PENGEMBANGAN MODEL MATEMATIKA UNTUK PEMBELAJARAN MENUMBUHKEMBANGKAN KREATIVITAS MATEMATIKA PESERTA DIDIK SMP

KATA PENGANTAR Segala puji hanya tercurah kepada Allah SWT, Tuhan semesta alam yang telah memberikan rahmat dan hidayah-Nya kepada ummat manusia. Salam dan shalawat kita haturkan kepada Nabi Muhammad SAW yang telah memberi petunjuk dan membimbing umat manusia menuju kebaikan yang di ridhai Allah SWT. Kreativitas sangat penting dimiliki oleh setiap individu. Hanya orang orang kreatif yang dapat merubah wajah dunia. Kreativitas dapat ditumbuhkembangkan melalui latihan secara kontinu. Untuk itu berbagai negara telah merubah kurikulum yang bermuara pada peninkatan kreativitas siswa. Di Indonesia, dalam kurikulum 2013 salah satu standar kompetensi lulusan adalah kreativitas. Konsekuensinya adalah guru dituntut untuk melakukan pembelajaran yang dapat menumbuhkembangkan kreativitas siswa dan diperlukan penelitian pengembangan pembelajaran yang dapat menumbh kembangkan kreativitas siswa. Buku ini dibuat berdasarkan hasul penelitian pengembangan pembelajaran matematika yang dapat menumbuhkembangkan kreativitas matematika siswa. Buku ini, sarat dengan teori-teori pembelajaran dan berpikir kreatif yang di sajikan secara sederhana agar mudah dipahami oleh pembaca yang pada gilirannya menjadi rujukan bagi pembaca yang akan melakukan penelitian-penelitian terkait pembelajaran dan berpikir kreatif.Khususnya dikalangan mahasiswa dan dapat dijadikan acuan oleh guru dalam melakukan inovasi pembelajaran

DEVELOPMENT OF PDF FLIPBASED E-MODULE FOR MATHEMATICS LEARNING

DEVELOPMENT OF PDF FLIPBASED E-MODULE FOR MATHEMATICS LEARNIN

Laporan Penelitian: Pengembangan Model Pembelajaran Matematika Berbasis Pengajuan Masalah untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa Calon Guru

SUMMARY THE DEVELOPMENT OF PROBLEM POSING-BASED MATHEMATICS INSTRUCTIONAL MODEL TO IMPROVE THE ABILITY OF CREATIVE THINKING OF STUDENTS AS PROSPECTIVE TEACHERS (PMP2MK), ALIMUDDIN, YEAR 2012, NUMBER OF PAGES: 74 One of higher level of thinking types that currently attracts keen attention of cognitive psychologists and becomes educational goal of each country is creative thinking or creativity. At least, there are two reasons for that, namely 1) the ability to think creatively is very important for individual to possess, and 2) creative thinking can be improved through training. Indonesia as a developing country realizes that to become a developed country and parallel to other developed countries, it is needed creatively human resources. Therefore, the ability to think creatively is accounted for national education goal that is embedded in Ministry Regulation No. 22 Year 2006. Vision 2025 of Ministry of Education and Culture explicitly states that creative is one of keywords that must be crystallized. Another concern that Ministry of Education and Culture looks is the existance of policy in case of character of nation culture. The impact of this policy is that teachers are demanded to develop characterbased-instructional package. One of its indicators is creativity. Practically, it is seen that creative ability of teachers and students of all educational levels are still low. Therefore, it is necessary to conduct a research in terms of creative thinking. Particularly, students as prospective teachers. It is because to create a creative student, it is needed a creative teacher, and to create a creative teacher, the ability of creative thinking of those prospective teachers has to be improved. In relation to this concern, the author himself conducted a research entitled The Development of Problem Posing-Based Mathematics Instructional Model to Improve the Ability of Creative Thinking of Students as Prospective Teachers (PMP2MK)”. This was aimed at developing problem posing-based-instructional model to improve the ability of creative thinking of students as prospective teachers (PMP2MK). In addition, to support the practicality of this model, it was also developed an instructional package. Particular targets expected within this study were: (i) Problem Posing-BasedMathematics Instructional Model to Improve the Ability of Creative Thinking of Students as Prospective Teachers (PMP2MK) in the form of model book; (ii) Prototype of Instructional Package to Support the Practicality of Teaching and Learning Activity by Using the PMP2MK Model. The intended instructional package was Lesson Plan (RPP), Student Worksheet (LKM), Student Book (BM), and Learning Achievement Test. Thus, to attain them, it was designed a developmental research by referring to as Kemp’s approach. The research conducted in the first year (year 2012) produced product as the following: (a) The validated framework prototype of PMP2MK model consisted of syntax, social system, reaction principle, supporting system, and instructional and nurturant effects along with underpinning theory of PMP2MK model; (b) The validated Prototype I of Student Book (BM), Student Worksheet (LKM), Lesson Plan (RPP), and Creativity Test in Mathematics Problem Solving. Henceforth, to produce a practical instructional model, it would be conducted a limited trial. This is planned for the next 2 year of this study. Whereas, to obtain an effective instructional model, it would be followed up with an experimental research as a crystallization of implementation of the developed instructional model. This is planned for the next 3 nd rd year of this study

The Students' NumericalLiteracy Ability in Junior High Schools

The Students' NumericalLiteracy Ability in Junior High School

Laporan Penelitian: Pengembangan Model Pembelajaran Matematika untuk Menumbuhkembangkan Karakter dan Kreativitas matematika Peserta Didik SMP

SUMMARY Development of Mathematics Learning Models to Foster Mathematical Character and Creativity in Middle School Students Alimuddin, 2018, Number of Pages: The government recognizes the importance of implementing the National Movement for Mental Revolution, which emphasizes character education in all schools across Indonesia, rather than limiting it to specific institutions. This inclusive approach aims to promptly enhance the quality of education, ensuring fairness and equity. The reinforcement of character education is expected to empower the talents and potentials of all students. However, our current education system overlooks certain crucial dimensions, namely physical education (kinesthetic), artistic expression (art), ethics, and spirituality. Thus far, our focus has primarily been on cultivating academic intelligence, which fails to foster high-level thinking skills such as creativity and critical thinking. However, integrating these higher-order thinking abilities with students' character development is essential for nation-building. To address this issue, it is necessary to establish sustainable synergy among the government, schools, parents, and the community by strengthening character education. This effort aims to achieve a dignified, cultured, and distinctive Indonesia. Based on Makassar State University's Research Master Plan on Leading Research in the field of education, the research objectives include: (1) developing character education-based learning models and (2) creating effective education and learning models. The research utilizes the Plomp (1997) development method, consisting of five stages: (1) initial assessment phase, (2) design stage, (3) realization/construction stage, (4) testing, evaluation, and revision stages, and (5) implementation phase. The quality of the learning model is assessed using Nieveen's (1999) criteria, which include validity, practicality, and effectiveness. The preliminary results after three years of planned research include: (1) the availability of model books supported by learning tools such as lesson implementation plans (RPP), teacher manuals, student books, and valid student activity sheets, and (2) the availability of instruments, including a mathematical creativity test, student character observation sheet, learning outcome test, and valid observation sheet for monitoring learning implementation. The research outputs consist of: (1) draft books with ISBN, (2) draft international journals, (3) national papers, and (4) international papers. Keywords: character education, mathematical creativity, learning model

IDENTIFICATION OF THE STAGES OF STUDENTS’ FIELD-INDEPENDENT CREATIVE THINKING PROCESS IN MATHEMATICS PROBLEM SOLVING

Abstract: The purpose of this study was to describe the creative thinking process of students' field-independent cognitive style in solving mathematical problems related to the circumference of a flat shape. The method used was descriptive qualitative. The subjects of this study were class VIII students who had a field-independent cognitive style based on the Group Embedded Figure Test (GEFT). Data were obtained through \ud tests, documentation, observation, and interviews. Data analysis was carried out using four creative thinking processes developed by Graham Walla, namely preparation, incubation, illumination, and verification. The results indicated that students could understand the problem well, tend to be quiet to find solutions, could design solutions that would be done by choosing ideas to be solved by modifying the knowledge they already have and applying designed ideas to solve problems. Therefore, students seemed to understand mathematical operations related to the circumference of plat shapes

Manajemen Strategi Pembinaan Karakter Anak di Madarasah Aliyah Bulukunyi Kecamatan Polongbangkeng Selatan Kabupaten Takalar

Hasil penelitian ini menunjukkan bahwa Strategi Pembinaan Karakter Anak di Madrasah Aliyah (MA) Bulukunyi. Sudah mengalami perubahan yang cukup baik karena menerapkan sifat Jujur, Keadilan, Tanggungjawab, Peduli dan Kerjasama. seperti Shalat dzuhur berjama’ah, Siswa dan siswi dilatih menghafal Hadist, yang melanggar dimasukkan diruang Rohis, setiap bulan suci Ramadhan siswa dan guru melakukan safari ramadhan, Budayakan Barasanji dan A’rate. Kemudian yang terakhir mengajarkan Tadarrus dan Tilawah. Upaya Pembinaan Karakter Anak di Madrasah Aliyah Bulukunyi. Siswa dan siswi dibekali pendidikan al-Qur’an dan Hadits. Siswa dan siswi diajar Fiqh dan Dakwah. Siswa dan siswi diberi ruangan khusus dalam rangka Pembinaan Karakter anak di Madrasah Aliyah Bulukunyi

Laporan Penelitian:Pengembangan Model Pembelajaran Matematika Berbasis scientific (MPSK) untuk Menumbuhkembangkan Kemampuan Berpikir Kreatif Peserta Didik SMP dalam Pemecahan Masalah Matematika.

SUMMARY Development of Mathematical Model Based Learning scientific (MPSK) for Cultivating Creative Thinking Ability of Students in the Junior Mathematical Problem Solving Alimuddin, 2015, Number of Pages: .124 Perceptions about the source of creativity is gradually shifting away from the inheritance of talent (genius ownership inherited by an individual who is very talented) the ability of the human variety. all individuals have the potential to be creative. Creative thinking is always evolving, it can be learned, and can be trained). The facts show that the creativity of students in different countries is still low. Many students who are high achievers in mathematics in the international arena has recorded low ratings in the imagination and creativity) .guru very important role to foster the creativity of students. One of the factors inhibiting the growth and development of students' creativity is the lack of creative teachers to develop learning that trigger the imagination, critical and creative students. Learning framework that should be developed to foster the creativity of the students in accordance with the characteristics of the subjects. The question is "What is the profile of effective math learning math students develop creativity?". To answer this question research Mathematics Learning Model-Based Development cientific (MPSK) for Cultivating Creative Thinking Ability of Students SMP (MPSK) .Penelitian is planned for 3 years. The first year: the development phase, year-2: the pilot phase, and in all three phases of implementation / dissemination. This report, outlining the results of the study stage-2 (test) to see how far the effectiveness of learning in order to develop mathematical creativity MPSK eighth grade students after the first year has produced a model MPSK and supporting devices are valid and reliabel. Research is experimental research one group pretest-posttest design to see the extent to which the effectiveness of learning in order to develop mathematical creativity MPSK eighth grade students. Learning MPSK applied to class VIII-2, which amount to 25 students (group I) and VIII-5 totaling 25 students (group II) were selected by cluster sampling from 6 rendom homogeneous class VIII SMP 26 Makassar country. Meeting four times with teachers and at different times in group I and II. Criteria creativity of mathematics: 1) N-Gain of at least 0.3, 2) there is a significant difference in the creativity of students before and after learning MPSK, and 3) the mathematical creativity group I and II together. Data were collected using a mathematical creativity test development comprises 5 numbers refer to the mathematical creativity indicators. Rubric assessment used is the development of creativity guilford section (1971). Quantitative descriptive analysis aims to describe the mathematical creativity of students, analysis of N-Gain aims to see an increase in students' mathematical creativity, and t-Test analysis aims to look at the difference in the creativity of students before and after learning and to determine whether the mathematical creativity group I and II together ?. The results showed that the effective application of learning MPSK foster mathematical creativity of students. MPSK learning also has implications on process improvement and student learning outcomes, as well as increased conten pedagogical knowledge (PCK) of teachers

The effectiveness of amathematics learning model of realistic setting with NHT type on a three-dimensional main theme

ABSTRACT: This research was condu cted by selecting quasi experiments and treatment s in the form of the realistic mathematics learning (RML) model in cooperative settings (Maresko) with numbered heads together (NHT) type in the subject matter of 3D spaces. The research was conducted in grade ten in eight senior high schools in Makassar during the school year 2016/2017. The instruments used in this study were the test results of learning, observation sheets, teachers’ ability to manage learning, student activity observation sheets and questionnaire responses of students to the teaching and learning tools. The results show that the learning outcomes of students who are taught by the Maresko model NHT type were included in the higher categories and that it increased significantly the ability of students from the pre-test to post-test. The activities of students in learning are at least in the positive category, as well as the responses of students to the tools and learning are included in the positive category. The NHT type Maresko model was quite effective when implemented in the class, with an effectiveness score of 3.32. Teaching is effective immediately when applied in grade ten with an effectiveness score of 3.0. Therefore, the NHT type Maresko model was more effectively applied in the teaching of the subject matter of three-dimensional spaces at the grade ten high school level. Keywords: Realistic mathematics education, cooperative NHT type, 3D spac

Deskripsi Jenis Kesalahan dalam Menyelesaikan TIMSS-Based Test Ditinjau dari Kemampuan Awal pada Siswa SMP

Abstrak. Penelitian ini bertujuan untuk mengetahui jenis-jenis kesalahan yang dilakukan oleh siswa berkemampuan awal matematika tinggi dan kemampuan awal matematika rendah dalam menyelesaikan soal geometri berbasis TIMSS untuk domain kognitif mengaplikasikan (applying) dan penalaran (reasoning). Jenis penelitian ini adalah penelitian kualitatif dengan menggunakan pendekatan deskriptif. Subjek penelitian sebanyak 2 orang dengan 1 orang berkemampuan awal matematika tinggi dan 1 orang berkemampuan awal matematika rendah dari siswa kelas VIII SMP. Instrumen penelitian menggunakan terdiri atas tes matematika berbasis TIMSS yang dikhususkan pada konten geometri domain kognitif aplikasi dan penalaran serta pedoman wawancara. Kesalaan yang dianalisis dikategorikan menggunakan kategori kesalahan Newman. Hasil penelitian menunjukkan bahwa: (1) Untuk kategori soal mengaplikasikan (applying), siswa kemmpuan awal matematika tinggi tidak mengalami kesalahan, sedangkan siswa berkemampuan matematika rendah mengalami jenis kesalahan transformation, process skills, dan encoding. (2) Untuk kategori soal penalaran (reasoning), siswa berkemampuan awal tinggi mengalami kesalahan tipe transformation, process skills, dan encoding sedangkan siswa berkemampuan awal rendah mengalami kesalahan tipe comprehension, transformation, process skills, dan encoding. Kata kunci : Kesalahan, Soal Matematika TIMSS, Domain Kognitif applying dan reasoning konten geometri, Kemampuan Awal, Kriteria Newman