Kemampuan berpikir kreatif matematis siswa smp melalui soal open ended

Creative thinking skills are an important skill that must be owned by students, but most students still have low creative thinking skills. This research aims to describe students' mathematical creative thinking skills through open ended problems. The data collection technique used in this study is to provide mathematical creative thinking skills using open ended questions in students of 8th grade torsina 3 Singkawang as many as 2 problems. The data analysis techniques used in this study are data reduction, data presentation, and conclusion withdrawal. The result of this study is the mathematical creative thinking ability of some students who work on open ended problems have fulfilled the components of profitability and flexibility for problem number 1 but there are also those who do not meet all components. And for problem number 2 most students do not meet all three components of mathematical creative thinking skills. So it can be concluded that the mathematical creative thinking skills of junior high school students who work on open ended problems are in the low category.

Problems, Puzzles, and Challenges

We give here some problems and puzzles that need a combination of thought and computation to solve. Please submit your solutions to the journal at mapletransactions.org. Include the problem number with your solution.

SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE

This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English. Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance

A case report on intraportal injection of autologous bone marrow-derived mononuclear cells and liver transplantation in a patient with cirrhosis

To date, liver transplantation remains the only effective treatment for patients with cirrhosis. Due to lack of other effective, alternative therapeutic methods, the search and development of new treatment technologies is problem number one. The development of cellular technologies is promising for use in clinical practice. Using this observation as an example, the safety and efficacy of cell therapy technology for prolonged stay on the liver transplant waiting list by a patient with cirrhosis is shown. After intraportal injection of autologous bone marrow-derived mononuclear cells, liver cirrhosis stabilized on the CTP and MELD-Na scales for 22 months of observation, which allowed the patient to wait for an organ and successfully undergo liver transplantation.

Profil Pemecahan Masalah Matematika Siswa pada Soal PISA Konten Quantity Ditinjau dari Self-Efficacy

Pemecahan masalah adalah suatu proses individu untuk mengatasi hambatan. Soal PISA konten quantity adalah soal PISA yang berhubungan dengan penerapan pengetahuan mengenai bilangan, pola bilangan, dan operasi bilangan. Self-efficacy adalah kepercayaan diri seseorang terhadap kemampuan atau keterampilan dirinya untuk menyelesaikan suatu pekerjaan dalam berbagai keadaan. Pemecahan masalah matematika berkaitan dengan self-efficacy siswa. Tujuan penelitian ini yaitu untuk mendeskripsikan profil pemecahan masalah matematika siswa yang memiliki self-efficacy tinggi dan rendah pada soal PISA konten quantity. Jenis penelitian ini yaitu deskriptif kualitatif yang ditujukan kepada siswa kelas X SMA, dengan 2 subjek penelitian yang mana 1 subjek memiliki self-efficacy tinggi dan 1 subjek memiliki self-efficacy rendah. Instrumen yang digunakan yaitu angket self-efficacy, tes pemecahan masalah PISA konten quantity (2 soal), dan pedoman wawancara. Hasil penelitian ini yaitu pada tahap memahami masalah, siswa yang memiliki self-efficacy tinggi berusaha memahami kalimat pada soal sementara siswa yang memiliki selfefficacy rendah langsung mencari yang diketahui pada soal, serta keduanya dapat menyebutkan informasi pada soal dengan tepat. Pada tahap membuat rencana penyelesaian, siswa yang memiliki self-efficacy tinggi dapat menentukan konsep dan menerapkan konsep dengan tepat hanya pada soal nomor 1. Sedangkan siswa yang memiliki self-efficacy rendah tidak dapat menentukan konsep yang tepat. Pada tahap melaksanakan rencana, siswa yang memiliki self-efficacy tinggi menuliskan penyelesaian sesuai dengan rencana serta penyelesaian yang tepat hanya pada nomor 1. Sedangkan siswa yang memiliki self-efficacy rendah menuliskan penyelesaian sesuai dengan rencana, namun penyelesaiannya kurang tepat. Pada tahap memeriksa kembali, siswa yang memiliki self-efficacy tinggi mengevaluasi pekerjaannya dari awal hingga akhir, penyelesaiannya telah sesuai dengan rencana, serta penyelesaian yang tepat hanya pada nomor 1. Sedangkan siswa yang memiliki self-efficacy rendah hanya mengecek pekerjaannya sepintas pada soal nomor 1, sehingga penyelesaiannya kurang tepat, meskipun penyelesaiannya telah sesuai dengan rencana. Oleh karena itu, guru perlu mempertimbangkan self-efficacy siswa dalam memecahkan masalah matematika.Kata Kunci: pemecahan masalah, self-efficacy, soal PISA konten quantityProblem solving is an individual process for overcoming obstacles. The PISA content quantity problem is a PISA problem that deals with the application of knowledge about numbers, number patterns, and number operations. Self-efficacy is one's confidence in one's ability or skill to complete a job in variouscircumstances. Mathematical problem solving is related to student self-efficacy. The purpose of this study is to describe the profile of mathematical problem solving students who have high and low self-efficacy in the PISA content quantity problem. This type of research is descriptive qualitative aimed at class X high school students, with 2 research subjects where 1 subject has high self-efficacy and 1 subject has low self-efficacy. The instrument used was a self-efficacy questionnaire, PISA problem solving test content quantity (2 questions), and interview guidelines. The results of this study are in the stage of understanding the problem, students who have high self-efficacy try to understand the sentences in the problem while students who have low self-efficacy directly look for what is known in the problem, and both of them can mention information on the problem correctly. In the stage of making a completion plan, students who have high self-efficacy can determine concepts and apply concepts appropriately only on problem number 1. Whereas students who have low self-efficacy cannot determine the right concepts. At the stage of implementing the plan, students who have high self-efficacy write the completion according to the plan and the right completion is only at number 1. Whereas students who have low self-efficacy write the completion according to the plan, but the completion is less precise. In the re-checking stage, students who have high self-efficacy evaluate their work from beginning to end, the completion is according to plan, and the right completion is only at number 1. Whereas students who have low self-efficacy only check their work briefly on question number 1 , so that the solution is less precise, even though the solution is in accordance with the plan. Therefore, teachers need to consider students' self-efficacy in solving mathematical problems.Keywords: problem solving, self-efficacy, PISA content quantity questions

About using special data structures in coverage algorithms

The aim of this work is to increase the efficiency of methods and algorithms for solving the problem of finding coverage. Efficiency is understood as the minimum delay of the procedure that implements this method. To increase the efficiency of the “Columnization” method, a characteristic vector (CV) is introduced into the decision tree construction procedure, obtained by summing the units in columns / rows of the coverage table (CT); it characterizes the current state of the coverage table. The idea of this method is to gradually decompose CT into sub-tables using their reduction according to certain rules. We consider 3 ways to reduce the original table / current sub-tables in the methods: 1) "Border search over a concave set"; 2) "Using the properties of the coverage table"; 3) "The minimum column is the maximum row." In the latter method, CV was used for the first time, which made it possible to accelerate the coating finding procedure up to one and a half times. The complexity estimates for the considered coating methods are calculated; we have: S1 = O (n ^ 3); S2 = O (2 ^ n); S3 = O (n ^ 2), where n is the determining parameter of the coverage problem (number of columns), and the applicability limits of these methods are determined. It is shown that the use of CV in methods 1 and 2 is impractical.

7-Step PBL: Problem Solving Ability of Students in Work and Energy

The purpose of this study was to determine the level of problem solving skills of students in the 7-Step PBL material work and energy materials. The method used in this research is descriptive method. The number of samples used in this study were 62 students. The data analysis technique used is descriptive analysis technique. There are three main findings in this study, the first amounted to 69.35% the average level of problem solving abilities of students is still at level 2 (moderate). Second, even after participating in learning using the 7-Step PBL method, the average problem solving ability of students has not yet reached level 4(high). Third, in indicator problem number 2 "relationship work and kinetic energy" there are no students who have problem-solving skills at level 4(high).

Conversion of the Hamiltonian path problem into a wide bandwidth signal filtering problem

The (undirected) Hamiltonian path problem is reduced to a signal filtering problem - number of Hamiltonian paths becomes amplitude at zero frequency for sinusoidal signal f(t) that encodes a graph. Then a 'divide and conquer' strategy to filtering out wide bandwidth components of a signal is suggested - one filters out angular frequency 1/2 to 1, then 1/4 to 1/2, then 1/8 to 1/4 and so on. An actual implementation of this strategy involves careful extrapolation using numerical differentiation and local polynomial. This paper proves P=NP up to exactly proving that required filter design only necessitates number of samples that is polynomial of |V|, number of vertices in a graph, and that obtaining filter coefficients only take polynomial time complexity relative to |V|.

Analisis Kesalahan Siswa dalam Pemecahan Masalah Aritmatika Sosial

This study aims to determine the types of errors in solving Social Arithmetic problems using Newman error analysis, for profit and loss learning material for 7C grade students at SMPN 4 Pandak, Bantul. Research subjects were 27 students, data collection techniques using written tests and clinical interviews. The written test consists of 3 questions about Social Arithmetic about profit and loss. The test results show that in question number 1 there were 6 students wrong, question number 2 there were 26 students wrong and in question number 3 all students' answers were wrong. Then the results of the work of 3 students who had the most errors were chosen at the completion of the three test questions for further analysis. Analysis of the results of errors was carried out based on the type of error Newman and identified that in problem number 1 there were 6 students making mistakes type 2, 3, 4, and 5; in question number 2 there were 26 students who mostly made mistakes of types 2 and 3; in question number 3 there are no correct student answers, all students make mistakes on types 2 and 3 and most of them on type 4 errors. Keywords: social arithmetic, error, Newman, about the story

ANALISIS KESALAHAN PADA SISWA KELAS XI DALAM MENGERJAKAN SOAL MATERI MATRIKS

Penelitian ini memiliki tujuan untuk mendeskripsikan bagaimana kesalahan pada siswa kelas XI dalam mengerjakan soal materi matriks. Penelitian yang termasuk kedalam penelitian deskriptif kualitatif. Subjek dalam penelitian adalah siswa kelas XI MAN di Cimahi yang berjumlah 9 orang. Instrument tes yang diberikan yaitu lima butir soal. Teknik pengumpulan data pada penelitian ini adalah tes. Data yang diperoleh adalah kesalahan yang siswa lakukan dalam menjawab setiap butir soal. Berdasarkan hasil penelitian diperoleh bawah siswa yang menjawab benar pada soal nomor satu sebesar100%, soal nomor dua sebesar 66,7%, soal nomor tiga sebesar 10%, soal nomor empat sebesar 100%, dan soal nomor lima sebesar 77,8%. Hasil presentase siswa yang menjawab benar menunjukan bahwa masih banyak kesalahan yang dilakukan siswa. Kesalahan tersebut berada pada soal nomor dua, tiga dan lima. Karena bisa dilihat dari presentase ketiga nomor tersebut memiliki presentase cukup rendah, berbeda dengan soal nomor satu dan empat yang memiliki presentase sangat baik. Kesalahan yang ditemukan pada ketiga nomor diantaranya : 1) kesalahan konsep perkalian matriks, 2) kesalahan dalam perhitungan, 3) kesalahan tidak menuliskan tanda operasi, 4) kesalahan konsep, dan 5) kesalahan kecerobohan. Kesalahan ini disebabkan siswa lupa materi, kecorobohan, kurang memperhatikan informasi yang dari soal dan tidak telitinya siswa dalam mengerjakan soal.ABSTRACTThe goal of this research is to describe how wrong all of the students in the sophomores have been in solving matrix material. The method of this research is qualitative descriptive research. The subject in this research is XI grade of MAN CIMAHI is 9 person. The instrument of the test was given the five grains of matter. The data-collection of this technique is a test. The data was obtained is a student's fault in answering every questions. Based on the results was obtained by the undergraduates who get the right answers on the number is one problem is 100%, the problem of number two is 66.7%, the problem of number three is 10%, the problem of number four is 100%, and the problem of number five at 77.8%. The results of this research is student do the presentation that gave the correct answer show there are many mistakes of the students. The fault shows in problem number two, three and five. Because it evidenced in the third percentage that the number has a fairly low percentage, in contrast to the number one and four that have a very good presentation. The Errors found in all three numbers such as : 1) matrix multiplication errors, 2) errors in calculation, 3) errors did not mark operations, 4) draft errors, and 5) discretionary errors. The mistake was caused by students forgetting the material, demolition, lacking interest and not studying in their problem of students.