Tematik : Jurnal Konten Pendidikan Matematika

The Influence of the Problem Posing Learning Model on Students' Mathematical Problem Solving Abilities in One-Variable Linear Materials

2024-08-28T14:58:22+07:00

The primary objective of this study is to investigate the impact of the problem posing learning model on the mathematical problem solving abilities of seventh-grade students in the topic of one-variable linear equations. The study aims to determine the extent to which the problem posing learning model influences students' mathematical problem solving abilities at SMPN 2 Gading. Additionally, the study seeks to examine the students' learning activities during the implementation of the problem posing learning model in the context of one-variable linear equations, and to evaluate the effectiveness of implementing the problem posing learning model for seventh-grade students at SMPN 2 Gading. The sampling technique employed in this study is purposive sampling with a simple random sampling approach. The data collection involves essay questions comprising three items to assess students' mathematical problem solving abilities. These questions were pre-tested for validity, reliability, distinguishing power, and level of difficulty. The findings of the research indicate a significant influence of the problem posing learning model on the mathematical problem solving abilities of seventh-grade students at SMPN 2 Gading. The effect size value is reported to be 4.202, indicating a substantial impact. Moreover, the study observes a change in student activities during the learning process, with an increase in student engagement, particularly during the second meeting. The implementation of the problem posing learning model for seventh-grade students at SMPN 2 Gading is reported to have proceeded smoothly from the first to the last meeting.

Analysing the Mathematical Critical and Creative Thinking Abilities in Problem Solving Introverted Students

2024-08-28T14:58:22+07:00

This study aims to evaluate the critical and creative thinking abilities in the context of mathematics when solving problems related to arithmetic sequences and series among introverted students in the 11th grade at Xaverius 1 High School in Jambi City. This issue arises due to differences in thinking skills and cognitive processes among students based on personality types, where it was found that introverted students tend to have low mathematical critical and creative thinking abilities. The research method employed is a descriptive qualitative approach, collecting data through personality questionnaires, tests, and interviews. Research subjects were selected from introverted students based on personality questionnaire results and answer sheet analysis, with three students representing the various response groups. The results of this study indicate that introverted students demonstrate good mathematical critical thinking skills in understanding problems, planning, and implementing plans. However, they tend to overlook rechecking their solutions. The creative mathematical thinking abilities of introverted students mainly involve fluency and flexibility in understanding problems, planning, and implementing plans, although they lack in terms of originality and elaboration in problem-solving

Pengaruh Pembelajaran Luar Kelas (Outdoor Learning) Terhadap Minat Belajar Matematika Siswa

2024-08-28T14:58:22+07:00

Outdoor learning memperkenalkan pendekatan yang berbeda dalam proses pembelajaran dengan memanfaatkan lingkungan luar ruangan sebagai ruang pembelajaran. Penelitian ini bertujuan untuk mengeksplorasi secara lebih mendalam pengaruh pembelajaran luar kelas terhadap minat belajar matematika siswa. Penelitian ini menggunakan pendekatan kuantitatif deskriptif. Instrumen yang digunakan berupa angket minat belajar matematika siswa. Analisis data mengguanakan analisis statistik deskriptif, uji Independent Samples T-Test, analisis One-Way ANOVA. Rata-rata minat belajar matematika sebesar 39.87 dengan deviasi standar 19.824. Hasil uji-t menunjukkan nilai rata-rata minat belajar matematika siswa yang lebih tinggi pada kelompok pembelajaran di luar kelas (M = 39.87, SD = 19.824). Selain itu, hasil analisis korelasi menunjukkan hubungan yang signifikan secara statistik dan searah antara pembelajaran di dalam kelas, pembelajaran di luar kelas (outdoor learning), dan minat belajar matematika siswa. Temuan utama dari analisis One Way ANOVA juga mendukung hal ini. Hasil studi ini menggarisbawahi pentingnya pembelajaran di luar ruangan dalam meningkatkan minat belajar matematika siswa.

Pengaruh Aplikasi Matematika Interaktif pada Perkembangan Kemampuan Pemecahan Masalah Matematika

2024-08-28T14:58:22+07:00

This study aims to determine whether there is an effect of using interactive math applications on the development of mathematical problem solving skills in students. This study was conducted by collecting data from students who used interactive math applications as a tool in learning mathematics, and compared with the control group who used conventional learning methods. Data were collected through math problem solving ability tests before and after the use of interactive math applications. The results showed that the use of interactive math applications significantly improved students' mathematical problem solving ability compared to the control group that used conventional methods. In addition, interactive math applications also help students in understanding math concepts better and increase their interest in this subject.

Analisis Learning Obstacle Menggunakan Pembelajaran Didaktis pada Materi Himpunan

2024-08-28T14:58:22+07:00

This study aims to describe the learning obstacles experienced by students in understanding the concept of set material through didactical learning approach. This type of research uses qualitative research. The research was conducted in class VII with a sample of 32 people. The data collection techniques include pretests and posttests of slices and combinations, as well as user response questionnaires by students to the didactical learning design of set material.

The results of this study showed that didactical learning was able to minimize students' learning obstacles in understanding the concept of sets, namely the first learning obstacle decreased from 97% to 69% so that the first learning obstacle decreased by 28%. While the second learning obstacle decreased by 37.5%, namely from 87.5% decreased to 50%. And the third learning obstacle decreased from 34% to 19% so that the third learning obstacle decreased by 15%. Therefore, it can be concluded that didactical learning has the potential to identify and minimize learning obstacles experienced by students in understanding the concept of set material.