KEMAMPUAN METAKOGNISI SISWA SMA DALAM PEMECAHAN MASALAH MATEMATIS

Metacognition is a person's knowledge, awareness, and control of his thought process. Metacognition has an essential role in encouraging the students' awareness of the existing problem that needs to be solved, focusing on the problems and how to get the solution. The problem-solving strategy used to avoid inappropriate planning has been created and obtain the exact solution. This study aimed to describe the results of describing the metacognition of Year 10 students in solving mathematical problems. The researcher used a descriptive qualitative approach. The subjects were Year 10 students from one of the senior high schools in Banda Aceh, Indonesia. Data collection involved a test to group students into three categories: high, medium, and low. Furthermore, students from each category were interviewed. This study used time triangulation to increase the data validity. The results indicated that the high category students have good metacognitive abilities and achieved all metacognitive indicators in understanding problems they planned, monitoring and evaluating each stage of problem-solving, understanding, planning, conducting, and re-examining. The medium category students only conducted the planning and monitoring. In comprehending the problem stages, the students carried out and re-checking problem-solving. In addition, the students from the low category only did planning, monitoring, and evaluating the steps of understanding and implementing problem-solving

Penerapan Keterampilan Berpikir Kritis pada Pembelajaran Matematika oleh Mahasiswa PLP II Universitas Syiah Kuala

One of the required skills in mathematics learning is critical thinking. It is important for students to be able to find sources of relevant problems in solving mathematical problems. The purpose of this study was to analyze critical thinking skills in mathematics learning taught by pre-service teachers at Syiah Kuala University through video learning activities. This study is a qualitative descriptive study, with the subject of two pre-service teachers at Syiah Kuala University who were selected using a purposive sampling technique. Data collection was undertaken by observing learning activities and interviewing two subjects (S1 and S2). The results showed that the ability of S1 in developing critical thinking skills was categorized as competent, while the S2 subject was classified into the less competent

Pengembangan Perangkat Pembelajaran Geometri dengan Model Discovery Learning

Implementation of learning activities with the 2013 curriculum requires teachers to design systematic and effective learning tools so that students are actively involved in the classroom. The discovery learning model is an active and creative learning model so that it can motivate students in the teaching and learning process. However, learning tools with discovery learning models that are in accordance with Permendikbud Number 14 of 2019 with a more practical, effective and student-oriented format are insufficient, so efforts are needed to help teachers provide these learning tools. This study aims to develop a valid learning device with a discovery learning model on curved 3D shapes for Year 9 students. The type of research used is development research which refers to the Plomp development model. The plomp model consists of the initial investigation stage, the design stage and the assessment stage. However, this research was only carried out until the design stage due to the limitations of social gatherings due to the COVID-19 pandemic. The data sources of this research are comments and input from the validator through the validation instrument sheet. The instruments used are lesson plan, student worksheet, and test validation sheets. Data analysis was carried out descriptively based on the recapitulation of all statements from the validator. This research produces one-page lesson plan, student worksheet and test that are valid. It is hoped that in the future, other researchers can test the practicality and effectiveness of the learning tools that have been produced

Analisis Data Ordinal untuk Mengetahui Tingkat Persetujuan Pengetahuan dan Pelaksanaan Visi dan Misi Jurusan Statistika FMIPA Universitas Syiah Kuala

The National Higher Education Accreditation Board Regulation (BAN-PT) number 2 of 2017 concerning the national accreditation system of higher education makes the vision and mission as one of the assessments and instruments for the accreditation of majors in tertiary institutions. The success of the implementation of the vision and mission is determined by the involvement of the entire academic community within the Department of Statistics, namely lecturers, employees, students, and alumni. Measurements used to find out knowledge about vision and mission can be obtained through a questionnaire that all questions in the questionnaire use an ordinal measurement scale. The ordinal scale cannot explain information clearly, resulting in the loss of a conclusion. Thus, it would be better to transform it into interval data. Data analysis methods used are the successive interval method, the equal appearing intervals method, and the Thurstone (The Law of Comparative Judgment) method to convert ordinal data into intervals so that conclusions can be drawn and also calculate the error value of each method called the average nonconformity test (average discrepancy). The conclusion drawn based on the method of equal appearing intervals, the law of comparative judgment, and successive intervals is "The highest level of agreement on the knowledge and implementation of vision and mission using the three methods is on variables 9 and 14 which means that the academic community The Department of Statistics FMIPA Unsyiah knows that there is a mission in the Department of Statistics FMIPA Unsyiah and the vision needs to be socialized. The lowest level of agreement on the knowledge and implementation of vision using the three methods is in variables 16 and 3 which means that the academic community tends not to memorize the vision and mission of the Department of Statistics FMIPA Unsyiah ". Methods that can be calculated error rate is the law of comparative judgment method with an error rate of 1.2% and a successive intervals method with an error rate of 3%

Hasil Belajar Siswa SMP Melalui Strategi Quick on the Draw pada Materi Aritmetika Sosial

An active learning strategy with games that can lead students to collaborate in teams and dexterity is a Quick on the Draw strategy. This strategy can be applied to mathematics learning, especially in Social Arithmetic. Social Arithmetic is challenging for students at one of the junior high school in Aceh Besar; one of the reasons is that the strategy used is inappropriate. This study aims to determine the learning outcomes of students who are taught using the Quick on The Draw Strategy in the Social Arithmetic. The approach used in this research is a quantitative approach, with experimental research using a control group pre-test post-test design. The population is all students in the selected school, consisting of three classes. The samples were two classes: the control and the experimental classes. Sampling was done randomly. The test was short answer problems given before and after the learning. T-test was used to analyze the data. The findings concluded that the learning outcomes of students taught using the Quick on The Draw strategy are better than those in conventional learning on Social Arithmetic. This study implies that teachers should apply the strategy in their classroom

Kemampuan Siswa SMP dalam Menyelesaikan Soal TIMSS pada Materi Aljabar

Mathematical ability is an ability of students' knowledge and skills in dealing with problems in mathematics. One way is to use TIMSS. TIMSS is an international assessment to measure ability in mathematics and science. One of the efforts is to try to test TIMSS in schools to use TIMSS questions in learning. The purpose of this study was to determine the Year 8 student's ability to solve TIMSS questions in one of the junior high schools in Aceh, Indonesia. This research employed mixed method approach, with sequential explanatory design. The research subjects were 24 Year 8 students. Data was collected using test and interview guidelines. It was found that 8.3% of students were at a very high TIMSS level, 16.7% of students were at a high TIMSS level, 41.7% of students were at a medium TIMSS level and 33.3% of students were at a low TIMSS level. So, it can be concluded that the students' ability to solve TIMSS questions is at a moderate level (41.7%). These results are also supported by the interviews showing that the the ability of the students interviewed were similar to the test results.

Penerapan Model Problem Based Learning (PBL) dengan Konteks Perpisahan Sekolah pada Materi Bangun Ruang Sisi Datar

Mathematics lessons for secondary school students in Indonesia tend to be teacher-centred. Students do not dare to argue or try so that learning occurs passively, affecting student learning outcomes. One way to improve student learning outcomes is to apply the Problem Based Learning (PBL) model. This study aims to determine learning outcomes, activities and student responses after applying PBL model using the context of school separation. This study uses mixed research carried out concurrently using a concurrent embedded strategy, namely quantitative and qualitative research. Quantitative research to determine student learning outcomes and responses. Qualitative research to determine student activities with descriptive methods. The population of this study were all Year 8 students in one of the junior high schools in Aceh Besar, Indonesia, with one class randomly selected as a sample. Data were collected by tests, observation sheets and student response questionnaires. Student learning outcomes were analyzed using t-test. The results showed that: (1) student learning outcomes using the PBL model with the context of school separation on the polyhedron can achieve minimum completeness criteria; (2) Student activities during learning using the PBL model with the context of school separation have been effective for 6 aspects, but not yet effective for 1 aspect; (3) Students give a positive response to the learning of cubes and blocks that apply the PBL model with the context of school separation. Applying the PBL model with the context of school separation on the polyhedron can affect student learning outcomes

Analisis Soal Higher Order Thinking pada Buku Siswa Kelas IX Kurikulum 2013 Revisi 2018 Materi Bangun Ruang Sisi Lengkung

The mathematics curriculum requires students to solve higher order thinking (HOT) problems. The ability to solve HOTs is important and it must be supported by practice questions available in student textbooks. It is unknowned whether the textbooks of Year 11 students, the 2013 revision of the 2018 Curriculum, contains the HOT problems related to curved 3D shapes. This study aims to identify the availability of HOT questions on the curved 3D shapes in the Year 11 Mathematics Textbook of the 2013 Curriculum (Revised in 2018). This research is a descriptive quantitative study. The sample of this research is the Competency Test on the curved 3D shapes in the Mathematics Student Textbook for Year 11 of the 2013 Curriculum (Revised in 2018). The instruments in this research were a validation sheet of the description of the questions and the suitability of the questions with the HOTs indicators. The data was analyzed by identifying the questions and classifying the questions by calculating the percentage of each question to determine the availability of HOT questions offered in textbooks. The results indicate that of the 20 questions of competency test for curved 3D shapes, 18 questions meeting the HOTs category, namely: C4 (Analyzing) 12 questions (60%), C5 (Evaluating) 1 question (5%) and C6 (Creating) 5 questions (25%)

Kemampuan Pemecahan Masalah Matematika Siswa melalui Penerapan Model Problem Based Learning

This research describes students' problem-solving skills during mathematics learning on the Linear Equation with two variables with the Problem-based Learning (PBL) model involving 21 Year 8 students at one of the junior high school in Aceh Besar, Indonesia. This is descriptive research using documentation and interview to collect data. The research subjects were taken after the test at the end of the meeting, consisting of two subjects from the high, medium, and low groups. Data analysis was done by reducing data, presenting data, and drawing conclusions. Based on the results of the study, it was found that with the application of the PBL model students' mathematical problem-solving skills were classified as good. Therefore, this model is one solution that can be applied to enhance students’ problem-solving skills

Analisis Miskonsepsi Siswa pada Materi Logaritma di SMA Negeri 5 Banda Aceh

Misconception is a problem that must be handled using the Three Tier Test diagnostic test. Diagnostic test Three Tier Test is a multiple-choice test with three levels where the first level contains students' knowledge, the second level contains the reasons for the previous question, while the third level contains students' confidence in answering questions. This study aims to identify misconceptions that occur in the logarithmic material using the Three Tier Test diagnostic test using a qualitative method in the form of a descriptive approach. The subjects used in this study were 30 Year 10 students from one of the senior high schools in Banda Aceh, Indonesia. Data collection techniques used in the form of Three Tier Test diagnostic tests and interview guidelines. The data that has been collected will be triangulated from the data source. Data from the Three Tier Test results will be grouped according to the defined understanding criteria and presented in the form of percentages and averages. The results showed that 50% of students experienced misconceptions, 30% did not understand the concept and 20% understood the concept. Misconceptions occur in every logarithmic material indicator. The causes of misconceptions are due to the students themselves and the context, namely the lack of information obtained, the lack of basic concepts before studying logarithms such as algebra and powers. And the lack of interest in learning that affects the occurrence of misconceptions