MENGEMBANGKAN KEMAMPUAN BERPIKIR LOGIS, KOMUNIKASI, DAN KEMANDIRIAN BELAJAR MATEMATIS SISWA SMA MELALUI PEMBELAJARAN METAKOGNITIF

Tujuan dari penelitian ini adalah untuk menyelidiki apakah pembelajaran matematika dengan pendekatan metakognitif memiliki pengaruh terhadap kemampuan berpikir logis matematis; kemampuan komunikasi matematis; serta kemandirian belajar matematis siswa. Penelitian ini merupakan penelitian kuasi-eksperimental dengan the pretest-post test control group design. Populasinya adalah siswa kelas X sebuah SMA Negeri di Kabupaten Sumedang, sedangkan yang menjadi sampel adalah dua kelas yang terdiri dari 70 siswa yang dipilih secara purposive. Satu kelompok eksperimen dan satu kelompok kontrol digunakan, dan siswa dikelompokkan ke dalam tiga kategori berdasarkan kemampuan awal matematis (KAM) yakni tinggi, sedang, dan rendah. Eksperimen dilakukan selama semester ganjil tahun pelajaran 2013/2014. Data dikumpulkan melalui tes kemampuan berpikir logis matematis, tes kemampuan komunikasi matematis, dan skala kemandirian belajar matematis. Terhadap data yang terkumpul dilakukan analisis statistik inferensial dan analisis deskriptif. Analisis statistik yang digunakan adalah Anava dua jalur, uji-t, uji Mann-Whitney, uji Kruskal-Wallis, dan uji Chi-kuadrat. Kesimpulan yang dapat ditarik berdasarkan analisis data adalah bahwa: dibandingkan pembelajaran konvensional, pembelajaran metakognitif memberi pengaruh lebih baik pada siswa dengan KAM sedang dalam aspek kemampuan berpikir logis dan komunikasi matematis, dan memberi pengaruh lebih baik pada siswa secara keseluruhan dalam aspek kemandirian belajar matematis. Tidak terdapat interaksi antara pendekatan pembelajaran dengan kemampuan awal matematis pada peningkatan kemampuan berpikir logis dan kemandirian belajar matematis siswa. Terdapat asosiasi antara kemampuan berpikir logis dengan komunikasi matematis, baik di kelas metakognitif maupun di kelas konvensional. Tidak terdapat asosiasi antara kemampuan berpikir logis dengan kemandirian belajar matematis, dan antara kemampuan komunikasi dengan kemandirian belajar matematis baik di kelas metakognitif maupun di kelas konvensional.;--- The purpose of this study is to investigate whether the study of mathematics by metacognitive approach has an influence on the ability of mathematical logical thinking; mathematical communication skills; and mathematical self-regulated learning (SRL). This study is a quasi-experimental with a pretest-posttest control group design. The population is tenth grade students in a state senior high school in Sumedang. The number of students participating in the study was 70 from two classes of eight parallel classes were choses purposively. One experimental group and a control group are used, and the students were grouped into three categories based on mathematical prior knowledge (MPK), namely high, medium, and low. Data were collected through mathematical logical thinking ability tests, mathematical communication skills tests, and mathematical SRL scale. Inferential statistical analysis and descriptive analysis are performed to the collected data. Statistical analyses used were two-way Anova, t-test, Mann-Whitney test, Kruskal-Wallis test, and Chi-square test. The conclusion that can be drawn based on the analysis of the data is that: compared to conventional learning, metacognitive learning gave better influence on students with medium MPK is in the aspect of logical thinking skills and mathematical communication, and gave an overall better effect on students in the aspects of mathematical SRL. There is no interaction between the learning approaches and MPK on improving logical thinking ability and SRL of students. There is an association between logical thinking and mathematical communication ability, both in the metacognitive classroom as well as in a conventional classroom. There is no association between logical thinking skills and mathematical SRL, also between mathematical communication skills and mathematical SRL, both in the metacognitive classroom as well as in a conventional classroom

The Potency Of Metacognitive Learning To Foster Mathematical Logical Thinking

The ability of thinking logically needs to be developed due to the fact that it is an essential basic skill. Logical thinking affects that giving reason must be true, and that a sequence of assumptions is based on the high truth value. Mathematics is a subject that functions to train students to think logically. The understanding of logic will help students to arrange the proof that support through process to finally arrive at a conclusion. Currently, metacognition is viewed as an essential element of learning. It refers to someone knowledge of processes and the result itself or of that connected to the process. Metacognition is needed when student solves the task that needs argumentation and logical understanding. In order to help student to skillful think logically, mathematics learning must be designed as such so that the condition will raise the skill of metacognitive acts. Key words: metacognitive learning, mathematical logical thinkin

PENERAPAN ASESMEN PORTOFOLIO DALAM PEMBELAJARAN UNTUK MENGEMBANGKAN KEMAMPUAN DAN PEMAHAMAN MATEMATIKA SISWA SMU

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PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN TANGRAM TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PADA MATERI LUAS DAN KELILING BANGUN DATAR

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya perbedaan kemampuan pemahaman konsep matematis siswa yang mendapat pembelajaran dengan dan tanpa menggunakan media tangram pada materi luas dan keliling bangun datar. Metode yang digunakan dalam penelitian ini kuasi eksperimen dengan  nonequivalent pretest-posttest control group design dengan teknik pengumpulan data tes yang berbentuk pretes dan postes. Instrumen yang digunakan berupa tes kemampuan pemahaman konsep matematis. Populasi dalam penelitian ini seluruh siswa kelas III SDN Jatihurip tahun pelajaran 2018/2019 yang berjumlah 54.  Berdasarkan hasil analisis data dengan menggunakan uji t’ diperoleh , karena  berada di daerah penolakan , maka  ditolak. Sehingga dapat disimpulkan bahwa terdapat perbedaan kemampuan pemahaman konsep matematis siswa yang mendapat pembelajaran dengan menggunakan media tangram dengan siswa yang mendapat pembelajaran tanpa menggunakan media tangram pada materi luas dan keliling bangun datar. Siswa yang mendapat pembelajaran dengan media tangram memiliki kemampuan pemahaman konsep matematis yang lebih baik daripada siswa yang pembelajarannya tanpa media tangram

MURRDERR Strategy: Developing Creative Characters of Elementary School Prospective Teachers

Learning or lecturing, which are an essential part of the education process, are often presented only by cramming the teaching materials' contents to students but defying values. Allowing this to continue to happen will unquestionably lead to the next generation's increasingly tense situation, who are already in a messy condition and may lose their creative character. Along with character education that is always echoed, the presence of the MURRDERR strategy (Metaphor, Understand, Recall, Recognize, Detect, Elaborate, Review, and Respect) in classroom learning is expected to be one of the excellent and attractive choices for instilling lively characters in students. This paper provides a brief overview of the results of five semesters in total, including two semesters of applying the MURRDERR strategy in lectures at the Elementary Teacher Education Program, especially in mathematics lectures. Two research phases: first, didactic design research to produce teaching materials that can optimize the emergence of creative characters and followed by a quasi-experimental method. As a result, (1) the MURRDERR strategy provided a better contribution than conventional (expository/lecturing) learning in developing the creative character of students of the Elementary School Teacher Program, (2) teaching material developed through didactic design research was beneficial in achieving optimal learning outcomes, (3) students of the Elementary School Teacher Program with a background in science education tended to equip and prepare themselves to deal with issues related to creativity