scholarly journals Pengaruh Disposisi Matematis Terhadap Kemampuan Pemecahan Masalah Matematis Siswa

2019 ◽  
Vol 1 (1) ◽  
pp. 41-49
Author(s):  
Gisela Elfira Mayratih ◽  
Samuel Igo Leton ◽  
Irmina Veni Uskono
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Class ◽  
High School Class ◽  
Mathematical Dispositions ◽  
Linearity Test

This study aims to determine the effect of students' mathematical dispositions on mathematical problem solving abilities of students in class VII of SMP. The type of research used is quantitative. The sample in this study was class VII A, amounting to 30 people who were selected using simple random sampling from 6 existing classes. The type of data in this research is primary data with data collection used using a disposition questionnaire consisting of 28 items and tests consisting of 5 items of description. Testing the hypothesis in this study using a simple regression test. After the data is analyzed the regression equation is obtained as follows: Y = 16,312 + 0.523X. before testing the hypothesis, the data normality test and linearity test were carried out. Based on the data analysis, it was found that the t-test = 3.296 with significance = 0.003 and table = 2.048. then t count = 3.296> 2.048 = t table means that data is normally distributed. To see the achievement of the disposition indicators of junior high school students in the junior high school class, the average of each indicator is calculated and the achievement of the mathematical disposition indicator is 50.08%. Whereas for grouping mathematical dispositions, problem solving abilities obtained the highest dispositions having an average of 63.04, moderate dispositions having an average of 43.56, and low dispositions having an average of 40.51. Thus, it can be concluded that there is an influence of mathematical disposition on mathematical problem solving abilities of students of junior high school class.

scholarly journals Analisis Kemampuan Pemecahan Masalah Matematis Siswa SMP pada Materi SPLDV Ditinjau dari Kemampuan Awal Matematika

2019 ◽  
Vol 3 (2) ◽  
pp. 207
Author(s):  
Irma Purnamasari ◽  
Wahyu Setiawan
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Problem ◽  
Real Life ◽  
Mathematical Problem Solving ◽  
Research Subjects ◽  
School Students

Kemampuan pemecahan masalah matematis adalah salah satu kemampuan yang harus dikuasai oleh siswa agar mampu secara matematis memecahkan masalah sering dijumpai di kehidupan nyata. Indikator kemampuan pemecahan masalah matematis meliputi mampu memahami masalah, merencanakan strategi pemecahan masalah, melakukan strategi atau prosedur pemecahan masalah, dan memeriksa kebenaran jawaban atau hasil yang diperoleh. Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah matematis siswa SMP ditinjau dari Kemampuan Awal Matematik (KAM). Metode yang digunakan pada penelitian ini adalah deksriptif. Subjek penelitian yaitu siswa kelas VIII F SMP Angkasa Lanud Sulaiman yang berjumlah 30 orang. Instrumen yang digunakan dalam penelitian berupa tes soal uraian kemampuan pemecahan masalah matematis sebanyak 5 soal. Analisis data yang digunakan dalam penelitian ini adalah dengan mengelompokkan siswa berdasarkan hasil Penilaian Tengah Semester (PTS) sebagai kemampuan awal siswa. Siswa dibagi menjadi tiga kelompok, yaitu kelompok KAM atas, kelompok KAM menengah dan kelompok KAM bawah. Hasil penelitian menunjukkan bahwa siswa kesulitan mengerjakan soal nomor 5 dan baik siswa kelompok KAM atas, KAM menengah maupun KAM bawah, siswa kurang menguasai indikator ke-4 yaitu memeriksa kebenaran jawaban. Kata kunci: kemampuan awal matematika, kemampuan pemecahan masalah matematis.   ABSTRACT Mathematical problem solving ability is one of the abilities that must be mastered by students in order to be able to mathematically solve problems often found in real life. Indicators of mathematical problem solving capabilities include being able to understand problems, plan problem solving strategies, perform strategies or procedures for problem solving, and check the truth of answers or results obtained. This study aims to determine the mathematical problem solving abilities of junior high school students in terms of Early Mathematical Ability (KAM). The method used in this study is descriptive. The research subjects were class VIII F Space Junior High School Sulaiman Air Base which numbered 30 people. The instrument used in the study was a test of the questions about the mathematical problem solving abilities of 5 questions. Analysis of the data used in this study is to classify students based on the results of the Middle Semester Assessment (PTS) as students' initial abilities. Students are divided into three groups, namely the upper KAM group, the middle KAM group and the lower KAM group. The results showed that students had difficulty working on the number 5 questions and both the upper KAM group students, the middle KAM and the lower KAM students, students did not master the 4th indicator, namely checking the correctness of the answers. Keywords: initial mathematical abilities, mathematical problem solving abilities.

scholarly journals The Influence of Learning Model and Student Self-Concept Toward the Mathematical Problem-Solving Ability (Experimental Study on Students of Tangerang City State Junior High School)

2018 ◽  
Vol 9 (2) ◽  
pp. 189-198
Author(s):  
Ruby Fauziyah Andam Dewi ◽  
Anton Noornia ◽  
Eti Dwi Wiraningsih
Keyword(s):  
High School ◽  
Problem Solving ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Problem ◽  
Learning Model ◽  
Self Concept ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Conventional Model

This study aims to determine the effect of Conventional Model and the Missouri Mathematics Project (MMP) learning Model with self-concept on mathematical problem- solving abilities of junior high school students. The design of this study was experimental and control group post-test design. The method used is the quasi-experimental method using treatment by level 2x2 design. The experimental class was given the MMP learning model treatment while the control class was treated with conventional model. The samples of this study were 48 seventh grade students. The instruments used were self-concept questionnaires and a test of mathematical problem-solving abilities.Technique of analysis used was two-ways ANOVA. The results of this study show that the MMP learning model has a syntax that is able to empower mathematical problem-solving abilities compared to conventional learning model. Students who have a positive self-concept or students who have a negative self-concept are more suitable to be treated with the MMP learning model than conventional learning model. 

scholarly journals Pedagogies and Didactic of Junior High School Teachers on Learning Process on Mathematical Problem Solving

2021 ◽  
Vol 13 (2) ◽  
pp. 807-821
Author(s):  
Yulyanti Harisman ◽  
Muchamad Subali Noto ◽  
Wahyu Hidayat ◽  
Mhmd. Habibi ◽  
Anny Sovia
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Junior High School Teachers

This study aims to see how the three junior high school teachers are in the learning process of problem-solving. Each teacher has documented their learning process that has been conducted during three meetings. The topic observation materials were Geometry; the materials chosen were because the topic would enable the process of learning about mathematical problem-solving. Videos of the learning process would be analyzed to see how the depth and breadth of pedagogical and didactic aspects of each teacher. The type of this research is descriptive research by using the study cases method. Based on the finding of the research, it was obtained a theory that suggested three categories of the depth of didactic and pedagogical aspects of teachers in the process of solving mathematical problems. These three categories are named in this paper with good, very good, and excellent categories. These three categories will be explained detail in this paper.

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