Mathematics Learning Model of Open Problem Solving to Develop Students’ Creativity
pp. 569-577 | Article Number: iejme.2017.031
The purpose of this research is to produce an open problem solving mathematics learning model to help students develop their creativity which meets the criteria of validity, practicality, and effectiveness. The components of instruction model used adopt Joyce and Weil. The quality of the developed products was evaluated based on the product development evaluation developed by Neeven, which includes validity by validators, practicality, and the effectiveness of field experiment by observers. The syntax realization of model consisted of five phases, namely: (1) Introduction, (2) Concept tracking, (3) Open problem presentation, (4) Work presentation, and (5) Closing. The model that had been declared valid by the validator was then tested to see the practicality and effectiveness. The practicality and effectiveness of the model were obtained after three trials. The process of model development is based on the theory of development of Plomp, which consists of three phases, namely: (1) preliminary research, (2) prototyping phase, and (3) assessment phase. The development result of this study is an open problem solving math learning model that can develop students’ creativity (PMT Model), which meets valid, practical, and effective criteria
Keywords: Development, Learning Model of open Problem Solving, Creativity
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The Use of Mathematical Module Based on Constructivism Approach as Media to Implant the Concept of Algebra Operation
Jazim, Rahmad Bustanul Anwar & Dwi Rahmawati
pp. 579-583 | Article Number: iejme.2017.032
Mathematical learning to implant the concept of algebra operation using constructivism approach is very important. Students should be actively involved in the process of building their understanding, so meaningful learning experiences can be to gained. This research was an experimental research involving 91 students of grade 8. This research applied constructivism-based mathematics module used by the students during studying the concept of algebra operation. The result showed that the use of constructivism based mathematics module was very effective in improving students' mathematical understanding on algebra operation material. This result was obtained by performing the initial test (pre-test) before the use of modules and final test (post-test) after the use of module. Addition, the result of observation conducted during the learning activities showed that in the use of modules in learning mathematics, students with high academic ability tended to be more active in the discussion process.
Keywords: module, constructivism approach, algebra operation
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The Analysis of the Problem of Economic Mathematical Problems Reversed from the Ability of Logic Thinking in Students
pp. 585-598 | Article Number: iejme.2017.033
This study aims to determine the level of logical thinking skills of solving ability on math problem of the economy, and the effect on the ability of logical thinking ability in solving mathematical economics at Mathematics Education students Muhammadiyah University Makassar. This research is an ex-post facto nature of causality with total population were 245 people from 8 different classes. Samples invoved 58 students consisting of 2 classes using a sampling technique . The research instrument consists of logical thinking ability test as many as 30 items and problem solving test ability by 5 items were valid and reliable before use. Data were analyzed using descriptive and inferential statistics (correlation and regression analysis). The research findings shows that: (1) The ability to think logically masiswa are in good enough category with an average value of 69.13; (2) The level of mathematical problem solving ability for masiswa economy is in the category quite well with the average value of 74.03; (3) The level of logical thinking ability masiswa correlated with mathematical problem solving ability with great economy of 94.5% relationship where that is located on a well once; and (5) the ability to think logically positive effect on the ability of solving problems with the effect of 89.1% while the remaining 10.9% is influenced by other variables outside the model. On conslusion, the ability to think logically positive effect on the ability of settlement capability, it can be concluded that the higher of logical thinking skills possessed by the student means the student problem-solving abilities are higher.
Keywords: Logical Thinking Skills, Problem Solving Ability, Mathematical Economics
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Gender Stereotype and Motivation in Learning Statistics among Tertiary Students in Ghana
Yarhands Dissou Arthur, Samuel Asiedu-Addo & Simon Kojo Appiah
pp. 599-608 | Article Number: iejme.2017.034
The present study has presented the effect of gender on tertiary students’ motivation, feeling of competence, relatedness and autonomy. The survey consists of cohort samples of 251 males and 78 females from tertiary institutions in Ghana. Non-parametric chi-square test of independence was used to assess the effect of gender on students’ motivation in learning statistics. The study results have indicated that students’ gender have no influence on the self-determination of student to learn statistics. The paper further revealed that students’ gender has no significant influence on the tertiary students’ need for competence, relatedness and autonomy. This study has established the fact that the tertiary students’ need for autonomy, relatedness and competence in learning statistics is independent of the students’ gender.
Keywords: Relatedness, students’ motivation, competence, Ghana, statistics
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Characteristics of Students Sensory Mathematical Imagination in Solving Mathematics Problem
Teguh Wibowo, Akbar Sutawidjaja, Abdur Rahman As’ari, I Made Sulandra
pp. 609-619 | Article Number: iejme.2017.035
This study aim to investigate the characteristics of students’ sensory mathematical imagination of in solving mathematics problems. This study includes qualitative research with two students of VIII grade junior high school used as subjects. To determine the characteristics of students sensory mathematical imagination who appeared in solving mathematics problems, researchers use the problem sheet as a supporting instrument in this study. The problem sheet consists of a question item that serves to stimulate appear of students sensory mathematical imagination. For accuracy of data using triangulation method of observation, students answers, and interviews. The results showed characteristics of students sensory mathematical imagination in solving mathematics problems is appear of the idea based on perception due to stimulate of the problem, actualization information by analogy according to what people think, the activity involves body movement (sensory motor), can be seen through visual representation.
Keywords: Perception; sensory mathematical imagination
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Students’ Reflective Abstraction in Solving Number Sequence Problems
Mohammad Djasuli, Cholis Sa’dijah, I Nengah Parta, Tjang Daniel Chandra
pp. 621-632 | Article Number: iejme.2017.036
This study is qualitative in nature, aims to describe students’ reflective abstraction in solving problems related to number sequence. As subjects of this study are 6 students, composed of 3 students (2 female and one male) from State Senior High School (SMAN) 1 Pasuruan, and 3 students (2 male and 1 female) from SMAN 1 Pandaan, East Java, Indonesia. In this study, the researchers were acted as human instruments. Narrative description was compiled by assembling descriptions of reflective abstraction stages associated with the criteria of high, intermediate, or low thinking processes, and the cognitive levels including knowledge application and reasoning. The results suggest that students’ strategies of problem solving are not directly proportional to their level of reflective abstraction. It was also found that students’ reflective abstraction furnish students’ individually unique solution, simply complicated, while interventions are important in its attainments.
Keywords: Stages and levels of reflective abstraction, high school students, number sequence
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