scholarly journals Development of Appy Pie Learning Media Based on Metacognitive Approach for Mathematical Reflective Thinking Ability in Geometry

2020 ◽  
Author(s):  
Rizki Amalia ◽  
Fadilah Fadilah ◽  
Anwar Anwar
Keyword(s):  
Reflective Thinking ◽  
Thinking Ability

scholarly journals Integration Sumpah Satie Bukik Marapalam Values in Historical Learning Through Problem-Based Learning

2018 ◽  
Vol 5 (3) ◽  
pp. 28
Author(s):  
Piki Setri Pernantah ◽  
Sariyatun Sariyatun ◽  
Warto Warto
Keyword(s):  
Reflective Thinking ◽  
Problem Based Learning ◽  
Great Work ◽  
Learning History ◽  
Cultural Life ◽  
Thinking Ability ◽  
Thinking Process ◽  
Life Philosophy ◽  
Character Building

Sumpah Satie Bukik Marapalam is an invaluable great work for the religious, social and cultural life of the Minangkabau society. This great work has become the life philosophy of the Minangkabau society until it is still firmly held up to this day. Integrating the value of this local wisdom in historical learning is necessary to contribute in order to strengthen the nation's identity to students. In addition, it is also highly relevant to the important role of historical learning to apply meaningful learning and character building. This study aims to produce a learning innovation that integrates the values of local wisdom in learning history through a problem-based learning model. The choice of problem-based learning in this study is very relevant to the purpose of the model to develop the critical thinking ability of students, therefore, it can create reflective thinking. The reflective thinking process of students is also able to contribute to the character building of students.

scholarly journals EXPLORING THE USEFULNESS OF RICH MATHEMATICAL TASKS TO ENHANCE STUDENTS’ REFLECTIVE THINKING

2020 ◽  
Vol 39 (2) ◽  
pp. 346-358
Author(s):  
Fitriati Fitriati ◽  
Rita Novita ◽  
Rahmah Johar
Keyword(s):  
Junior High School ◽  
Reflective Thinking ◽  
Teaching Practice ◽  
Teaching Experiment ◽  
Mathematical Tasks ◽  
Thinking Ability ◽  
The Rich ◽  
Based Instruction ◽  
Rich Tasks

Promoting reflective thinking in daily teaching practice is vital to prepare students to live in a more challenging world. Rich tasks are one of the promising tasks that could be used as pedagogy trend to develop students' reflective thinking. Therefore, the purpose of this study is to describe the usefulness of rich mathematical tasks including how teachers use them in their teaching practice and the improvement of students’ reflective thinking following the rich tasks based instruction. This study employed a teaching experiment within a case study design. Participants were 28 Year 7 students of one the junior high school in Aceh, Indonesia. The instrument of the study is three valid and reliable rich mathematical tasks administered to the students through student worksheet. The results of the study show that rich tasks provided students with the opportunity to solve real-world problems by questioning their understanding and thinking reflectively. It also found that most students in the classroom were able to achieve the low level of reflective thinking with classroom mean score is 60. This value fairly enough since reflective thinking is a complicated concept. Subsequently, the results indicate the rich mathematical tasks approach hold potential in enhancing students’ reflective thinking ability.

scholarly journals PENGARUH PENDEKATAN METAKOGNITIF DAN KEMAMPUAN AWAL MATEMATIS TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Fadhila Putri ◽  
Abdul Muin ◽  
Khairunnisa Khairunnisa
Keyword(s):  
Prior Knowledge ◽  
Reflective Thinking ◽  
Mathematical Problem ◽  
Thinking Skills ◽  
Conventional Approach ◽  
Learning Approach ◽  
Mathematical Skills ◽  
Thinking Ability ◽  
Research Students ◽  
Quasi Experiment

The purpose of this research is to analize the influence of metacognitive approach and Student’s MPK to Students’ Mathematical Reflective Thinking Skills. The research was conducted in one of SMP in South Tangerang. The method used in this research is quasi experiment with two group randomized subject posttest only-design, which involve 55 students as sample. In this research students were categorized by their mathematical skills before given the treatment test. The indicator of students mathematical reflective thinking skills that was measured in this research are (a) describing a situation or mathematical problem, (b) identifiying a situation or mathematical problem, (c) interpretating, (d) evaluating, (e) predicting, (f) making a conclusion. The results of the study are: (1) metacognitive approach which is applied by the researcher causes the improvement of students mathematical reflective thinking ability. (2) the interaction beetween learning approach and Student’s Mathematical Prior Knowledge has effect to students mathematical reflective thinking ability, (3) there is different average of students mathematical reflective thinking between high and low group of Student’s MPK when the metacognitive and conventional class is joined, (4) there is no influence of Student’s MPK to students mathematical reflective thinking in class which using metacognitive approach or conventional approach. The conclusion is metacognitive approach can be used to improve mathematical reflective thinking ability of students at high and low group of Student’s MPK. In other side conventional learning is suitable to improve mathematical reflective thinking ability at students ofmedium Student’s MPK.

scholarly journals Analisis Kemampuan Berpikir Reflektif Siswa SMP Berdasarkan Gaya Belajar

2018 ◽  
pp. 69
Author(s):  
Aan Subhan Pamungkas ◽  
Nia Mentari ◽  
Hepsi Nindiasari
Keyword(s):  
Middle Schools ◽  
Learning Style ◽  
Reflective Thinking ◽  
Mathematical Thinking ◽  
Correct Interpretation ◽  
Descriptive Research ◽  
Thinking Ability ◽  
Correct Calculation ◽  
Qualitative Descriptive ◽  
Class Viii

The research is a qualitative descriptive research, the purpose of this research is to analyze students reflective thinking ability in terms of learning style. learning style in this research consists of three types namely visual, auditorial, and kinestetik. The subjects of the study were class VIII in one of the middle schools in Serang district selected by purposive sampling. Based on the analysis results obtained description of students' reflective mathematical thinking ability as follows: (1) Visual students have been able to provide interpretation but not yet complete and correct calculation; (2) Auditorial and kinesthetic students are able to provide correct interpretation and calculation. (3) In identifying the concept, visual students have been able to identify the formulas, auditorial and kinesthetic students have not been able to. (4) In evaluating/checking the validity of visual and auditorial students is already capable while kinestetik yet. (5) In distinguishing between relevant data visual and auditorial students have been able, and kinesthetic students have not been able. (6) In drawing the analogy of two cases, visual, auditorial, and kinesthetic students have not been able to. (7) In harmonizing with reason, visual, auditorial and kinesthetic students have not been able.  

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