Kemampuan Metakognisi Siswa Berdasarkan Gaya Kognitif dalam Menyelesaikan Soal PISA

Abstrak Penelitian ini memiliki tujuan untuk menganalisis kemampuan metakognisi siswa berdasarkan gaya kognitif FI (Field independent) dan FD (field dependent) dalam menyelesaikan masalah matematis model PISA. Penelitian ini menggunakan pendekatan kualitatif dengan metode study kasus. Data yang dikumpulkan menggunakan instrument berupa angket gaya kognitif GEFT (Group Embedded Figures Tests), soal test pemecahan masalah model PISA, dan juga melalui aktivitas wawancara. Pemilihan subjek dilakukan dengan teknik purposive sampling, yaitu kriteria siswa yang memiliki gaya kognitif FI dan FD. Analisis data yang digunakan pada penelitian ini dimulai dengan pengumpulan data, reduksi data dan penarikan kesimpulan. Hasil penelitian menunjukkan Subjek dengan gaya kognitif FI memiliki metakognisi yang baik serta mampu memecahkan masalah matematis model PISA dengan menggunakan aspek planning, monitoring dan evaluating dengan maksimal pada setiap permasalahan yang diberikan. Sedangkan Subjek dengan gaya kognitif FD memiliki metakognisi yang kurang baik serta belum mampu memecahkan masalah matematis model PISA dengan menggunakan aspek planning, monitoring dan evaluating secara maksimal pada setiap proses penyelesaian masalah pada soal

ANALISIS METACOGNITIVE BLINDNESS SISWA DALAM MENYELESAIKAN MASALAH BERBASIS HIGHER ORDER THINKING SKILL

This study aims to trace the process of occurrence of metacognitive blindness in students in solving HOTS-based problems. This type of research uses qualitative methods. Data collection techniques used test instruments in the form of HOTS-based problem-solving questions and interviews. The sampling technique in this study uses Purposefully selection, where the researcher chooses deliberately and fully planning the participants to be studied. The results showed that both subjects experienced metacognitive failure caused by a presence flag during the problem-solving process. S1 experienced metacognitive blindness namely 1) errors in understanding what is meant by the problem, 2) being unable to connect one understanding with another understanding, 3) maintaining an inappropriate strategy, and 4) ignoring correct calculations when planning solutions and implementing plans. Furthermore, Subject S2 experienced metacognitive blindness namely 1) students maintain inappropriate mathematical problem-solving strategies, 2) are unable to relate one understanding to another, and 3) maintain inappropriate strategies

ANALYSIS OF STUDENTS’ MATHEMATICAL COMMUNICATION SKILLS BASED ON GENDER IN SOLVING SOCIAL ARITHMETIC PROBLEMS

Students must master mathematical abilities, one of which is mathematical communication skills. The purpose of this study is to describe how the description of students' mathematical communication skills based on gender differences in solving social arithmetic problems. The subjects of this studi were three female students and three male students who had studied social arithmetic in class. The method used in this research is qualitative method. The research was conducted at SMPN 35 Bandung. Qualitative methods are used in this research. The results of this study are that gender differences in solving social arithmetic problems can affect students' mathematical communication abilities. Female students as a whole have a greater percentage of scores on all indicators of mathematical communication skills than male students

IMPLEMENTATION OF REACT STRATEGY TO DEVELOP MATHEMATICAL REPRESENTATION, REASONING, AND DISPOSITION ABILITY

The purpose of this study was to describe how to implement the REACT strategy to develop students’ mathematical representation, reasoning, and disposition ability. This research was a descriptive study with a qualitative approach. The subject of this study was grade 8 junior high school student in Bandung. Data collection techniques in this study with observations, interviews, and documentation. Based on data analysis results, it could be concluded that REACT strategies can be applied to develop a mathematical representation, reasoning, and disposition ability that engages students actively. Implementation of the REACT strategy runs smoothly and gets enthusiastic responses from students. The application of REACT strategies should be undertaken sustainably so that the learning objectives can be achieved by integrating various mathematical skills that were capable

Kemampuan Koneksi Matematis Siswa SMP Ditinjau dari Resiliensi Matematis

Kemampuan koneksi matematis adalah salah satu kemampuan yang perlu dimiliki dan dikembangkan pada jenjang sekolah menengah karena bisa membuat siswa menghubungkan matematika dengan kehidupan sehari-hari. Penelitian ini bertujuan mendeskripsikan kemampuan koneksi matematis siswa SMP ditinjau dari resiliensi matematis. Penelitian ini menggunakan metode kualitatif. subjek penelitian menggunakan metode purposive sampling. Dari 10 kelas akan diambil 1 kelas dan akan diambil lagi 6 siswa untuk memperoleh informasi lebih mendalam Tahapan penelitian adalah (1) memberikan angket untuk pengkategorian resiliensi matematis (2) memberikan soal tes matematika bangun ruang sisi datar (3) menggambarkan kemampuan koneksi siswa berdasarkan hasil lembar jawaban dan wawancara subjek, (4) Triangulasi dengan wawancara mendalam (Indept Interviews) dalam format terstruktur dan terbuka, dan (5) menyimpulkan kemampuan koneksi matematis siswa dalam menyelesaikan soal bangun ruang sisi datar berdasarkan mata pelajaran dan lembar jawaban wawancara. Hasil penelitian ini menunjukkan Kemampuan koneksi matematis siswa yang memiliki resiliensi matematis tinggi jauh lebih baik dengan kemampuan koneksi matematis siswa yang memiliki resiliensi sedang dan rendah. Kata kunci: Kemampuan Koneksi Matematis, Resiliensi Matemati

CULTURE-BASED CONTEXTUAL LEARNING TO INCREASE PROBLEM-SOLVING ABILITY OF FIRST YEAR UNIVERSITY STUDENT

The purpose of this study is to show the differences in problem-solving ability between first-year University students who received culture-based contextual learning and conventional learning. This research is a quantitative research using quasi-experimental research design. Samples were the First-year students of mathematics education department; Nusa Cendana University consists of 58 students who were divided into two groups each of 29 students. The results showed there are differences in the n-gain average of problem-solving ability significantly between students who receive culture-based contextual learning and conventional learning. The n-gain average of experiment group is 0.51 or medium category while the average n-gain of the control group is 0.29 or low category. Student categories of SNMPTN and Mandiri are significantly different whereas students’ category of SBMPTN between the two groups does not differ significantly.DOI: http://dx.doi.org/10.22342/jme.9.1.4125.81-9

BLENDED LEARNING IN TEACHING MATHEMATICS

The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes:  to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning.

The Effect of Cooperative Learning Models on The Students' Mathematical Critical and Creative Thinking Ability: Meta-Analysis Study

This study aims to describe the results of the study and examine the effect of the implementation of the Cooperative learning model on the students' mathematical critical and creative thinking abilities and obtain an effect size when viewed based on educational level, sample size, and research demographics from the primary studies being analyzed. This research is quantitative research with a meta-analysis research design. The research sample that met the inclusion criteria consisted of 34 primary studies of mathematical critical thinking ability (the total effect size of the studies was 39) and 23 primary studies of mathematical creative thinking ability (the total effect size of the studies was 24). Based on the research findings, it was found that the overall effect of the implementation of the cooperative learning model on the students' mathematical critical thinking skills had a significant effect with an effect size of 0.792. Overall, implementing the cooperative learning model on the students' mathematical creative thinking ability had a significant effect with an effect size of 0.696. In addition, there is no difference in mathematical creative and critical thinking abilities between the students who studied in the cooperative class and those who studied other than in the cooperative class in terms of education level and sample size. There is no difference in mathematical critical thinking skills between the students who studied in the cooperative class and those who studied other than in the cooperative class in research demography. However, there are differences in mathematical creative thinking abilities between the students who studied in the cooperative class and the students who studied other than in the cooperative class in terms of research demography

Mathematic Resilience Ability of Students in Linear Program Material with Blanded Learning in the Era of Pandemic

Mathematical resilience is a multidimensional construct in positive psychology focusing on mental health. The education system in Indonesia changed the 2019 Novel Coronavirus (COVID-19) pandemic. This pandemic event provides an opportunity for academics to take further academic decisions in the future. Good mathematical resilience skills are needed to prepare students to carry out the Tri Dharma of Higher Education. The purpose of this study is to comprehensively examine mathematical resilience skills using a blended learning model during a pandemic. This type of research uses case study research and is descriptive. The research was conducted on fourth-semester students of the 2020-2021 academic year at a private university in Cirebon, West Java, with research subjects consisting of 37 students. The data was obtained from a mathematical resilience questionnaire in linear program lectures using a blended learning model. Collecting data using a questionnaire instrument was analyzed using the formula for the distribution of frequencies and percentages. The results showed that students' mathematical resilience skills using blended learning in the Linear Program courses during the Covid-19 pandemic were good; previous research on the Linear Program courses obtained good results of resilience abilities but in different samples. The existence of the Covid-19 pandemic does not have much effect on mathematical resilience abilities.

Kemampuan koneksi matematis siswa SMP ditinjau dari faktor gender

The ability to connect mathematically is one of the abilities that need to be possessed and developed at the high school level because it can make students relate mathematics to everyday life. This study aims to describe the mathematical connection ability of junior high school students in terms of gender factors. This research uses qualitative methods. The subjects of the study used the method of sampling techniques. Of the 10 classes, 1 class will be taken with the criteria of one class with a good average math score and another 6 students with 3 boys and 3 girls with the criteria of having good mathematical skills to obtain more in-depth information. The stages of research are (1) providing math test questions to build a flat side room (2) describe students' connection abilities based on the results of answer sheets and subject interviews, (3) triangulate with in-depth interviews (Indept Interviews) in a structured and open format, and (4) infer students' mathematical connection abilities in solving flat-sided space building problems based on subjects and interview answer sheets. The results of this study showed that male and female students have high mathematical connection skills