Henny Ekana Ch.
Prodi Pendidikan Matematika Jurusan P.MIPA FKIP Universitas Sebelas Maret

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Penerapan Model Missouri Mathematic Project (MMP) untuk Meningkatkan Pemahaman dan Sikap Positif Siswa Pada Materi Fungsi (Penelitian dilakukan di kelas XI.11 SMK Negeri 1 Karanganyar Tahun Ajaran 2012/2013

Jurnal Pendidikan Matematika SoLuSi ( Tersohor Luas dan Berisi ) Vol 1, No 1 (2013): Jurnal Pendidikan Matematika Solusi
Publisher : F.KIP Universitas Sebelas Maret

Show Abstract | Original Source | Check in Google Scholar | Full PDF (164.679 KB)

Abstract

ABSTRACTThis study aims to improve the student’s comprehension and positive attitude in class XI SMK Negeri 1 Karanganyar at the academic year of 2012/2013 through the use of model Missouri Mathematics Project (MMP) on mathematic subject. The research is a Classroom Action Research which was carried out in two cycles. Each cycle consists of four step: planning, action, observation and reflection. Subject of the research are students in class XI.11 SMK Negeri 1 Karanganyar at the academic year of 2012/2013. The research data obtained through test and observations. The technique of anal data obtained through test and observations. The technique of analyzing data is a descriptive analysis technique. Data validation from positif attitude and learning process which is used in this research is triangulation of source technique. The result of the research describes that the implementation of the classroom action research through the use of model Missouri Mathematics Project (MMP) on the subject of probability  can improve the student’s comprehension and positive attitude in learning. This is based on the result of test and observation. From the result of test in first circle, persentage complete of students is 90% and second circle persentage complete of  students increase until 2,5% to 92,5%. While the result of observation from two observer in first circle and second circle average persentage the student’s positif attitude is 90,90%. Based on the result we can conclude that the use of model Missouri Mathematics Project (MMP) can improve the student comprehension and positive attitude on mathematic subject in class XI.11 SMK Negeri 1 Karanganyar at academic year 2012/2013. Key words: comprehension, positive attitude,  mathematic, missouri mathematics project

Proses Berpikir Kreatif Siswa Kelas X Dalam Memecahkan Masalah Geometri Berdasarkan Tahapan Wallas Ditinjau dari Adversity Quotient (AQ) Siswa

Jurnal Pendidikan Matematika SoLuSi ( Tersohor Luas dan Berisi ) Vol 1, No 1 (2013): Jurnal Pendidikan Matematika Solusi
Publisher : F.KIP Universitas Sebelas Maret

Show Abstract | Original Source | Check in Google Scholar | Full PDF (417.447 KB)

Abstract

ABSTRACT The purpose of this study is to investigate the process of creative thinking in X class in solving geometry problems based on Wallas stages reviewed by student’s Adversity Quotient (AQ). This study used a qualitative descriptive method. Subjects were determined through purposive sampling which is based on several criteria, namely: (1) in the category of adversity quotient to be analyzed (climber, camper, quitter) and (2) have good communication skills (based on information from the teacher). Finally, subjects were taken for this research is 1 person for each category of AQ. The techniques of collection the data was done by doing task-based interview. The task in this research is Test of Problem Solving. The data analysis techniques include three activities there are classification, data presentation and conclusion. Data validation was done by time triangulation and perseverance. Based on the results of data analysis, it can be concluded that: (1) Stages of climber’s creative thinking process in solving geometry problems are: (a) In the preparation stage, climber  understood the given problem in a relatively short time, student was able to convey the information with its own language, (b) In the incubation stage, climber was doing reflection activity, (c) In the illumination stage, student is able to specify the idea, (d) In the verification stage, climber were trying to determine the size by trial and error, the student is able to determine the size fluently, student didn’t give up eventhough student did some mistakes in defining the size; (2) Stages of camper’s creative thinking process in solving geometry problems are: (a) In the preparation stage, student was able to understand the problem well with a relatively short time, student was able to convey the information by its own language, (b) In the incubation stage, camper was doing reflection activities, student was thinking of similar problems are encountered in daily lives, (c) In the illumination stage, student was able to specify an idea and trying to imagine a real problem, (d) In the verification stage, student was  trying to determine the size by trial and error in a way student chose one side-size  and then determine the other size, student was able to determine the size fluently; (3) Stages of quitter’s creative thinking process in solving geometry problems are: (a) In the preparation stage, quitter was able to understand the given problem, but student relatively needs more time than students camper and climber, when student passed the  information from the problem, quitter still speaks with a language problem, (b) In the incubation stage, quitter was doing reflection activities, but in hindsight was not too mean, (c) In the Illumination stage, quitter decide the ideas will be realized from prior knowledge, there are no new ideas, (d) In the verification stage, student was able to determine the size by finding the factors of a given volume, the scheme used during the test of problem solving , student was able to determine the size fluently. Keywords: creative thinking processes, stages of Wallas, adversity quotient, geometry.