Cognitive Growth Model to Improve Problem Solving Ability and Activities of the Second Semester Students in Integral Calculus Course

The problem solving ability is needed for the students to be able to face the challenges of education on cognitive aspects. Meanwhile, in the affective aspect, the students’ activities also play an important role in the process of learning mathematics in higher education. Armed with activities and mathematical problem solving ability, they are expected to be more adaptive in their efforts to find solutions for each problem. The purpose of this research is to improve the activities and ability to solve mathematics problems in the second semester students in the Integral Calculus course using the Cognitive Growth model. This is a Classroom Action Research (CAR in the even semester 2018/2019). The subjects of this research are the second semester students of the Mathematics Education Study Program at a higher education institution in Magelang, Central Java, Indonesia. The data collection techniques in this research are the test, observation, and interview. The percentage for the aspect of the students’ activities in the first cycle = 51.51%, the second cycle = 58.56%, and the third cycle = 65.48%. The percentage of improvement in the students' mathematical problem solving ability in cycle I = 45.08%, cycle II = 40.08%, and cycle III = 56.59%. Therefore, it can be concluded that the application of the Cognitive Growth model can improve the activities and problem solving ability in the second semester students in the Integral Calculus course

Pembelajaran Model Cognitive Growth Berbasis Scientific Approach untuk Meningkatkan Aktivitas dan Kemampuan Berpikir Kritis

Kemampuan berpikir kritis seseorang dalam suatu bidang studi tidak dapat terlepas dari pemahamannya terhadap materi bidang studi tersebut. Dengan demikian agar siswa dapat berpikir kritis dalam matematika, maka siswa harus memahami matematika dengan baik. Tujuan penelitian ini adalah meningkatkan aktivitas dan kemampuan berpikir kritis siswa pada pembelajaran matematika dengan model Cognitive Growth berbasis Scientific Approach. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan di SMP IT Ihsanul Fikri Kota Magelang pada kelas VIIIB mata pelajaran Matematika. Instrumen yang digunakan yaitu lembar pengamatan aktivitas siswa, lembar tes kemampuan berpikir kritis, dan lembar observasi pelaksanaan pembelajaran. Presentase peningkatan berpikir kritis siswa pada siklus I = 57,58 %, siklus II = 67,24%, dan siklus III = 89,01%. Presentase untuk aspek aktivitas siswa pada siklus I=39,20 %, siklus II = 59,40%, dan siklus III = 93,93%. Dapat disimpulkan bahwa penerapan pembelajaran dengan model Cognitive Growth berbasis Scientific Approach dapat meningkatkan aktivitas dan kemampuan berpikir kritis siswa kelas VIII pada materi pokok kubus dan balok di SMP IT Ihsanul Fikri Kota Magelang

Analysis of Students' Mathematical Critical Thinking Ability on Polyhedron in Term of Learning Styles

This research aims to describe the critical thinking ability of mathematics students of class VIII of Junior High School N 2 Magelang. The subjects in the study were students of grades VIII-A and VIII-D. The research was carried out in the even semester of the 2021/2022 school year. The data collected is in the form of learning style questionnaire results, mathematical critical thinking ability tests, and interviews in an unscathodox manner. Learning style questionnaires are used to determine students' learning styles, tests to measure mathematical critical thinking ability consist of four questions about the description of polyhedron materials. The results of the questionnaire and test were then analyzed according to the indicators of mathematical critical thinking ability used in this study, namely providing basic clarification, bases for a decision, inference, advanced clarification, supposition and integration. The results of data analysis show that students' critical thinking ability in visual, auditorial, and kinesthetic learning styles is classified as moderate. The results of this study can provide information to teachers about students' critical thinking ability so that teachers are expected to be able to design learning activities that can improve students' critical thinking skills to be good.Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematika siswa kelas VIII SMP N 2 Magelang. Subjek dalam penelitian ini adalah siswa kelas VIII-A dan VIII-D. Penelitian dilaksanakan pada semester genap tahun pelajaran 2021/2022. Data yang dikumpulkan berupa hasil angket gaya belajar, tes kemampuan berpikir kritis matematika, dan wawancara secara tidak terstuktur. Angket gaya belajar digunakan untuk mengetahui gaya belajar siswa, tes untuk mengukur kemampuan berpikir kritis matematika terdiri dari empat soal uraian materi bangun ruang sisi datar. Hasil angket dan tes kemudian dianalisis sesuai dengan indikator kemampuan berpikir kritis matematika yang digunakan pada penelitian ini yaitu memberikan penjelasan sederhana, membangun keterampilan dasar, membuat kesimpulan, membuat penjelasan lebih lanjut, dan memadukan. Hasil analisis data menunjukkan bahwa kemampuan berpikir kritis siswa pada gaya belajar visual, auditorial, dan kinestetik tergolong sedang. Hasil penelitian ini dapat memberikan informasi kepada guru mengenai kemampuan berpikir kritis siswa sehingga guru diharapkan mampu merancang kegiatan pembelajaran yang dapat meningkatkan kemampuan berpikir kritis siswa menjadi lebik baik

Analisis Proses Pembelajaran Matematika Siswa Tunarungu di Sekolah Inklusi

Inclusive schools are organized by the government in order to provide opportunities to all students regardless of conditions and backgrounds.  Deaf as individuals who have barriers and special needs are still discriminated against so that they cannot study in inclusive schools due to lack of facilities and knowledge of the learning process of deaf students, especially mathematics subjects. The purpose of this study was to analyze the implementation and obstacles to the mathematics learning process of deaf students in inclusive schools. The method used is a qualitative descriptive research method. The results of the research obtained include: 1) at the learning planning stage mathematics teachers maked unit planners while shadow teacher  maked IEP; 2) at the stage of learning implementation the learning system given to deaf students is the same as other regular students, mathematics teachers used clear lip gestures in explaining, and deaf students was accompanied by shadow teacher during the learning process; 3) at the evaluation stage, the evaluation questions given to deaf students was the same as other regular students; 4) GPK is constrained  in how to explain the material to deaf students, set strategies in providing motivation and providing consequences when deaf students are lazy, and teachers must be ready to re-explain the material that has been delivered. Keywords: Mathematics Learning Process, Deaf Students, Inclusion Schoo

The effect of ethnomathematics-based PBL models on problem solving ability in terms of student learning styles

This study aims to analyze the influence of differences in learning models on problem-solving ability, the influence of differences in student learning styles on problem-solving ability, and the interaction between learning models and student learning styles on problem-solving ability. The design of this study is a pseudo-experimental design. The samples in this study were students of class VII A and class VII C of SMP Negeri 3 Muntilan who were selected by cluster random sampling. Based on the results of the hypothesis test conducted with the two-way ANAVA test, the results were obtained that 1) there were differences in the influence of learning models on problem-solving ability; 2) there is no difference in the influence of the four learning styles on problem-solving ability; 3) there is no interaction between the learning model and the student’s learning style on problem-solving ability. The conclusions of this study are 1) students with ethnomathematics-based PBL models have better problem-solving abilities than students with direct learning models; 2) students with convergent, divergent, assimilated, and accommodation learning styles with an ethnomathematics-based PBL models have better problem-solving abilities than students with direct learning models.Penelitian ini bertujuan untuk menganalisis pengaruh perbedaan model pembelajaran terhadap kemampuan pemecahan masalah, pengaruh perbedaan gaya belajar siswa terhadap kemampuan pemecahan masalah, dan interaksi antara model pembelajaran dan gaya belajar siswa terhadap kemampuan pemecahan masalah. Desain penelitian ini yaitu desain eksperimen semu. Sampel dalam penelitian ini adalah siswa kelas VII A dan kelas VII C SMP Negeri 3 Muntilan yang dipilih secara cluster random sampling. Berdasarkan hasil uji hipotesis yang dilakukan dengan uji ANAVA dua jalan diperoleh hasil bahwa 1) terdapat perbedaan pengaruh model pembelajaran terhadap kemampuan pemecahan masalah; 2) tidak terdapat perbedaan pengaruh keempat gaya belajar terhadap kemampuan pemecahan masalah; 3) tidak terdapat interaksi antara model pembelajaran dengan gaya belajar siswa terhadap kemampuan pemecahan masalah. Kesimpulan dari penelitian ini adalah 1) siswa dengan model PBL berbasis etnomatematika memiliki kemampuan pemecahan masalah lebih baik daripada siswa dengan model pembelajaran langsung; 2) siswa dengan gaya belajar konvergen, divergen, asimilasi, dan akomodasi memiliki kemampuan pemecahan masalah yang sama baiknya; 3) siswa dengan gaya belajar konvergen, divergen, asimilasi, dan akomodasi dengan model PBL berbasis etnomatematika memiliki kemampuan pemecahan masalah lebih baik daripada siswa dengan model pembelajaran langsung

KEMAMPUAN PEMECAHAN MASALAH GEOMETRI BERBASIS BUDAYA DITINJAU DARI GENDER DAN GAYA BELAJAR

Tujuan penelitian ini adalah mendeskripsikan kemampuan pemecahan masalah geometri berbasis budaya pada mahasiswa pendidikan matematika ditinjau dari perbedaan gender dan gaya belajar David Kolb. Jenis penelitian ini adalah deskriptif kualitatif dengan subjek penelitian mahasiswa Program Studi Pendidikan Matematika Universitas Tidar pada mata kuliah Geometri Ruang sebanyak delapan mahasiswa (gaya belajar diverging, assimilating, converging, dan accommodating) yang masing-masing gaya belajar terdiri dari laki-laki dan perempuan. Instrumen dalam penelitian ini adalah angket tes gaya belajar David Kolb, soal tes kemampuan pemecahan masalah geometri berbasis budaya dan pedoman wawancara. Data dianalisis secara kualitatif kemudian dibandingkan hasil tes tertulis dan wawancara. Hasil penelitian menunjukkan bahwa mahasiswa dengan gaya belajar diverging, subjek laki-laki berada pada kategori kurang dan subjek perempuan berada pada kategori cukup dalam pemecahan masalah. Kemampuan mahasiswa dengan gaya belajar assimilating, baik subjek laki-laki maupun perempuan berada pada kategori cukup dalam pemecahan masalah. Kemampuan mahasiswa dengan gaya belajar converging, baik subjek laki-laki maupun perempuan berada pada kategori cukup dalam pemecahan masalah. Kemampuan mahasiswa dengan gaya belajar accommodating, baik subjek laki-laki maupun perempuan berada pada kategori cukup dalam pemecahan masalah. Kata kunci: Budaya; gaya belajar; gender; geometri; pemecahan masalah. Abstract The purpose of this study is to describe the culturally-based geometry problem-solving ability of mathematics education students based on gender differences and David Kolb's learning style. This type of research is qualitatively descriptive with the study subjects of Mathematics Education Study Program Universitas Tidar on the Space Geometry of eight students (diverging, assimilating, converging, and accommodating learning styles) whose respective learning styles consist of male and female. The instrument in this study is David Kolb's study style test questionnaire, a culturally-based geometry problem-solving ability test, and interview guidelines. Data is qualitatively analyzed and then compared the results of test and interview. The results showed that students with diverging learning styles, male subjects were in the poor category, and female subjects were in fair categories in problem-solving. The ability of students with an assimilating learning style, both male and female subjects is in the category of fair in problem-solving. The ability of students with a converging learning style, both male and female subjects is in fair categories in problem-solving. The ability of students with accommodating learning styles, both male and female subjects is in the category of fair in problem-solving. Keywords: Culture; gender; geometry; learning style; problem solving

Analisis Kemampuan HOTS Siswa pada Materi Trigonometri Ditinjau dari Gaya Belajar David Kolb

ABSTRAK Tujuan penelitian ini untuk menganalisis kemampuan HOTS siswa pada materi trigonometri berdasarkan gaya belajar. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian adalah siswa kelas XI MIPA 2 di MAN 2 Magelang sebanyak 34 siswa. Instrumen yang digunakan berupa instrumen tes. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Kemampuan HOTS siswa gaya belajar divergen, subjek mampu dalam indikator menganalisis dan mengevaluasi tetapi subjek belum mampu dalam indikator mencipta. Kemampuan HOTS siswa gaya belajar asimilasi, subjek mampu pada indikator mengevaluasi tetapi belum mampu pada indikator menganalisis dan  mencipta. Kemampuan HOTS siswa gaya belajar konvergen, subjek mampu pada indikator menganalisis dan mengevaluasi tetapi belum mampu pada indikator menganalisis. Kemampuan HOTS siswa gaya belajar akomodasi, subjek mampu dalam indikator menganalisis dan mengevaluasi tetapi belum mampu pada indikator mencipta. ABSTRACTThe purpose of this study was to analyze students' HOTS abilities on trigonometric material based on learning styles. This research is a qualitative descriptive study. The research subjects were 34 students of class XI MIPA 2 in MAN 2 Magelang. The instrument used was a test instrument. Data analysis was performed through data reduction, data presentation, and concluding. HOTS ability of students in learning styles is divergent, the subject can analyze and evaluate indicators but the subject has not been able to create indicators. HOTS ability of students learning style assimilation, the subject can evaluate indicators but not yet able to analyze and create indicators. HOTS ability of students in convergent learning styles, the subject can analyze and evaluate indicators but not yet able to analyze indicators. HOTS ability of students in the learning style of accommodation, the subject can analyze and evaluate indicators but not yet able to create indicators

Analisis Kemampuan Literasi Matematika Mahasiswa pada Mata Kuliah Statistika Inferensial Ditinjau dari Gaya Belajar

The mathematics literacy abilities are strongly needed for the students to be able to face educational challenges from the cognitive aspects. The students' mathematics literacy abilities can be viewed from various dimensions, one of whixzch is the learning styles. The purpose of this research is to analyze the students' mathematics literacy abilities in inferential statistics subject based on the learning styles. This is a qualitative descriptive research. The subjects of this research are the fourth semester students at a higher education institution in Magelang, Central Java, Indonesia, who are currently taking inferential statistics course. The instruments used in this research are test and interview instruments. The data analysis is carried out through data reduction, data presentation, and drawing conclusions. The students’ mathematics literacy abilities with divergent learning styles are only able to arrive at the formulating step. The students’ mathematics literacy abilities with convergent learning styles are able to take the mathematical literacy processes. The students' mathematics literacy abilities in the assimilation learning style have come to the interpreting step, but they have not been able yet to solve the problems well. The students' mathematics literacy abilities in the accommodation learning style have been able to understand and check (formulating and interpreting) well but in preparing plans or arguing (employing stage) in solving the problems, it has not been achieved yet properly. Based on the research results, it is found that each different learning style has its own different mathematics literacy abilitiesKemampuan literasi matematika sangat diperlukan agar mahasiswa mampu menghadapi tantangan pendidikan pada aspek kognitif.Kemampuan literasi matematika mahasiswa dapat ditinjau dari berbagai dimensi, salah satunya gaya belajar. Tujuan penelitian ini untuk menganalisis kemampuan literasi matematika mahasiswa pada mata kuliah statistika inferensial berdasarkan gaya belajar. Penelitian ini merupakan penelitian deskriptif kualitatif.Subjek dalam penelitian ini adalah mahasiswa semester IV pada salah satu perguruan tinggi di Magelang, Jawa Tengah, Indonesia yang mengambil mata kuliah statistika inferensial.Instrumen yang digunakan dalam penelitian ini berupa instrumen tes dan wawancara.Analisis data dalam penelitian ini dilakukan melalui reduksi data, penyajian data, dan penarikan simpulan.Kemampuan literasi matematika mahasiswa gaya belajar divergen hanya mampu sampai pada langkah formulating. Kemampuan literasi matematika mahasiswa gaya belajar konvergen mampu menempuh proses literasi matematika. Kemampuan literasi matematika mahasiswa pada gaya belajar asimilasi sampai pada interpreting namun untuk interpreting belum mampu menyelesaikan dengan baik. Kemampuan literasi matematika mahasiswa pada gaya belajar akomodasi sudah mampu memahami dan pengecekan dengan baik (formulating dan interpreting) namun dalam menyusun rencana atau mengemukakan alasan (tahap employing) dalam penyelesaian soal belum tercapai dengan baik.Berdasarkan hasil penelitian diperoleh bahwa setiap gaya belajar yang berbeda memiliki kemampuan literasi matematika yang berbeda-beda

MicroRNA-21 as a biomarker for ovarian cancer detection

Ovarian cancer is a lethal disease. One of the problems faced by patients with ovarian cancer is the lack of symptoms in its early stages, which results in it only being detected when it is at an advanced stage. Therefore, there is an urgent need for biomarkers that can predict ovarian cancer precisely. The purpose of this study was to determine the expression of microRNA-21 as a predictive biomarker candidate in both early- and advanced-stage ovarian cancer. This was a cross-sectional study using the blood plasma of 21 healthy control subjects and 37 blood plasma samples from patients with ovarian cancer. Blood plasmas were collected, from which the RNA was isolated. Based on the RNA, the cDNA was synthesized and run through qPCR, the results of which were analyzed using the Livak method. The results showed an upregulation of microRNA-21 in the advanced stage by 2.14 fold compared with the early stage, and 6.13 fold compared with the healthy controls (p < 0.05). The upregulation of microRNA-21 in early-stage ovarian cancer was 2.86 fold compared with the healthy control subjects (p < 0.05). In addition, there was an increase in the expression of microRNA-21 in ovarian cancer by 4.14 fold compared with the healthy controls (p < 0.05). Based on these results, it can be concluded that the expression of microRNA 21 upregulated with the severity of the disease