KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS DAN HABITS OF STRIVING FOR ACCURACY AND PRECISION DALAM PEMBELAJARAN DENGAN PENDEKATAN RIGOROUS MATHEMATICAL THINKING

Kemampuan berpikir reflektif matematis merupakan kompetensi yang harus dimiliki siswa, namun kenyataan di lapangan menunjukkan bahwa kemampuan berpikir reflektif matematis masih belum memuaskan. Pembelajaran dengan pendekatan Rigorous Mathematical Thinking (RMT) diterapkan dengan harapan untuk meningkatkan kemampuan berpikir reflektif matematis dan habits of striving for accuracy and precision siswa. Tujuan penelitian ini adalah untuk menelaah pencapaian dan peningkatan kemampuan berpikir reflektif matematis berdasarkan pembelajaran dan Kemampuan Awal Matematis (KAM), serta menelaah pencapaian dan peningkatan habits of striving for accuracy and precision berdasarkan pembelajaran. Penelitian ini merupakan penelitian eksperimen semu dengan desain kelompok kontrol non-ekuivalen. Pelaksanaan penelitian dilakukan pada siswa kelas VII di salah satu SMP Negeri di kota Serang. Instrumen yang digunakan dalam penelitian ini berupa instrumen tes kemampuan berpikir reflektif matematis dan skala habits of striving for accuracy and precision siswa. Analisis data kuantitatif dilakukan dengan menggunakan SPSS 17, sehingga diperoleh kesimpulan: pencapaian dan peningkatan kemampuan berpikir reflektif matematis siswa yang mendapatkan pembelajaran dengan pendekatan RMT lebih baik daripada siswa yang mendapatkan pembelajaran konvensional, pencapaian dan peningkatan kemampuan berpikir reflektif matematis siswa kategori KAM tinggi yang mendapatkan pembelajaran dengan pendekatan RMT lebih baik daripada siswa kategori KAM tinggi yang mendapatkan pembelajaran konvensional, pencapaian dan peningkatan kemampuan berpikir reflektif matematis siswa kategori KAM sedang yang mendapatkan pembelajaran dengan pendekatan RMT lebih baik daripada siswa kategori KAM sedang yang mendapatkan pembelajaran konvensional, pencapaian dan peningkatan kemampuan berpikir reflektif matematis siswa kategori KAM rendah yang mendapatkan pembelajaran dengan pendekatan RMT lebih baik daripada siswa kategori KAM rendah yang mendapatkan pembelajaran konvensional, serta pencapaian dan peningkatan habits of striving for accuracy and precision siswa yang mendapatkan pembelajaran dengan pendekatan RMT lebih baik daripada habits of striving for accuracy and precision siswa yang mendapatkan pembelajaran konvensional.;---Mathematical reflective thinking ability is a competence that must be possessed by students, but the reality in the field shows that the ability to think reflectively mathematically is still not satisfactory. Rigorous Mathematical Thinking (RMT) approach is applied with the hope to improve mathematical reflective thinking and habits of striving for accuracy and precision of students. The purpose of this study are examining the achievement and improvement of reflective mathematical thinking ability based on learning and KAM, and to examining the achievement and improvement of habits of striving for accuracy and precision based on learning. This research is a quasi experiment with non-equivalent control group design. Implementation of this research was conducted on grade VII students in one of junior high school in Serang city. The instrument used in this research is a test instrument of reflective mathematical thinking and habits of striving for accuracy and precision of students. Quantitative data analysis is done by using SPSS 17, so it can be concluded: the achievement and improvement of reflective mathematical thinking ability of students who get learning with RMT approach are better than students who get conventional learning, achievement and improvement of reflection mathematical ability of high KAM category students who get the learning with the RMT approach better than the high KAM category students who received conventional learning, achievement and improvement of students' reflective mathematical thinking ability in the middle KAM category who were learning with RMT approach better than the middle KAM category students who were getting conventional learning, achievement and improvement of reflective mathematical thinking ability of low KAM category students who get the learning with RMT approach are better than low KAM category students who get conventional learning, and the achievement and improvement of the habits of striving for accuracy and precision of students who get learning with RMT approach are better than the habits of striving for accuracy and precision of students receiving conventional learning

KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN HABITS OF STRIVING FOR ACCURACY AND PRECISION DALAM PEMBELAJARAN DENGAN PENDEKATAN RIGOROUS MATHEMATICAL THINKING: Penelitian Kuasi Eksperimen terhadap Siswa Kelas VIII pada salah satu SMP Negeri di Kabupaten Bandung Barat

Penelitian ini bertujuan untuk menganalisis pencapaian, peningkatan, dan perbedaan kemampuan pemecahan masalah matematis siswa yang mendapatkan pembelajaran dengan pendekatan rigorous mathematical thinking dan pendekatan saintifik. Selain itu, penelitian ini juga bertujuan untuk menganalisis pencapaian dan perbedaan habits of striving for accuracy and precision siswa yang mendapatkan pembelajaran dengan pendekatan rigorous mathematical thinking dan pendekatan saintifik. Populasi pada penelitian ini adalah seluruh siswa kelas VIII di salah satu SMP Negeri di Kabupaten Bandung Barat. Sampelnya adalah satu kelas yang mendapat pembelajaran dengan pendekatan rigorous mathematical thinking dan satu kelas lainnya yang mendapatkan pendekatan saintifik, yang masing-masing berjumlah 32 siswa. Metode penelitian yang digunakan pada penelitian ini adalah kuasi eksperimen. Instrumen tes yang digunakan adalah soal pre-test dan post-test kemampuan pemecahan masalah matematis, serta skala habits of striving for accuracy and precision. Berdasarkan hasil dan pembahasan dapat disimpulkan bahwa: (1) pencapaian kemampuan pemecahan masalah matematis siswa yang mendapatkan pendekatan RMT lebih baik daripada siwa yang mendapatkan pendekatan saintifik; (2) peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan pendekatan RMT lebih baik daripada siswa yang mendapatkan pendekatan saintifik, ditinjau secara keseluruhan, berdasarkan KAM tinggi, KAM sedang, dan KAM rendah; (3) tidak terdapat perbedaan peningkatan kemampuan pemecahan masalah matematis siswa yang mendapatkan pendekatan RMT berdasarkan KAM tinggi, KAM sedang, dan KAM rendah.; (4) pencapaian habits of striving for accuracy and precision matematis siswa yang mendapatkan pendekatan RMT lebih baik daripada siswa yang mendapatkan pendekatan saintifik; (5) terdapat perbedaan habits of striving for accuracy and precision matematis siswa yang mendapatkan pendekatan RMT dengan siswa yang mendapatkan pendekatan saintifik bila ditinjau berdasarkan KAM sedang, namun untuk siswa KAM tinggi dan KAM rendah tidak terdapat perbedaan yang signifikan.;-- This research is aimed to investigate the achievement, improvement, and differences of students’ mathematical problem solving ability who get rigorous mathematical thinking approach and scientific approach. In addition, this research is aimed to investigate the achievement and differences of habits of striving for accuracy and precision between students who get rigorous mathematical thinking approach and scientific approach. The population used in this research was student in 8th grade in one of junior high school in West Bandung Regency. The sample was one class who gets learning by rigorous mathematical thinking approach and one other class who gets scientific approach, each of which amounted to 32 students. The method in this research was quasi experiment. The instrument in this research is a matter of pre-test and post-test mathematical problem solving ability, and habits of striving for accuracy and precision scale. Based on the result and discussion, it can be conclude that: (1) the achievement of mathematical problem solving ability of students who get the RMT approach is better than the students who get a scientific approach; (2) improving students' mathematical problem-solving abilities that get a better RMT approach than students who get a scientific approach, reviewed overall, based on students’ high category, students’ moderate category, and students’ low category; (3) there is no difference in the improvement of students' mathematical problem solving abilities that get RMT approach based on students’ high category, students’ moderate category, and students’ low category; (4) the achievement of the habits of striving for accuracy and precision of mathematical students who get RMT approach is better than students who get a scientific approach; (5) there is a difference of habits of striving for accuracy and precision of mathematical students who get RMT approach with students who get a scientific approach when reviewed under students’ moderate category, but students’ high category and students’ low category there is no significant difference

Throwing Out the Baby with the Bathwater: The Undesirable Effects of National Research Assessment Exercises on Research

The evaluation of the quality of research at a national level has become increasingly common. The UK has been at the forefront of this trend having undertaken many assessments since 1986, the latest being the “Research Excellence Framework” in 2014. The argument of this paper is that, whatever the intended results in terms of evaluating and improving research, there have been many, presumably unintended, results that are highly undesirable for research and the university community more generally. We situate our analysis using Bourdieu’s theory of cultural reproduction and then focus on the peculiarities of the 2008 RAE and the 2014 REF the rules of which allowed for, and indeed encouraged, significant game-playing on the part of striving universities. We conclude with practical recommendations to maintain the general intention of research assessment without the undesirable side-effects

Loops and Knots as Topoi of Substance. Spinoza Revisited

The relationship between modern philosophy and physics is discussed. It is shown that the latter develops some need for a modernized metaphysics which shows up as an ultima philosophia of considerable heuristic value, rather than as the prima philosophia in the Aristotelian sense as it had been intended, in the first place. It is shown then, that it is the philosophy of Spinoza in fact, that can still serve as a paradigm for such an approach. In particular, Spinoza's concept of infinite substance is compared with the philosophical implications of the foundational aspects of modern physical theory. Various connotations of sub-stance are discussed within pre-geometric theories, especially with a view to the role of spin networks within quantum gravity. It is found to be useful to intro-duce a separation into physics then, so as to differ between foundational and empirical theories, respectively. This leads to a straightforward connection bet-ween foundational theories and speculative philosophy on the one hand, and between empirical theories and sceptical philosophy on the other. This might help in the end, to clarify some recent problems, such as the absence of time and causality at a fundamental level. It is implied that recent results relating to topos theory might open the way towards eventually deriving logic from physics, and also towards a possible transition from logic to hermeneutic.Comment: 42 page

Development Of Metacognitive And Discursive Activities In Indonesian Maths Teaching A theory based analysis of communication processes

We report on a German-Indonesian feasibility study which aims to significantly increase the mathematical skills of Indonesian secondary school students. For this study a learning environment for basic secondary school mathematics in class seven has been developed. It focuses on fostering cognitive, metacognitive and discursive activities. For the effectiveness of the new instructional concept it is necessary that those activities are an important feature of the teaching and learning culture in the classroom instruction. In this paper we present the theoretical framework for the new approach to teaching and learning. We use two transcript-based examples to exemplify and explain the observable features of this classroom culture und to formulate consequences for the following instruction development. Keywords: classroom culture, metacognition, discursivity, cognitive activatio