scholarly journals Ability of mathematical problem solving on junior high school students with field dependent cognitive learning style

2020 ◽  
Vol 6 (2) ◽  
pp. 198-211
Author(s):  
Rosmaiyadi Rosmaiyadi ◽  
Nurul Husna
Keyword(s):  
High School Students ◽  
Learning Style ◽  
Junior High School ◽  
Mathematical Problem ◽  
Cognitive Learning ◽  
Junior High School Students ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Field Dependent ◽  
Cognitive Learning Style

Tujuan penelitian untuk mendeskripsikan kemampuan pemecahan masalah siswa dengan gaya kognitif field dependent, dan faktor yang mempengaruhi kemampuan belajar siswa pada materi Pythagoras. Jenis penelitian  ini adalah penelitian deskriptif kualitatif. Instrumen utama dalam penelitian ini adalah peneliti sendiri dan didukung oleh instrumen tes, instrumen tes gaya kognitif dan pedoman wawancara. Subjek dalam penelitian ini adalah siswa yang berkemampuan matematika tinggi, sedang dan rendah yang masing-masing berjumlah dua orang. Data  yang diperoleh dari penelitian dianalisis dengan menggunakan langkah reduksi data, penyajian data serta penarikan kesimpulan. Kesimpulan dari penelitian ini adalah: kemampuan pemecahan masalah siswa bergaya kognitif field dependent kelompok tinggi berkategori baik, siswa bergaya kognitif field dependent kelompok sedang dan kelompok rendah berkategori kurang baik pada tahap-tahap indikator kemampuan pemecahan masalah, faktor internal yang mempengaruhi kemampuan belajar siswa meliputi ketidakmampuan menemukan konsep, strategi yang tidak tepat, tidak mampu melakukan proses perhitungan dan menyelesaikan masalah, tidak memahami materi dengan baik, kurang paham terhadap konsep pythagoras, malas, serta tidak teliti, sedangkan faktor eksternal meliputi, alokasi waktu, kondisi kelas yang ribut, tidak sungguh-sungguh, bermain-main, dan mengobrol, sehingga hasil yang diperoleh kurang maksimal.

scholarly journals APPLICATION OF A REALISTIC APPROACH TO IMPROVE THE ABILITY OF MATHEMATICAL PROBLEM SOLVING AND SELF REGULATED LEARNING OF JUNIOR HIGH SCHOOL STUDENTS

2018 ◽  
Vol 1 (2) ◽  
pp. 179
Author(s):  
Rina Krisnawati ◽  
Euis Eti Rohaeti ◽  
Rippi Maya
Keyword(s):  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Junior High School Students ◽  
Mathematical Problem Solving ◽  
Ability Level ◽  
School Students ◽  
Realistic Approach ◽  
Class Viii

This study is a quasi-experimental research, which aims to examine the achievement and improvement of problem-solving skills of mathematics and the independence of junior high school students learning through a realistic approach. The population in this study is all students of class VIII SMPN 4 Subang. Samples were taken by random class, obtained two classes of class VIII H as the experimental class and VIII.F as control class. The instrument in this study is a set of mathematical problem-solving test and a set of learning independence scales. The study found that the achievement and improvement of students' mathematical problem-solving ability and the independence of student learning whose learning using realistic learning are better than that of learning using ordinary learning in terms of the initial ability level of students. There is an interaction of mathematical problem-solving abilities between students whose learning uses a realistic approach with a student's initial ability level. Meanwhile, there is no interaction between realistic learning with the level of initial ability of students in generating student self-reliance. Besides, there is no association between mathematical problem solving ability and student learning independence, both in class that use realistic and classroom learning using ordinary learning. The picture of student's performance during realistic learning is more active, it shows the involvement of students both individually and in collaboration with the group, so that it can improve the problem solving ability of mathematics as well as student's learning independence. The description of the students' difficulties in solving the problem of mathematical problem solving ability lies in the indicator about number 5 which is about making the mathematical model because of the lowest percentage indicator.

scholarly journals Application of Relating, Experiencing, Applying, Cooperating, Transferring (REACT) Learning Models Based on Riau Malay Culture on the Ability to Use Mathematical Problems of Junior High School Students

2020 ◽  
Vol 4 (3) ◽  
pp. 643
Author(s):  
Suraji Suraji ◽  
Zulkarnain Zulkarnain ◽  
Sehatta Saragih
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Solving ◽  
Junior High School ◽  
Cultural Context ◽  
Mathematical Problem ◽  
Junior High School Students ◽  
Mathematical Problem Solving ◽  
Learning Models ◽  
School Students

This study aimed to examine comprehensively the effect of the application of REACT learning models based on the Malay cultural context of Riau on students’ mathematical problem-solving abilities. The research was a quasi-experimental research with Pretest-post-test control group design. The sample of this study was all students of class VII SMP 12 Pekanbaru. The results of data analysis were: (1) There was a difference of the mathematical problem-solving ability of Pekanbaru junior high school students between who learned to use REACT learning models based on the Malay cultural context of Riau and students who studied with conventional learning; (2) There was a difference of the mathematical problem-solving ability of Pekanbaru junior high school students between who learned to use REACT learning models based on the Malay cultural context of Riau and students who studied with conventional learning in terms of aspects of student ability levels, (3) There was no interaction between the learning model and the level of students’ ability to the ability to solve mathematical problems; (4) There was a difference in the mathematical problem-solving ability of Pekanbaru junior high school students who learned to use the REACT learning model based on the Malay Malay cultural context in terms of aspects of student ability levels.

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