conventional learning, and 3) there was a difference in the improvement of students' mathematical problem solving abilities of high KAM categories with KAM moderate and low category students who received ITCRA learning. However, there were no significant differences between moderate and low KAM category studentsKeywords: Guided Inquiry, concrete-representational-abstact, problem solving

scholarly journals Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

2020 ◽  
Vol 12 (23) ◽  
pp. 10215
Author(s):  
Vlastimil Chytrý ◽  
Janka Medová ◽  
Jaroslav Říčan ◽  
Jiří Škoda
Keyword(s):  
Problem Solving ◽  
Self Efficacy ◽  
Primary Schools ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Significant Difference ◽  
Montessori Schools ◽  
Mathematical Problems ◽  
The Difference ◽  
And Performance

In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools (p = 0.027) as well as pupils attending ordinary primary schools (p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant (p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities (p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools (p = 0.073), Dalton Plan schools (p = 0.043), and ordinary primary schools (p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.

scholarly journals Pencapaian Kemampuan Pemecahan Masalah Matematik Siswa SMP dengan Menggunakan Pendekatan Open Ended dan Saintifik

2020 ◽  
Vol 4 (1) ◽  
pp. 173
Author(s):  
Risma Amelia ◽  
Siti Chotimah
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Junior High School Students ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Microsoft Excel ◽  
Scientific Approach ◽  
Class Viii

Tujuan dari penelitian ini adalah untuk menelaah pencapaian kemampuan pemecahan masalah matematik siswa SMP yang pembelajarannya menggunakan pendekatan open ended. Subjek  Penelitian  ini adalah seluruh siswa SMP kelas VIII yang ada di Kabupaten Bandung, sebagai sampelnya ialah salah satu sekolah yang ada di Kabupaten Bandung, kelas VIII A sebagai kelas eksperimen yang memperoleh perlakuan dengan pendekatan open ended dan kelas VIII B sebagai kelas kontrol yang mendapatkan perlakuan dengan pendekatan saintifik. Metode penelitian yang digunakan yaitu metode kuasi eksperimen dengan desain pretes and postes. Instrumen yang digunakan dalam penelitian ini berupa tes kemampuan pemecahan masalah matematik berjumlah 5 butir soal uraian. Data diperoleh dari hasil pretes dan postes kemudian diolah dengan menggunakan software microsoft excel. Hasil penelitian menunjukan bahwa pencapaian kemampuan pemecahan masalah matematik siswa yang pembelajarannya menggunakan pendekatan open ended lebih baik dibandingkan dengan yang pembelajarannya menggunakan pendekatan saintifik. Kata kunci: kemampuan pemecahan masalah, pendekatan open ended, pendekatan saintifik. ABSTRACT The aim of this study is to examine the achievement of mathematical problem-solving abilities of junior high school students whose learning uses the open-ended approach. The subjects of this study were all eighth-grade junior high school students in Bandung regency, the sample was one of the schools in Bandung regency, class VIII A as an experimental class that received treatment with an open-ended approach and class VIII B as a control class that received treatment with a scientific approach. The instrument used in this study was in the form of a test of mathematical problem-solving abilities totaling 5 items of description items. Data obtained from the results of the pretest and posttest are then processed using Microsoft Excel software. The results showed that the achievement of students' mathematical problem-solving abilities for learning using the open-ended approach was better than learning using the scientific approach. Keywords: problem solving abilities, open ended approach, scientific approach.

PEMBELAJARAN DALAM JARINGAN DENGAN PENDEKATAN SAINTIFIK BERBANTUAN PLATFORM EDMODO UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMA

2020 ◽  
Vol 2 (2) ◽  
pp. 100-115
Author(s):  
Nindy Ivalyn ◽  
Andi Pujo Rahadi
Keyword(s):  
Problem Solving ◽  
Statistical Tests ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Problem Solving Skills ◽  
Student Responses ◽  
Mathematics Problem Solving ◽  
Mathematics Problems ◽  
Scientific Approach ◽  
Quasi Experimental

The mathematics problem-solving ability of students in Indonesia is not high yet. The students found it difficult to do the mathematics problems that lead to solving a problem. This study aims to improve students' mathematical problem-solving skills using the Edmodo platform. The study used a quasi-experimental design to find out whether the enhancement of students' mathematical problem-solving abilities that obtain using the Edmodo Platform with a scientific approach is significantly higher than the students who obtain scientific approach learning models. The sample of the research was students in two classes X grade student Negeri 1 Parongpong, West Bandung 2019/2020. The first-class students obtained an using the Edmodo Platform with a scientific approach, while the students in the second class obtained a scientific approach learning with a scientific approach. The results showed that the enhancement of the students' mathematical problem-solving abilities in both classes was included in the moderate category. Based on the statistical tests, the students in the first class have a significant enhancement in mathematical problem-solving abilities compared with the students in the second class. Furthermore, student responses to use the Edmodo Platform with a scientific approach are categorized as "very like" and student responses to a scientific approach are categorized as "very like".

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