scholarly journals Diagnostic Of Student Mathematics Ability On The Implementation Of Mathematics-Based Assessment Open-Ended Problems

2021 ◽  
Vol 6 (2) ◽  
pp. 125-139
Author(s):  
Benny Anggara
Keyword(s):  
Mathematics Ability

Penerapan bentuk penilaian matematika yang dapat mengukur kemampuan matematis siswa secara pasti di tengah pembelajaran yang terdampak pandemi COVID-19 penting dilakukan. Pemberian tes diagnostik yang berbasis pada open-ended problem dapat menjadi salah satu solusi agar bentuk penilaian yang dilakukan tidak hanya mudah diterapkan tetapi juga mampu mengukur kemampuan matematis siswa secara tepat. Oleh karena itu, penelitian ini bertujuan untuk menganalisis kemampuan matematis siswa dalam implementasi asesmen berbasis open-ended problem. Penelitian ini menggunakan metode penelitian kualitatif dengan desain penelitian studi kasus. Penelitian ini dilakukan di salah satu sekolah yang berada di Kabupaten Cirebon dengan subjek penelitian sebanyak 50 orang siswa, yang terbagi dalam 15 responden berkemampuan matematis rendah, 20 berkemampuan sedang, dan 15 responden berkemampuan tinggi. Penelitian ini mengembangkan tiga buah masalah, yaitu masalah pada konsep aljabar, geometri, serta analisis data dan peluang. Hasil implementasi dari tiga masalah tersebut, memperlihatkan bahwa pada siswa dengan kemampuan matematis rendah dan sedang masih mengalami kesulitan dalam melakukan analisis dan membuat hubungan antar konsep yang disajikan pada masalah. Pada responden yang berkemampuan matematis tinggi, kemampuan analisis dan membuat hubungan antar konsep yang disajikan mampu dibuat dan disusun dengan baik. Hal tersebut tercermin dari pengambilan keputusan terkait dengan prediksi solusi yang dibuat.

Test of Early Mathematics Ability-3

2013 ◽  
pp. 3088-3089
Author(s):  
Daniel Campbell ◽  
Corey Ray-Subramanian ◽  
Winifred Schultz-Krohn ◽  
Kristen M. Powers ◽  
Renee Watling ◽  
...  
Keyword(s):  
Early Mathematics ◽  
Mathematics Ability

scholarly journals You can count on your fingers: The role of fingers in early mathematical development

2018 ◽  
Vol 4 (1) ◽  
pp. 107-135 ◽  
Author(s):  
Firat Soylu ◽  
Frank K. Lester ◽  
Sharlene D. Newman
Keyword(s):  
Mathematics Education ◽  
Human Cognition ◽  
Diagnostic Tools ◽  
Mathematical Concepts ◽  
Simple Arithmetic ◽  
Road Map ◽  
Mathematics Ability ◽  
Finger Counting ◽  
Bodily Activity ◽  
And Mathematics

Even though mathematics is considered one of the most abstract domains of human cognition, recent work on embodiment of mathematics has shown that we make sense of mathematical concepts by using insights and skills acquired through bodily activity. Fingers play a significant role in many of these bodily interactions. Finger-based interactions provide the preliminary access to foundational mathematical constructs, such as one-to-one correspondence and whole-part relations in early development. In addition, children across cultures use their fingers to count and do simple arithmetic. There is also some evidence for an association between children’s ability to individuate fingers (finger gnosis) and mathematics ability. Paralleling these behavioral findings, there is accumulating evidence for overlapping neural correlates and functional associations between fingers and number processing. In this paper, we synthesize mathematics education and neurocognitive research on the relevance of fingers for early mathematics development. We delve into issues such as how the early multimodal (tactile, motor, visuospatial) experiences with fingers might be the gateway for later numerical skills, how finger gnosis, finger counting habits, and numerical abilities are associated at the behavioral and neural levels, and implications for mathematics education. We argue that, taken together, the two bodies of research can better inform how different finger skills support the development of numerical competencies, and we provide a road map for future interdisciplinary research that can yield to development of diagnostic tools and interventions for preschool and primary grade classrooms.

scholarly journals Improving Student’s Mathematical Creative Thinking Ability and Self Regulated Learning using Sylver Approach

2018 ◽  
Vol 1 (3) ◽  
pp. 268
Author(s):  
Desy Tri Damayanti ◽  
Utari Sumarmo ◽  
Rippi Maya
Keyword(s):  
Creative Thinking ◽  
Control Group ◽  
Control Group Design ◽  
Self Regulated Learning ◽  
Mathematics Ability ◽  
Thinking Ability ◽  
Regulated Learning ◽  
Post Test ◽  
Medium Level ◽  
Creative Thinking Ability

This study was a pre test-post test experiment without control group design having a goal to examine the role of Prior Mathematics Ability (PMA), Sylver  approach (SA) toward student’s mathematical creative thinking ability (MCTA) and Self Regulated Learning (SRL).  The study involved  65 eleven  grade student, a PMA test, a MCTA test, and SRL scale. The study found that PMA and SA took good role on obtaining student’s MCTA, its N<Gain> and SRL. On student’s MCTA, and its N<Gain> students getting treatment with SA attained better grades than that of students taught by conventional teaching, and the  grades were still at medium level.  On SRL,  there was no different grades between students on both teaching approaches, and those grades were at fairly good  level.  The other findings, there was no association between MCTA and SRL, and students performed high perception toward SA.

scholarly journals Profil Berpikir Siswa dalam Menyelesaikan Soal Sistem Persamaan Linear

2019 ◽  
Vol 6 (1) ◽  
pp. 69-84
Author(s):  
K. Ayu Dwi Indrawati ◽  
Ahmad Muzaki ◽  
Baiq Rika Ayu Febrilia
Keyword(s):  
Qualitative Research ◽  
Linear Equation ◽  
Linear Equations ◽  
Equation System ◽  
Mathematical Ability ◽  
System Of Linear Equations ◽  
Mathematics Ability ◽  
Linear Equation System ◽  
Thinking Process ◽  
Descriptive Qualitative

This research aimed to describe the thinking process of students in solving the system of linear equations based on Polya stages. This study was a descriptive qualitative research involving six Year 10 students who are selected based on the teacher's advice and the initial mathematical ability categories, namely: (1) Students with low initial mathematics ability, (2) Students with moderate initial mathematics ability, and ( 3) students with high initial mathematics ability categories. The results indicated that students with low initial mathematical ability category were only able to solve the two-variable linear equation system problems. Students in the medium category of initial mathematics ability and students in the category of high initial mathematics ability were able to solve the problem in the form of a system of linear equations of two variables and a system of three-variable linear equations. However, students found it challenging to solve problems with complicated or unusual words or languages.

scholarly journals Proses Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika Berdasarkan Model Wallas

2017 ◽  
Vol 10 (1) ◽  
pp. 18 ◽  
Author(s):  
Agus Purnama Sari ◽  
M Ikhsan ◽  
Saminan Saminan
Keyword(s):  
Qualitative Research ◽  
Problem Solving ◽  
Creative Thinking ◽  
Model Problem ◽  
High Category ◽  
Mathematics Problems ◽  
Mathematics Ability ◽  
Solution Verification ◽  
The Given

[Bahasa]: Penelitian kualitatif ini bertujuan untuk mengetahui proses berpikir kreatif siswa dalam memecahkan masalah matematika berdasarkan model Wallas (1926). Subjek penelitian terdiri dari 6 siswa kelas VII, masing-masing dua siswa memiliki kemampuan matematika tinggi, sedang, dan rendah. Pengumpulan data dilakukan dengan menggunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa proses berpikir kreatif siswa kategori tinggi yaitu siswa memahami permasalahan dan informasi yang diberikan dengan menuliskan apa yang diketahui maupun yang ditanyakan (persiapan), siswa tidak membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan yang dihadapi dengan mengingat soal yang sudah diajarkan (inkubasi), siswa mendapatkan ide untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dan memeriksa kembali pemecahan masalah sebelum mengambil kesimpulan yang tepat (verifikasi). Proses berpikir kreatif siswa kategori sedang yaitu siswa mencoba untuk memahami permasalahan akan tetapi kurang memahami informasi atau petunjuk yang diberikan (persiapan), siswa diam megingat kembali rumus yang digunakan untuk memecahkan masalah (Inkubasi), siswa menghasilkan ide berdasarkan pemahamannya terhadap soal untuk memecahkan masalah (Iluminasi), dan siswa menguji ide dihasilkan dan tidak memeriksa kembali proses pemecahan masalah (verifikasi). Proses berpikir kreatif siswa kategori rendah yaitu siswa tidak memahami permasalahan dan informasi yang diberikan (persiapan), siswa membutuhkan waktu yang lama untuk memikirkan solusi dari permasalahan (Inkubasi), siswa gagal dalam menemukan ide untuk memecahkan permasalahan (Iluminasi), dan siswa menguji ide yang dihasilkan dan tidak memeriksa kembali jawaban yang telah diujikan (verifikasi). Kata kunci: Berpikir Kreatif; Model Wallas; Pemecahan Masalah; Kemampuan Siswa  [English]: This qualitative research aims at getting insight on students’ creative thinking in solving mathematics problems based on Wallas’ model (1926). The subjects are six students in 7th grade, each two students respectively have high, medium and low mathematics ability.  Data is collected through test and interview. This research shows that the students in high category can understand the problem and given information by writing what is known and asked (preparation), can easily think the solution of the problem by remembering the previous problem (incubation), get the ideas to solve the problem (illumination), and examine the ideas and re-check the solution before drawing the proper conclusion (verification). The students in medium category try to understand the problem but they are less in understanding the given information or hint (preparation), remember the formula to solve the problem (incubation), generate the ideas from their understanding to solve the problem (illumination), and examine the ideas and do not check the solution again (verification). For students in low category, they do not understand the problem and the given information (preparation), have a while to think the solution (incubation), fail to find any ideas to solve the problem (illumination), and examine the generated ideas and do not re-check the solution (verification).     Keywords: Creative Thinking; Walla’s Model; Problem Solving; Students’Ability

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