Berpikir kritis siswa ditinjau dari gaya kognitif visualizer dan verbalizer dalam menyelesaikan masalah geometri
Student's strategy in solving mathematics problem cannot be separated from the way students receive and process the information which is called as cognitive style. Students have different cognitive styles as they learn. They tend to have visualizer cognitive style and the others have verbalizer. The different cognitive styles will trigger students' critical thinking skills. This research was conducted in Madrasah Tsanawiyah Daru'l Hikam Cirebon using the quantitative method of a causal-comparative. The sampling technique used cluster random sampling, with a total sample of 45 students, 24 students are visualizer and the remaining is verbalizer. The results showed that the visualizer students obtained an average score of 50.15, while the verbalizer students got 40.05. Viewing from the average percentage of the results of each aspect of critical thinking, visualizer students can be categorized quite well, while the verbalizer students can be categorized less. This research implies that there are differences in critical thinking between students with visualizer cognitive style and students with verbalizer in solving geometry problems.
Kamis, 15 Maret 2018
Pengembangan Bahan Ajar Matematika Berbentuk Leaflet Berbasis Kemampuan Kognitif Siswa Berdasarkan Teori Bruner
Many students who are less interested in math. Therefore, innovation becomes important so that math learning can be attractively packaged. One of innovation is a development of teaching materials to create teaching materials in the form of the leaflet. The purpose of this study is to develop leaflet teaching materials on the subjects of cube and beam based on student’s cognitive abilities referred Bruner’s theory. Bruner's cognitive stage of the theory that there are three stages enaktif, iconic and symbolic. A research method that used by researcher is research method and development. The model used is the design development according to Sugiyono, consists of problem identification, data collection, preparation of teaching materials, design validation, design revisions, product testing, product revision, utility testing. Aspects of assessment used were the product assessment by experts, cognitive ability tests students based on the theory of Bruner and student response sheet. In the product assessment consist of worthiness content, display, language, and completeness of the component
Many students who are less interested in math. Therefore, innovation becomes important so that math learning can be attractively packaged. One of innovation is a development of teaching materials to create teaching materials in the form of the leaflet. The purpose of this study is to develop leaflet teaching materials on the subjects of cube and beam based on student’s cognitive abilities referred Bruner’s theory. Bruner's cognitive stage of the theory that there are three stages enaktif, iconic and symbolic. A research method that used by researcher is research method and development. The model used is the design development according to Sugiyono, consists of problem identification, data collection, preparation of teaching materials, design validation, design revisions, product testing, product revision, utility testing. Aspects of assessment used were the product assessment by experts, cognitive ability tests students based on the theory of Bruner and student response sheet. In the product assessment consist of worthiness content, display, language, and completeness of the component
Membangun Kemampuan Berfikir Matematika Tingkat Tinggi Melalui Pendekatan Induktif, Deduktif dan Induktif-Deduktif Dalam Pembelajaran Matematika
Pendidikan diera globalitas memberikan tantangan bagi pendidik untuk meningkatkan kualitas pembelajaran. Upaya yang perlu dilakukan salah satunya yaitu perubahan cara mengajar. Gaya mengajar yang mengabaikan kreatifitas peserta didik dapat disinyalir sebagai setagnannya mutu pencapaian tujuan pembelajaran. Oleh karena itu, pembelajaran yang baik apabila pendidik dapat berkreasi dalam mengimplementasikan pendeketan pembelajaran; alasan dan perlunya perubahan pendekatan pembelajaran matematika dari cara tradisional ke arah yang lebih inovatif dan sesuai dengan tuntutan zaman yaitu pendekatan pembelajaran yang dapat menunjang pencapaian lima tujuan pelajaran matematika; serta pembelajaran yang lebih fokus pada pemecahan masalah, membanun krativitas belajar dan dapat memfasilitasi para peserta didik untuk mengkontrusi pengetahuan matematika. Kegiatan pembelajaran dapat berjalan dengan baik dan sesuai dengan tututan kurikulum 2013, apabila pendidik menyajikan materi ajar dengan menerapkan pendekatan pembelajaran yang berpusat pada peserta didik. Sekiranya penting bagi para pendidik untuk merubah strategi pembelajarannya. Misalnya pembelajaran dengan pendekatan induktif, deduktif dan kolaburasi dari induktif-deduktif. Dengan demikian dapat dimaknai bahwa pendekatan pembelajaran dapat digunakan sebagai acuan pada kegiatan perancangan kegiatan yang sistematik dalam mengkomunikasikan isi pelajaran kepada peserta didik untuk meningkatkan kemampuan berfikir matematika tingkat tinggi siswa.
Pendidikan diera globalitas memberikan tantangan bagi pendidik untuk meningkatkan kualitas pembelajaran. Upaya yang perlu dilakukan salah satunya yaitu perubahan cara mengajar. Gaya mengajar yang mengabaikan kreatifitas peserta didik dapat disinyalir sebagai setagnannya mutu pencapaian tujuan pembelajaran. Oleh karena itu, pembelajaran yang baik apabila pendidik dapat berkreasi dalam mengimplementasikan pendeketan pembelajaran; alasan dan perlunya perubahan pendekatan pembelajaran matematika dari cara tradisional ke arah yang lebih inovatif dan sesuai dengan tuntutan zaman yaitu pendekatan pembelajaran yang dapat menunjang pencapaian lima tujuan pelajaran matematika; serta pembelajaran yang lebih fokus pada pemecahan masalah, membanun krativitas belajar dan dapat memfasilitasi para peserta didik untuk mengkontrusi pengetahuan matematika. Kegiatan pembelajaran dapat berjalan dengan baik dan sesuai dengan tututan kurikulum 2013, apabila pendidik menyajikan materi ajar dengan menerapkan pendekatan pembelajaran yang berpusat pada peserta didik. Sekiranya penting bagi para pendidik untuk merubah strategi pembelajarannya. Misalnya pembelajaran dengan pendekatan induktif, deduktif dan kolaburasi dari induktif-deduktif. Dengan demikian dapat dimaknai bahwa pendekatan pembelajaran dapat digunakan sebagai acuan pada kegiatan perancangan kegiatan yang sistematik dalam mengkomunikasikan isi pelajaran kepada peserta didik untuk meningkatkan kemampuan berfikir matematika tingkat tinggi siswa.
Problem Solving, Creativity dan Decision Making Dalam Pembelajaran Matematika
Pendidikan diera globalitas memberikan tantangan bagi pendidik untuk meningkatkan kualitas pembelajaran. Upaya yang perlu dilakukan salah satunya yaitu perubahan cara mengajar. Gaya mengajar yang mengabaikan kreatifitas peserta didik dapat disinyalir sebagai setagnannya mutu pencapaian tujuan pembelajaran. Oleh karena itu, pembelajaran yang baik apabila pendidik dapat berkreasi dalam mengimplementasikan strategi pembelajaran; alasan dan perlunya perubahan strategi pembelajaran matematika dari cara tradisional ke arah yang lebih inovatif dan sesuai dengan tuntutan zaman yaitu strategi pembelajaran yang dapat menunjang pencapaian lima tujuan pelajaran matematika; serta pembelajaran yang lebih fokus pada pemecahan masalah, membanun krativitas belajar dan dapat memfasilitasi para peserta didik untuk mengkontrusi pengetahuan matematika. Kegiatan pembelajaran dapat berjalan dengan baik dan sesuai dengan tututan kurikulum 2013, apabila pendidik menyajikan materi ajar dengan menerapkan strategi pembelajaran yang berpusat pada peserta didik. Sekiranya penting bagi para pendidik untuk merubah strategi pembelajarannya. Misalnya pembelajaran dengan pemecahan masalah (Problem Solving), membangun kreativitas belajar dan kemampuan pengambilan keputusan (Decision Making). Dengan demikian dapat dimaknai bahwa strategi pembelajaran dapat digunakan sebagai acuan pada kegiatan perancangan kegiatan yang sistematik dalam mengkomunikasikan isi pelajaran kepada peserta didik untuk mencapai tujuan pembelajaran matematika
Pendidikan diera globalitas memberikan tantangan bagi pendidik untuk meningkatkan kualitas pembelajaran. Upaya yang perlu dilakukan salah satunya yaitu perubahan cara mengajar. Gaya mengajar yang mengabaikan kreatifitas peserta didik dapat disinyalir sebagai setagnannya mutu pencapaian tujuan pembelajaran. Oleh karena itu, pembelajaran yang baik apabila pendidik dapat berkreasi dalam mengimplementasikan strategi pembelajaran; alasan dan perlunya perubahan strategi pembelajaran matematika dari cara tradisional ke arah yang lebih inovatif dan sesuai dengan tuntutan zaman yaitu strategi pembelajaran yang dapat menunjang pencapaian lima tujuan pelajaran matematika; serta pembelajaran yang lebih fokus pada pemecahan masalah, membanun krativitas belajar dan dapat memfasilitasi para peserta didik untuk mengkontrusi pengetahuan matematika. Kegiatan pembelajaran dapat berjalan dengan baik dan sesuai dengan tututan kurikulum 2013, apabila pendidik menyajikan materi ajar dengan menerapkan strategi pembelajaran yang berpusat pada peserta didik. Sekiranya penting bagi para pendidik untuk merubah strategi pembelajarannya. Misalnya pembelajaran dengan pemecahan masalah (Problem Solving), membangun kreativitas belajar dan kemampuan pengambilan keputusan (Decision Making). Dengan demikian dapat dimaknai bahwa strategi pembelajaran dapat digunakan sebagai acuan pada kegiatan perancangan kegiatan yang sistematik dalam mengkomunikasikan isi pelajaran kepada peserta didik untuk mencapai tujuan pembelajaran matematika
Menilai Prestasi Belajar melalui Penguatan Self Regulated Learning dan Kecerdasan Emosional Siswa pada Pembelajaran Matematika
Learning in school is a process which is complex and comprehensive. The existence of the learning process may make changes in the student, either intellectually or spiritually. The changes that occur are not only intellectually influenced by intelligence, but may also be of emotional intelligence and the ability to self-regulated learning in learning. Associated with the condition, then the purpose of the research was to analyze the influence of the self-regulated learning and emotional intelligence against the achievements of learning math students. This research was quantitative research with causal comparative method (ex-post facto). The population in this research was all tenth-grade students at SMA 1 Susukan Cirebon. Based on Cluster sampling technique, we have chosen 36 students. The research instrument used was the assessment of self-regulated learning, emotional intelligence of students, and the learning of mathematics achievement test. As for the results of the research there was a positive influence on the self-regulated learning against achievement of learning math 0.819 or 81,9%, there was a positive influence on the emotional intelligence against the learning achievements of 0.742 or 74,2%, and there was a positive relationship between self-regulated learning and emotional intelligence of students namely of 76.5%, meaning between both influence each other with regression equation was . The condition indicates that there was simultaneously influence among self-regulated learning and emotional intelligence against the achievements of students learning math of 46,79%, and the rest was enough criteria 53.21% determined other factors.Learning in school is a process which is complex and comprehensive. The existence of the learning process may make changes in the student, either intellectually or spiritually. The changes that occur are not only intellectually influenced by intelligence, but may also be of emotional intelligence and the ability to self-regulated learning in learning. Associated with the condition, then the purpose of the research was to analyze the influence of the self-regulated learning and emotional intelligence against the achievements of learning math students. This research was quantitative research with causal comparative method (ex-post facto). The population in this research was all tenth-grade students at SMA 1 Susukan Cirebon. Based on Cluster sampling technique, we have chosen 36 students. The research instrument used was the assessment of self-regulated learning, emotional intelligence of students, and the learning of mathematics achievement test. As for the results of the research there was a positive influence on the self-regulated learning against achievement of learning math 0.819 or 81,9%, there was a positive influence on the emotional intelligence against the learning achievements of 0.742 or 74,2%, and there was a positive relationship between self-regulated learning and emotional intelligence of students namely of 76.5%, meaning between both influence each other with regression equation was . The condition indicates that there was simultaneously influence among self-regulated learning and emotional intelligence against the achievements of students learning math of 46,79%, and the rest was enough criteria 53.21% determined other factors.
Learning in school is a process which is complex and comprehensive. The existence of the learning process may make changes in the student, either intellectually or spiritually. The changes that occur are not only intellectually influenced by intelligence, but may also be of emotional intelligence and the ability to self-regulated learning in learning. Associated with the condition, then the purpose of the research was to analyze the influence of the self-regulated learning and emotional intelligence against the achievements of learning math students. This research was quantitative research with causal comparative method (ex-post facto). The population in this research was all tenth-grade students at SMA 1 Susukan Cirebon. Based on Cluster sampling technique, we have chosen 36 students. The research instrument used was the assessment of self-regulated learning, emotional intelligence of students, and the learning of mathematics achievement test. As for the results of the research there was a positive influence on the self-regulated learning against achievement of learning math 0.819 or 81,9%, there was a positive influence on the emotional intelligence against the learning achievements of 0.742 or 74,2%, and there was a positive relationship between self-regulated learning and emotional intelligence of students namely of 76.5%, meaning between both influence each other with regression equation was . The condition indicates that there was simultaneously influence among self-regulated learning and emotional intelligence against the achievements of students learning math of 46,79%, and the rest was enough criteria 53.21% determined other factors.Learning in school is a process which is complex and comprehensive. The existence of the learning process may make changes in the student, either intellectually or spiritually. The changes that occur are not only intellectually influenced by intelligence, but may also be of emotional intelligence and the ability to self-regulated learning in learning. Associated with the condition, then the purpose of the research was to analyze the influence of the self-regulated learning and emotional intelligence against the achievements of learning math students. This research was quantitative research with causal comparative method (ex-post facto). The population in this research was all tenth-grade students at SMA 1 Susukan Cirebon. Based on Cluster sampling technique, we have chosen 36 students. The research instrument used was the assessment of self-regulated learning, emotional intelligence of students, and the learning of mathematics achievement test. As for the results of the research there was a positive influence on the self-regulated learning against achievement of learning math 0.819 or 81,9%, there was a positive influence on the emotional intelligence against the learning achievements of 0.742 or 74,2%, and there was a positive relationship between self-regulated learning and emotional intelligence of students namely of 76.5%, meaning between both influence each other with regression equation was . The condition indicates that there was simultaneously influence among self-regulated learning and emotional intelligence against the achievements of students learning math of 46,79%, and the rest was enough criteria 53.21% determined other factors.
PENGARUH PENGGUNAAN BAHAN AJAR MATEMATIKA BERSUPLEMEN KOMIK TERHADAP KEMANDIRIAN BELAJAR SISWA
Mathematics is a lesson that many students do not like, so to change it all required interactive teaching materials that can foster student self-reliance. The purpose of this research is to know whether there is influence of response of the use of mathematics material supplement comic to student self-reliance. The method used in this research is descriptive statistical method with research design The One-Shot Case Study Design. The result of hypothesis obtained Fcount = 17,198 and Ftable = 3,14 based on Ha hypothesis criteria
Mathematics is a lesson that many students do not like, so to change it all required interactive teaching materials that can foster student self-reliance. The purpose of this research is to know whether there is influence of response of the use of mathematics material supplement comic to student self-reliance. The method used in this research is descriptive statistical method with research design The One-Shot Case Study Design. The result of hypothesis obtained Fcount = 17,198 and Ftable = 3,14 based on Ha hypothesis criteria
A case study of misconceptions students in the learning of mathematics; The concept limit function in high school
This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay subject matter limit function with the number of students by 16 (sixteen). Data collection techniques used are shaped test methods essay, interview method to students who have misconceptions, and methods of documentation of the test answers. Examination of the validity of the data using a triangulation technique that compares the data written test results with data from interviews. The results of this study can be described as follows; (1) The level of misconceptions experienced by students belonging to the category of low, amounting to 12.18%. However, students who do not understand the concept quite high at 40.38%, and the others are students who understand the concept that is equal to 47.44%. (2) The misconception most experienced students lie in subconcepts explain the meaning of limit function at one point through the calculation of values around that point, that is equal to 20.51%. The tendency misconceptions experienced by students is located on errors and operating concepts that misconceptions students that there should be no limit in the completion of the writing of the emblem and misconceptions about the limit students to conclude if the limit value of 0 is no limit to the value of the function.
The Influence Of Implementation Brain-Friendly Learning Through The Whole Brain Teaching To Students’ Response and Creative Character In Learning Mathematics
This study aims to determine whether the application of brain-friendly learning through whole brain teaching gives a positive effect on the creative character of students, to know the response of the students against the application of brain-friendly learning through whole brain teaching, and to find out if the student response to the application of brain-friendly learning through whole brain teaching correlates positively with the creative character of students in learning mathematics. The research method used that is quantitative. The instruments used, namely the now student response related application of brain-friendly learning through whole brain teaching, and sheets of observation about the creativity of students in learning mathematics after implementing this method. The correlation analysis with the results of the study showed that the value of the larger significance of the alpha values (5%) which means accepting Ha and rejecting H0 which means student response against the application of brain-friendly learning through whole brain teaching not correlated positively with the creative character of students in learning mathematics. The average student response score against this method is found on very good i.e. amounted to 85%. As for the observations of the creative character of the students, after this method is applied, the average score of 68% is found quite creative
This study aims to determine whether the application of brain-friendly learning through whole brain teaching gives a positive effect on the creative character of students, to know the response of the students against the application of brain-friendly learning through whole brain teaching, and to find out if the student response to the application of brain-friendly learning through whole brain teaching correlates positively with the creative character of students in learning mathematics. The research method used that is quantitative. The instruments used, namely the now student response related application of brain-friendly learning through whole brain teaching, and sheets of observation about the creativity of students in learning mathematics after implementing this method. The correlation analysis with the results of the study showed that the value of the larger significance of the alpha values (5%) which means accepting Ha and rejecting H0 which means student response against the application of brain-friendly learning through whole brain teaching not correlated positively with the creative character of students in learning mathematics. The average student response score against this method is found on very good i.e. amounted to 85%. As for the observations of the creative character of the students, after this method is applied, the average score of 68% is found quite creative
INTERNALISASI NILAI-NILAI PENDIDIKAN KI HADJAR DEWANTARA DALAM MODEL PEMBELAJARAN DI PERGURUAN TINGGI (Studi Eksperimen di Jurusan Tadris Matematika)
Department of Mathematics education curriculum implementation Based KKNI who have not provided the container development of character education for students. This can be seen from the learning process in college that still relies on aspects of increased knowledge. Achievement of learning on aspects of attitudes/ values still are administrative without being pushed on the feasibility of value investment education daily life. Applied learning models are still oriented to conventional learning eg discussions, lectures, discussion, and assignment. It is necessary to present innovations in the learning model for students. Model-oriented learning in the context of nationalism (educational values Ki Hadjar Dewantara). so that by applying the learning model of value investment Ki Hajar Dewantara education can increase educational purposes at universities. The method used in this study is quasi-experimental design with a Two-Group Test post-only design. The population in this study that students of Department of Mathematics Education. The sample research nonprobability sampling using purposive sampling technique. Experiments in which the class is used as the Class A total of 39 students and the class is a class B control as many as 33 students. Results of research dianataranya that the student response to the application of learning models planting educational values Ki Hadjar Dewantara is quite good. Students learning attitude was quite good with a big achievement average score of 64.41. Effect of application of learning models planting educational values Ki Hadjar Dewantara attitude towards learning in mathematics education majors and significant effect on average there are differences in learning outcomes experimental class is higher than population control class learning outcomes. It states that the application of learning models planting educational values Ki Hadjar Dewantara effectively implemented in the Department of Mathematics Education
Department of Mathematics education curriculum implementation Based KKNI who have not provided the container development of character education for students. This can be seen from the learning process in college that still relies on aspects of increased knowledge. Achievement of learning on aspects of attitudes/ values still are administrative without being pushed on the feasibility of value investment education daily life. Applied learning models are still oriented to conventional learning eg discussions, lectures, discussion, and assignment. It is necessary to present innovations in the learning model for students. Model-oriented learning in the context of nationalism (educational values Ki Hadjar Dewantara). so that by applying the learning model of value investment Ki Hajar Dewantara education can increase educational purposes at universities. The method used in this study is quasi-experimental design with a Two-Group Test post-only design. The population in this study that students of Department of Mathematics Education. The sample research nonprobability sampling using purposive sampling technique. Experiments in which the class is used as the Class A total of 39 students and the class is a class B control as many as 33 students. Results of research dianataranya that the student response to the application of learning models planting educational values Ki Hadjar Dewantara is quite good. Students learning attitude was quite good with a big achievement average score of 64.41. Effect of application of learning models planting educational values Ki Hadjar Dewantara attitude towards learning in mathematics education majors and significant effect on average there are differences in learning outcomes experimental class is higher than population control class learning outcomes. It states that the application of learning models planting educational values Ki Hadjar Dewantara effectively implemented in the Department of Mathematics Education
HUBUNGAN PERSEPSI SISWA TENTANG GURU MATEMATIKA DENGAN HASIL BELAJAR MATEMATIKA SISWA
The purpose of this study was to know the relationship between student perception towards mathematics teacher with mathematics academic performance. The population of the study was all students of class VIII SMPN 8 Cirebon in the academic year 2014/2015, with the number of students 287 people. The sampling technique used proportional random sampling, and the sample size was 56 students. Data collection techniques used: 1) Questionnaire of Perceptions towards Mathematics teacher, and 2) The results of student mathematics learning test. The result of correlation analysis shows no significant correlation between students perception towards the teacher and academic performance (r= .155, p= .254).
The purpose of this study was to know the relationship between student perception towards mathematics teacher with mathematics academic performance. The population of the study was all students of class VIII SMPN 8 Cirebon in the academic year 2014/2015, with the number of students 287 people. The sampling technique used proportional random sampling, and the sample size was 56 students. Data collection techniques used: 1) Questionnaire of Perceptions towards Mathematics teacher, and 2) The results of student mathematics learning test. The result of correlation analysis shows no significant correlation between students perception towards the teacher and academic performance (r= .155, p= .254).
Assessing the Readiness of Student Learning Activity and Learning Outcome
The research is proposed by the underestimate of the students’ activeness and the students’ achievement. The purposes of the research was to evaluate the influence of the students’readiness to the students’ activeness, the influence of the students ‘readiness to the students’ achievement, and the influence of the students’ activeness to the students’ achievement in the first class of Junior High School 2 Cibingbin, Kuningan, West Java. Its influence uses the correlation descriptive method. The population is 127 students of the first class of Junior High School 2 Cibingbin, Kuningan, West Java and the sample is 96 students. The results of the study showed that the description of the students’readiness learning was at high category 69.35%. The description of the students’ activeness was also at high category 85.47%. In addition, the description of the students’ achievement was categorized as high grade (84.35%). There was a positive influence of students readiness to the student's activeness and achievement, and there was the positive influence of the student's activeness to the student's achievement
The research is proposed by the underestimate of the students’ activeness and the students’ achievement. The purposes of the research was to evaluate the influence of the students’readiness to the students’ activeness, the influence of the students ‘readiness to the students’ achievement, and the influence of the students’ activeness to the students’ achievement in the first class of Junior High School 2 Cibingbin, Kuningan, West Java. Its influence uses the correlation descriptive method. The population is 127 students of the first class of Junior High School 2 Cibingbin, Kuningan, West Java and the sample is 96 students. The results of the study showed that the description of the students’readiness learning was at high category 69.35%. The description of the students’ activeness was also at high category 85.47%. In addition, the description of the students’ achievement was categorized as high grade (84.35%). There was a positive influence of students readiness to the student's activeness and achievement, and there was the positive influence of the student's activeness to the student's achievement
Penguasaan Konsep Lingkaran Terhadap Kemampuan Spasial Matematika Siswa Pokok Bahasan Bangun Ruang Sisi Lengkung Kelas VIII SMP Negeri 1 Kota Cirebon
Konsep lingkaran adalah konsep dasar yang harus dipahami lebih lanjut untuk memahami mengenai konsep bangun ruang sisi lengkung. Sehingga alur konsep ini dapat membantu meningkatkan kemampuan spasial pada materi bangun ruang sisi lengkung.
Konsep lingkaran adalah konsep dasar yang harus dipahami lebih lanjut untuk memahami mengenai konsep bangun ruang sisi lengkung. Sehingga alur konsep ini dapat membantu meningkatkan kemampuan spasial pada materi bangun ruang sisi lengkung.
Aspek Psikologi, Sosial-Kultural dan Sikap Islam terhadap Perilaku Transeksual di Indonesia
The aspect of social issues becomes one of the concerns of contemporary Islam. This aspect is usually discussed and became the hottest news in social life. One might feel having lack of unanimity in the provision of public attitudes towards him/her self. This is what happened to transsexual and genital surgery people. Those who have and do the things that feel cornered because people assume the actions carried out under the assumption that they have been violated. Transsexual is a person whose way of behaving not same to the appearance of gender roles in general.Transsexual is a person who in the various levels of "breaking" cultural norms about how men and women should have it. A woman, for example, is culturally soft and tender. If a man has such kind of girl character, it's called transsexuals. Some transsexual people are wearing the opposite sex clothes. Transsexual people might change his or her gender, as male changes into a woman, and vice versa. Many things can affect the formation of transsexual behavior; from biological aspect, social-psychological, and cultural aspects. Muslims take a stand against the potential problems that may result from the presence of the transsexual behavior. In spite of these problems, Muslims should be wise in maintaining harmony in the social life of this world
The aspect of social issues becomes one of the concerns of contemporary Islam. This aspect is usually discussed and became the hottest news in social life. One might feel having lack of unanimity in the provision of public attitudes towards him/her self. This is what happened to transsexual and genital surgery people. Those who have and do the things that feel cornered because people assume the actions carried out under the assumption that they have been violated. Transsexual is a person whose way of behaving not same to the appearance of gender roles in general.Transsexual is a person who in the various levels of "breaking" cultural norms about how men and women should have it. A woman, for example, is culturally soft and tender. If a man has such kind of girl character, it's called transsexuals. Some transsexual people are wearing the opposite sex clothes. Transsexual people might change his or her gender, as male changes into a woman, and vice versa. Many things can affect the formation of transsexual behavior; from biological aspect, social-psychological, and cultural aspects. Muslims take a stand against the potential problems that may result from the presence of the transsexual behavior. In spite of these problems, Muslims should be wise in maintaining harmony in the social life of this world
Pengaruh Motivasi dan Persepsi Siswa pada Matematika Terhadap Prestasi Belajar Matematika Siswa Kelas VIII di MTs Al-Hidayah Dukupuntang Kabupaten Cirebon (Pokok Bahasan Kubus dan Balok)
Mathematics is the basis of science development and has the advantages in daily life. Mathematics also is said the queen of knowledge, because it has the important role the results in the study of mathematics influenced by internal and external factors. One of the internal factors is the ability of metacognition. For that conducted this study aimed to determine the effect the ability of metacognition on mathematics learning outcomes at SMPN2 leuwimunding. The method of this research is ex-post facto research with a quantitative approach. The number of samples in this study was 76 students who were taken by random sampling through traditional means. Metacognition variables were measured using questionnaires MAI (metacognitive AwarennesInventory) which was adopted from Scraw & Dennison while studying mathematics outcome variables were measured using the test in the form of an essay. The technique of analyzing data for a hypothesis is simple regression technique. The result of this thesis show that the result of hypothesis is tcount = 5,489 bigger than table =1,993 than Ho denied and Ha accepted, it means that is influences between metacognitive on learning math and also has the similarity of regression for that variable, that are Y=17,397 + 0, 795X, from that similarity, coefficient of regression is 0,795. It means that every improvement of metacognitive will influence learning student result is 0,795. Then there is the influence of metacognition ability to learn math results with the value of R Square of 28.9%, which means that the contribution to the ability of metacognition learning outcomes of mathematics is 28,9% and 71,1% is influenced by other factors.
Perbedaan Tipe Kepribadian terhadap Sikap Belajar Matematika Siswa Kelas X SMA Islam Al-Azhar 5 Cirebon
Personality is the essential nature of the individual which is reflected in the attitudes of learners. The uniqueness depending on the type of personality that.Tipi personality affects the attitude in adjusting and socialize with the environment, including in the learning process. Learning attitude is a tendency when studying the behavior of an academic nature and is one of the factors that affect learning outcomes. Attitude is sometimes based on emotion and impulse from the inside, with a nice boost it will generate a good learning attitude as well and vice versa. This study aims to determine the differences in students' mathematics learning attitudes based on the type of personality in SMA Islam Al-Azhar 5 Cirebon. The approach used in the quantitative study with descriptive method. The population in this study were high school students the Islamic Al-Azhar 5 Cirebon, while the sample is class X students numbered 98 people. The sampling technique used in this study is the probability sampling by using simple random sampling. Based on the analysis that has been done that there is no difference in the attitude of learning mathematics is based on the type of personality that is significant, it can be seen from F¬hitung one way ANOVA test results conducted Ftable is smaller than 0616 which was 2.7 Ftabel¬ H0 acceptable means there are no significant differences based on the type of personality student learning.
Personality is the essential nature of the individual which is reflected in the attitudes of learners. The uniqueness depending on the type of personality that.Tipi personality affects the attitude in adjusting and socialize with the environment, including in the learning process. Learning attitude is a tendency when studying the behavior of an academic nature and is one of the factors that affect learning outcomes. Attitude is sometimes based on emotion and impulse from the inside, with a nice boost it will generate a good learning attitude as well and vice versa. This study aims to determine the differences in students' mathematics learning attitudes based on the type of personality in SMA Islam Al-Azhar 5 Cirebon. The approach used in the quantitative study with descriptive method. The population in this study were high school students the Islamic Al-Azhar 5 Cirebon, while the sample is class X students numbered 98 people. The sampling technique used in this study is the probability sampling by using simple random sampling. Based on the analysis that has been done that there is no difference in the attitude of learning mathematics is based on the type of personality that is significant, it can be seen from F¬hitung one way ANOVA test results conducted Ftable is smaller than 0616 which was 2.7 Ftabel¬ H0 acceptable means there are no significant differences based on the type of personality student learning.
ANALISIS KECERDASAN LOGIS MATEMATIS DAN KECERDASAN LINGUISTIK SISWA BERDASARKAN JENIS KELAMIN
Konsep Multiple Intelligences ditarik dalam ranah pendidikan. Paradigma pendidikan mengalami banyak koreksi. Hampir mayoritas pendidikan di sekolah cenderung kurang menghargai seluruh potensi para peserta didik. Konsep Multiple Intelligences yang menitikberatkan pada ranah keunikan selalu menemukan kelebihan peserta didik. Pembelajaran di sekolah hanya melihat dari kecerdasan intelektualnya. Kecerdasan tersebut, dikenal dengan kecerdasan rasional dengan melakukan tes IQ. Kecerdasan intelektual cenderung menggunakan kemampuan logis matematis dan linguistik. Tujuan penelitian yaitu untuk mengetahui kecerdasan logis matematis dan kecerdasan linguistik antara siswa laki-laki dan perempuan. Penelitian ini menggunakan penelitian kuantitatif dengan jenis masalah yang dikaji yaitu komparatif terhadap kecerdasan logis matematis dan kecerdasan linguistik antara siswa laki-laki dengan perempuan. Berdasarkan hasil penelitian bahwa uji hipotesis dengan α = 0,05 diperoleh bahwa nilai thitung sebesar 1,447 dan nilai ttabel dengan taraf signifikan 5% sebesar 2,024. Hal ini menunjukkan bahwa thitung < ttabel maka berdasarkan kriteria uji-t dua sampel H0 diterima dan Ha ditolak, artinya tidak ada perbedaan yang signifikan kecerdasan logis matematis siswa laki-laki dengan perempuan. Dan untuk kecerdasan linguistiknya diperoleh bahwa nilai thitung sebesar 0,826 dan nilai ttabel dengan taraf signifikan 5% sebesar 2,024 hal ini menunjukkan bahwa t-hitung < ttabel. Jadi, tidak ada perbedaan yang signifikan kecerdasan linguistik antara siswa laki-laki dengan perempuan
Konsep Multiple Intelligences ditarik dalam ranah pendidikan. Paradigma pendidikan mengalami banyak koreksi. Hampir mayoritas pendidikan di sekolah cenderung kurang menghargai seluruh potensi para peserta didik. Konsep Multiple Intelligences yang menitikberatkan pada ranah keunikan selalu menemukan kelebihan peserta didik. Pembelajaran di sekolah hanya melihat dari kecerdasan intelektualnya. Kecerdasan tersebut, dikenal dengan kecerdasan rasional dengan melakukan tes IQ. Kecerdasan intelektual cenderung menggunakan kemampuan logis matematis dan linguistik. Tujuan penelitian yaitu untuk mengetahui kecerdasan logis matematis dan kecerdasan linguistik antara siswa laki-laki dan perempuan. Penelitian ini menggunakan penelitian kuantitatif dengan jenis masalah yang dikaji yaitu komparatif terhadap kecerdasan logis matematis dan kecerdasan linguistik antara siswa laki-laki dengan perempuan. Berdasarkan hasil penelitian bahwa uji hipotesis dengan α = 0,05 diperoleh bahwa nilai thitung sebesar 1,447 dan nilai ttabel dengan taraf signifikan 5% sebesar 2,024. Hal ini menunjukkan bahwa thitung < ttabel maka berdasarkan kriteria uji-t dua sampel H0 diterima dan Ha ditolak, artinya tidak ada perbedaan yang signifikan kecerdasan logis matematis siswa laki-laki dengan perempuan. Dan untuk kecerdasan linguistiknya diperoleh bahwa nilai thitung sebesar 0,826 dan nilai ttabel dengan taraf signifikan 5% sebesar 2,024 hal ini menunjukkan bahwa t-hitung < ttabel. Jadi, tidak ada perbedaan yang signifikan kecerdasan linguistik antara siswa laki-laki dengan perempuan
APLIKASI PEMBELAJARAN DI JENJANG PENDIDIKAN DASAR BERBASIS RAMAH OTAK MELALUI BRAIN DEVELOPMENT STRATEGY
Terkait dengan implemtasi kurikulum yang menyangkut pendidikan anak di tingkatan Sekolah Dasar. Pola pendidikan anak di tingkat ini dikenal dengan istilah Pembelajaran tematik terpadu. Hal ini berbeda dengan pembelajaran ditingkatan kelas di atasnya, yang secara khusus mempelajari ilmu dari berbagai disiplin yang berbeda. Pada pembelajaran di tingkat ini semua disiplin ilmu diajarkan tidak secara mandiri, namun secara terpadu yang dikemas dalam tematema tertentu. Bagian inilah yang menarik untuk dikaji. Pada pembelajaran model ini, peserta didik sudah tidak perlu lagi memikirkan sedang belajar mata pelajaran apa, namun peserta didik belajar tentang apa secara holistik. Pembelajaran terpadu menggunakan tema sebagai pemersatu kegiatan pembelajaran yang memadukan beberapa mata pelajaran sekaligus dalam satu kali tatap muka, untuk memberikan pengalaman yang bermakna bagi peserta didik. Karena peserta didik dalam memahami berbagai konsep yang dipelajari selalu melalui pengalaman langsung dan menghubungkannya dengan konsep lain yang telah dikuasainya. Pembelajaran tematik diyakini sebagai salah satu model pembelajaran yang efektif (highly effective teaching model), karena mampu mewadahi dan menyentuh secara terpadu dimensi emosi, fisik, dan akademik di kelas atau di lingkungan sekolah. Model pembelajaran tematik ini terbukti secara empirik berhasil memacu percepatan dan meningkatkan kapasitas memori peserta didik (enhance learning and increase long-term memory capabilities of learners) untuk waktu yang panjang. Model pembelajaran tematik memiliki perbedaan kualitatif (qualitatively different) dengan model pembelajaran lain. Model pembelajaran ini mengoptimasi lingkungan sebagai kunci dalam menciptakan kelas yang ramah. Kondisi belajar dimana aktifitas belajar yang terjadi melibatkan subjek belajar secara langsung, mengoptimasi semua sumber belajar, dan memberi peluang untuk mengeksplorasi secara luas kemampuan kognitif sisiwa melalui aplikasi pembelajaran ramah otak.
Terkait dengan implemtasi kurikulum yang menyangkut pendidikan anak di tingkatan Sekolah Dasar. Pola pendidikan anak di tingkat ini dikenal dengan istilah Pembelajaran tematik terpadu. Hal ini berbeda dengan pembelajaran ditingkatan kelas di atasnya, yang secara khusus mempelajari ilmu dari berbagai disiplin yang berbeda. Pada pembelajaran di tingkat ini semua disiplin ilmu diajarkan tidak secara mandiri, namun secara terpadu yang dikemas dalam tematema tertentu. Bagian inilah yang menarik untuk dikaji. Pada pembelajaran model ini, peserta didik sudah tidak perlu lagi memikirkan sedang belajar mata pelajaran apa, namun peserta didik belajar tentang apa secara holistik. Pembelajaran terpadu menggunakan tema sebagai pemersatu kegiatan pembelajaran yang memadukan beberapa mata pelajaran sekaligus dalam satu kali tatap muka, untuk memberikan pengalaman yang bermakna bagi peserta didik. Karena peserta didik dalam memahami berbagai konsep yang dipelajari selalu melalui pengalaman langsung dan menghubungkannya dengan konsep lain yang telah dikuasainya. Pembelajaran tematik diyakini sebagai salah satu model pembelajaran yang efektif (highly effective teaching model), karena mampu mewadahi dan menyentuh secara terpadu dimensi emosi, fisik, dan akademik di kelas atau di lingkungan sekolah. Model pembelajaran tematik ini terbukti secara empirik berhasil memacu percepatan dan meningkatkan kapasitas memori peserta didik (enhance learning and increase long-term memory capabilities of learners) untuk waktu yang panjang. Model pembelajaran tematik memiliki perbedaan kualitatif (qualitatively different) dengan model pembelajaran lain. Model pembelajaran ini mengoptimasi lingkungan sebagai kunci dalam menciptakan kelas yang ramah. Kondisi belajar dimana aktifitas belajar yang terjadi melibatkan subjek belajar secara langsung, mengoptimasi semua sumber belajar, dan memberi peluang untuk mengeksplorasi secara luas kemampuan kognitif sisiwa melalui aplikasi pembelajaran ramah otak.
Pengaruh Kemampuan Metakognisi terhadap Hasil Belajar Matematika di SMP Negeri 2 Leuwimunding Kabupaten Majalengka
Mathematics is the basic of science development and has the advantages in daily life. Mathematic also is said the queen of knowledge, because it has the important role the results of the study of mathematic influenced by internal and external factors. One of the internal factors is the ability of metacognition. For that conducted this study aimed to determine the effect the ability of metacognition on mathematics learning outcomes at SMPN2 leuwimunding. The method of this research is ex-post facto research with a quantitative approach. The number of samples in this study was 76 students who were taken by random sampling through traditional means. Metacognition variables were measured using questionnaires MAI (metacognitive AwarennesInventory) which was adopted from Scraw & Dennison while studying mathematics outcome variables were measured using the test in the form of an essay. The technique of analyzing data for a hypothesis is simple regression technique. The result of this thesis show that the result of hypothesis is tcount = 5,489 bigger than table =1,993 than Ho denied and Ha accepted, it means that is influences between metacognitive on learning math and also has the similarity of regression for that variable, that are Y=17,397 + 0, 795X, from that similarity, coefficient of regression is 0,795. It means that every improvement of metacognitive will influence learning student result is 0,795. Then there is the influence of metacognition ability to learn math results with the value of R Square of 28.9%, which means that the contribution to the ability of metacognition learning outcomes of mathematics is 28,9% and 71,1% is influenced by other factors
MENGATASI STRES AKADEMIK DALAM PEMBELAJARAN MATEMATIKA MELALUI PENGUATAN SELF ESTEEM PESERTA DIDIK
Sebagian besar peserta didik dalam menjalani kegiatan pembelajaran matematika di sekolah, seringkali merasakan stres. Stres yang dialami peserta didik cenderung disebabkan oleh perasaan tidak mampu yang dimiliki peserta didik itu sendiri dalam menghadapi berbagai situasi, kejadian dan tantangan yang ada selama kegiatan pembelajaran matematika berlangsung. kondisi tersebut membuat peserta didik merasa tidak nyaman dalam menerima materi ajar. Pencapaian tujuan pembelajaran tidak dapat mencapai hasil maksimal, jika pendidik memaksakan pada situasi tersebut. hal yang perlu diperhatika oleh pendidik yakni kemampuan peserta didik untuk membangun dan mempertahankan kondisi fisik maupun psikis selama pembelajaran matematika berlangsung. Berdasarkan konsekuensi tersebut, self esteem yang tinggi dalam diri peserta didik dapat menghilangkan atau mengurangi stres yang dirasakan peserta didik akibat berbagai tekanan yang dialami peserta didik berkaitan dengan pembelajaran matematika di sekolah.
Sebagian besar peserta didik dalam menjalani kegiatan pembelajaran matematika di sekolah, seringkali merasakan stres. Stres yang dialami peserta didik cenderung disebabkan oleh perasaan tidak mampu yang dimiliki peserta didik itu sendiri dalam menghadapi berbagai situasi, kejadian dan tantangan yang ada selama kegiatan pembelajaran matematika berlangsung. kondisi tersebut membuat peserta didik merasa tidak nyaman dalam menerima materi ajar. Pencapaian tujuan pembelajaran tidak dapat mencapai hasil maksimal, jika pendidik memaksakan pada situasi tersebut. hal yang perlu diperhatika oleh pendidik yakni kemampuan peserta didik untuk membangun dan mempertahankan kondisi fisik maupun psikis selama pembelajaran matematika berlangsung. Berdasarkan konsekuensi tersebut, self esteem yang tinggi dalam diri peserta didik dapat menghilangkan atau mengurangi stres yang dirasakan peserta didik akibat berbagai tekanan yang dialami peserta didik berkaitan dengan pembelajaran matematika di sekolah.
ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA MAHASISWA JURUSAN PGMI MELALUI PEMBELAJARAN BERBASIS MULTIPEL INTELLIGENSI PADA MATA KULIAH MATEMATIKA 2
Artikel ini mendeskripsikan tentang kemampuan pemecahan masalah matematika melalui penerapan pembelajaran multipel intellegensi. Artikl ini diangkat dari hasil riset untuk mengetahui kecendrungan kecerdasan yang dimiliki dalam menganalisis perbedaan antara kemampuan pemecahan masalah matematika berbasis multipel intelligensi. Obyek kajiannya adalah mahasiswa Jurusan PGMI Fakultas Tarbiyah IAIN Syekh Nurjati Cirebon pada mata kuliah matematika
Artikel ini mendeskripsikan tentang kemampuan pemecahan masalah matematika melalui penerapan pembelajaran multipel intellegensi. Artikl ini diangkat dari hasil riset untuk mengetahui kecendrungan kecerdasan yang dimiliki dalam menganalisis perbedaan antara kemampuan pemecahan masalah matematika berbasis multipel intelligensi. Obyek kajiannya adalah mahasiswa Jurusan PGMI Fakultas Tarbiyah IAIN Syekh Nurjati Cirebon pada mata kuliah matematika
Menanamkan Pendidikan Karakter Berbasis Perbedaan Tipe Kepribadian Pada Mata Kuliah Matematika 1 di Jurusan PGMI Fakultas Tarbiyah IAIN Syekh Nurjati
Peran dunia pendidikan menjadi penting dalam membangun peradaban bangsa yang didasarkan atas jati diri dan karakter bangsa. Tema Hari Pendidikan Nasional Tahun 2012 ini adalah “Bangkitnya Generasi Emas Indonesia”. Tema ini sejalan dengan hakikat pendidikan yang telah ditekankan oleh Bapak Pendidikan Nasional yaitu Ki Hajar Dewantoro. Melalui pembangunan karakter bangsa, diharapkan dapat menciptakan manusia Indonesia yang unggul. Dalam penelitian ini, mengembangkan 6 (enam) nilai karakteristik yang wajib tertanam pada setiap diri mahasiswa. Karakteristik tersebut ditanamkan melalui proses perkuliahan yang diselenggarakan selama 1 semester pada Mata Kuliah Matematika 1 di Jurusan PGMI Fakultas Tarbiyah Tahun Pelajaran 2011-2012. Pada mata kuliah ini, pendidikan karakter didekati melalui pemecahan masalah, yang merupakan bagian penting yang harus diajarkan kepada peserta didik. Pendekatan yang dilakukan adalah dengan metode inkulkasi (penanaman), yang ditempuh dengan memperhatikan perbedaan pada masing-masing peserta didik. Di sinilah penggolongan tipe kepribadian akan bermanfaat untuk menghargai perbedaan, sehingga bermanfaat bagi penunjang keberhasilan pembelajaran. Hasil yang diharapkan dari pembelajaran ini adalah peserta didik mampu memecahkan masalah dalam kehidupannya, dengan didasari oleh nilai yang sekaligus akan dapat mendukung pembangunan karakternya, sehingga pada akhirnya pendidikan karakter dapat tertanam.
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