Beban Kognitif Siswa dalam Pembelajaran Materi Geometri

The purpose of the study describes the rises of cognitive load of students in learning geometry. The study used a qualitative approach. The results showed that the intrinsic cognitive load is derived from the number of elements of interactivity of position, distance, and angles between points, lines, and areas, congruency of triangles, algebraic and fractional operations. Intrinsic cognitive load comes from the complexity of the learning material that constitutes visualizing, performing algebraic operations, determining congruency triangle, and the angle of difficulties. Extraneous cognitive load that arise due to the way the teacher in explaining too fast and disturbance of some of friends who are crowded / noisy. Germane cognitive load that arises due to the use of Cabri 3D in learning and giving variable exampleTujuan penelitian mendeskripsikan munculnya beban kognitif siswa dalam pembelajaran materi geometri. Penelitian menggunakan pendekatan kualitatif. Hasil penelitian menunjukkan bahwa beban kognitif intrinsic disebabkan oleh jumlah elemen interaktivitas yaitu kedudukan, jarak, dan sudut antara titik, garis, dan bidang, kesebangunan segitiga, operasi aljabar, dan operasi pecahan. Beban kognitif intrinsic disebabkan oleh kompleksitas materi, yaitu kesulitan membayangkan, kesulitan melakukan operasi aljabar, kesulitan menentukan kesebangunan segitiga, dan kesulitan menentukan besar sudut. Beban kognitif extraneous disebabkan oleh cara guru dalam menjelaskan terlalu cepat dan gangguan dari sebagian teman yang ramai/gaduh. Beban kognitif germane disebabkan oleh penggunaan Cabri 3D dalam pembelajaran dan pemberian latihan soal

Pengembangan Lks Bercirikan Guided Discovery Learning pada Materi Segi Empat untuk Siswa Kelas VII Mts

The objective of the study is to the produce students\u27 worksheet using the Guided Discovery Learning it is valid, practical and effective. This is a research and developmental design which adopted the model of Plomp. This developmental model includes phases preliminary research, prototyping phase and assessment phase. The subject of this study is the students of class VII MTs Labbaika Samarinda. The result of the study shows that the LKS is in the category of valid with mean 3,40. The result of the try-out show that it fulfills the practicality aspect which is useful and achieves the category of high with mean 3,77. The worksheet is also effective. It was proved by (1) 85,29% of students, who take the subject of mathematics using worksheet developed, achieve the minimum passing grade and (2) All students give positive response to the activities of learning and teaching of mathematics using developed worksheet.Penelitian ini bertujuan untuk menghasilkan LKS bercirikan Guided Discovery Learning yang memenuhi kriteria valid, praktis dan efektif. Jenis penelitian ini adalah penelitian pengembangan yang mengadopsi model pengembangan Plomp yang meliputi tahapan preliminary research, prototyping phase, dan assessment phase. Penelitian ini melibatkan siswa kelas VII MTs Labbaika Samarinda sebagai subjek uji coba. Hasil penelitian menunjukkan bahwa LKS yang dikembangkan berada pada kategori valid dengan skor rata-rata 3,40. Berdasarkan hasil uji coba yang dilakukan, diperoleh bahwa LKS yang dikembangkan memenuhi aspek kepraktisan, yaitu hasil observasi keterlaksanaan pembelajaran oleh guru dan siswa menggunakan LKS berada pada kategori tinggi dengan skor rata-rata 3,77. LKS juga memenuhi aspek keefektifan. Hal tersebut dapat dilihat dari (1) 85,29% siswa yang mengikuti pembelajaran menggunakan LKS yang dikembangkan mampu melampaui nilai KKM dan (2) seluruh siswa memberikan respon positif pada kegiatan pembelajaran dan LKS yang dikembangkan

Deskripsi Kesalahan Struktur Berpikir Siswa SMP Dalam Menyelesaikan Masalah Geometri Serta Defragmentingnya: Suatu Studi Kasus

It is revealed that as a compulsory mathematic subject for junior high school students, most students are struggling to solve geometric problem. As an effort to fix this condition, this article describes mistakes of junior high school students\u27 structural thinking in solving geometric problem. Subjects\u27 mistake were assessed by Subanji\u27s (2015) theory of conceptual construction mistake and mathematical problem solving. Researcher then defragmented subjects\u27 thinking structure in order to solve problems effectively. The result shows that subjects experienced miss logical construction and construction gap. Miss logical construction occurred because students\u27 logical mistake in solving the problem, while the construction gap happened due to certain incomplete schemes in subjects\u27 problem solving thinking structure. Defragmenting was conducted by assessing mistakenly constructed scheme. Then, unconstructed scheme was revealed. When scheme had considered as sufficient, the constructed scheme were knitted into an interconnected scheme and subjects\u27 thinking structure became complete. Decomposition of incorrect structured schemes used cognitive conflict, while scheme and scheme knitting applied scaffolding

Pembelajaran Inkuiri Terbimbing pada Siswa Kelas V Sdn Balonggemek 1 Jombang

This research was conducted with the aim to describe how the guided inquiry learning in mathematics for elementary school students in Class V. The descriptive qualitative research is used as the design of this study. The data collection procedures such as observasion, interviews and documentation is used. Analysis of the data used in this study is an interactive analysis. In the learning activities, there are using three components of the data analysis: data reduction, data presentation and verification. Based on the data analysis, it was concluded that the fifth grade teacher at SDN Balonggemek 1 Jombang has been applied the guided inquiry learning in Mathematics, even though the application of guided inquiry learning is not fulfill a proximately.Penelitian ini dilaksanakan dengan tujuan untuk mendeskripsikan bagaimana pembelajaran inkuiri terbimbing pada mata pelajaran matematika untuk siswa Sekolah Dasar Kelas V. Rancangan penelitian pada penelitian ini menggunakan rancangan penelitian kualitatif deskriptif. Peneliti menggunakan prosedur pengumpulan data berupa observasi, wawancara dan dokumentasi. Analisis data yang digunakan dalam penelitian ini yaitu analisis interaktif. Pembelajaran ini terdapat tiga komponen analisis data, yaitu reduksi data, penyajian data, dan verifikasi. Berdasarkan analisis data, didapatkan hasil bahwa guru kelas V di SDN Balonggemek 1 Jombang sudah menerapkan pembelajaran inkuiri terbimbing pada mata pelajaran matematika dengan cukup baik, walaupun dalam penerapan pembelajaran inkuiri terbimbing belum berjalan secara maksimal

Proses Berpikir Siswa Berdasarkan Kerangka Kerja Mason

The determine of this study is explain the thinking process of high and low performing students in solving mathematical problems, so classified in qualitative research. The data collection is done by the provision of initial tests, giving the final test, and interviews with the study subjects after solving mathematical problems. The results showed that high-ability student fulfills the know, want, and introduce at the stage of entry. In the attack phase fulfills the try, maybe, and why. At this stage of the reviews meet the check and reflect aspects. Low-ability students meet aspects know and want the entry stage. In the attack phase fulfills the try and do a review on the stage of mathematical problem solving.Penelitian ini bertujuan untuk mengetahui proses berpikir siswa berkemampuan tinggi dan rendah dalam menyelesaikan masalah matematika, sehingga tergolong dalam penelitian kualitatif. Pengumpulan data dilakukan dengan pemberian tes awal, pemberian tes akhir, dan wawancara terhadap subjek penelitian setelah menyelesaikan masalah matematika. Hasil penelitian menunjukkan bahwa siswa berkemampuan tinggi memenuhi aspek know, want, dan introduce pada tahap entry. Pada tahap attack memenuhi aspek try, maybe, dan why. Pada tahap review memenuhi aspek check dan reflect. Siswa berkemampuan rendah memenuhi aspek know dan want pada tahap entry. Pada tahap attack memenuhi aspek try dan tidak melakukan tahapan review pada penyelesaian masalah matematika

Proses Berpikir Siswa Tunanetra dalam Menyelesaikan Masalah Matematika Ditinjau dari Teori Pemrosesan Informasi

This study is a qualitative and placed in UPT SMPLBN Kota Pasuruan. Subjects in this study is a blind student of class IX of the school year 2015/2016. The results showed that the thinking of blind students starts from the stimulus, stimulus in the form of problem enter into the sensory registers of blind students through the sense of tactile and auditory, and into short-term memory after previously through a phase of selective attention and perception, in the short-term memory old information in the form of concepts that are needed in solving the problem called from long-term memory (retrieval), when information leaves short-term memory, there are two possibilities occur that information will lead to long-term memory (encoding) and or will be forwarded towards the environment in the form of responses/answers to students.Penelitian ini merupakan penelitian kualitatif dan bertempat di UPT SMPLBN Kota Pasuruan. Subjek dalam penelitian ini merupakan seorang siswa tunanetra dari kelas IX tahun ajaran 2015/2016. Hasil penelitian menunjukkan bahwa proses berpikir siswa tunanetra dimulai dari adanya stimulus, stimulus berupa soal masuk ke dalam sensory register siswa tunanetra melalui indra perabaan dan indra pendengaran, kemudian memasuki short-term memory setelah sebelumnya melalui tahap selective attention dan perception, dalam short-term memory informasi lama berupa konsep-konsep yang dibutuhkan dalam menyelesaikan masalah dipanggil dari long-term memory (retrieval), ketika informasi meninggalkan short-term memory, ada dua kemungkinan yang terjadi yaitu informasi akan menuju ke long-term memory (encoding) dan atau akan diteruskan menuju lingkungan berupa respon/jawaban siswa

Penalaran Analogi Siswa dalam Menyelesaikan Masalah Luas dan Keliling Segitiga dan Segiempat

Analogical reasoning is the process of drawing conclucions using similarity properties and relationship structure of known source problem to be applied to target problem. The goal of this research was to describe eight grade students analogical reasoning in solving problem about area and perimeter of triangle and rectangles. The approach used in this research is qualitative approach with descriptive research.The results of this research indicate that the analogical reasoning of high ability students going well.There are several obstacle are got by medium student groups in the mapping process.Analogical reasoning of lower ability students indicate that the subject could not understand a given problem.Penalaran analogi adalah proses penarikan kesimpulan dengan menggunakan kesamaan sifat dan struktur hubungan dari permasalahan sumber untuk diaplikasikan pada permasalahan target. Penelitian ini bertujuan untuk mendeskripsikan penalaran analogi siswa kelas VIII dalam menyelesaikan masalah luas dan keliling segitiga dan segiempat. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan jenis penelitian deskriptif. Hasil penelitian ini menunjukkan penalaran analogi siswa kemampuan tinggi terjadi dengan baik. Penalaran analogi siswa kelompok sedang cenderung terjadi cukup baik. Ada beberapa hambatan yang dialami siswa kelompok sedang, yaitu pada proses mapping. Penalaran analogi siswa kemampuan rendah menunjukkan bahwa subjek tidak dapat memahami masalah yang diberikan

Pemahaman Siswa Tentang Equal Sign dalam Menyelesaikan Tugas Matematika

[Title: The Students' Understanding of Equal Sign in Completing Mathematics Tasks]. This study aims to describe the student's understanding of the equal sign to solve mathematical tasks. This study was included in the qualitative descriptive study. In this study, the data collected is the data of student's work and verbal data (the interview). The subjects were six students of 7th class of MTs Attariqie Malang 2014/2015 (Junior High School), with details of two high-ability students, two students capable of being, and two low-ability students. Students' understanding of the equal sign examined further by providing tests and interviews in six research subjects. Interviews were conducted individually after the students work on the problems individually. The mathematical task load arithmetic and algebra problems. Based on the results of the study, all subjects were able to understand the equal sign as operational and the equal sign as a substitution. For equal sign as the basic relational, only high-ability students were able to understand it. Understanding of medium and low student capable entrenched in the operational pattern that is an equal sign as operational cause confusion to understanding equal sign as the basic relational, eg, 14+11=25+8 where students only pay attention to the results of operations that 14 plus 11 is 25 without notice relation of the addition of 8