Arief Agoestanto

Misconception as a critical and creative thinking inhibitor for mathematics education students

The accurate understanding of critical thinking and mathematical creativity in solving the current problem is still difficult to standardize. These two thinking skills are indispensable to anyone who is studying mathematics, especially for Undergraduate Mathematics students who are studying Linear Algebra. However, the difficulties in critical thinking discourage students to think creatively and mathematically. In linear algebraic subject matter, many problems require critical reasoning. It goes without saying that the difficulties in various reasoning aspects critically cause other difficulties in developing creative thinking aspects. Further, mathematical critical thinking skills in solving problems require a background in understanding the concepts related to the problem faced. In addition, the failure to understand and connect between concepts in solving linear algebra problems makes it worst and difficult to critically and creatively think.

Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems

The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1) critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2) a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3) transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.

Enhancement of Lecturer Professionalism using Lesson Study Approach for Curriculum Review of Mathematics 1

The purpose of this research is to know the improvement of lecturer professionalism through the approach of lesson study, to see the increase of student interaction (with the students, teaching materials, lecturer), and to know whether the student learning result of the lesson study approach reaches the completeness. This research is a research of mixed method based on lesson study. Activities performed for each cycle consists of three stages: planning, execution, and reflection. The qualitative data is the description of the lectures professionality improvement with the quantitative is the increase of student interaction (with students, teaching materials, lecturers), and the result of studying Curriculum Review of Mathematics 1. The subject of this research was the students of Curriculum Review of Mathematics 1 in Mathematics Department UNNES year academic 2016/2017. The research instruments are a test, observation sheet, and questionnaire. The result of the research is the improvement of professionalism of lecturers of KBK Mathematics Education through lesson study approach for Mathematics Curriculum Mathematics 1 course, student interaction (with students, teaching materials, lecturers) increases, and learning achieves mastery.

Meningkatkan Kemampuan Komunikasi Matematis dan Kedisiplinan Siswa Kelas XI SMA N 5 Semarang Melalui Model PBL Materi Transformasi Geometri

Kemampuan komunikasi matematis (mathematical communication) dalam pembelajaran matematika sangat perlu untuk dikembangkan. Hal ini karena melalui komunikasi matematis siswa dapat mengorganisasikan berpikir matematisnya baik secara lisan maupun tulisan. Selain itu, tingkat kedisiplinan siswa diperlukan untuk menunjang tercapainya tujuan pembelajaran. Oleh karena itu, penelitian ini bertujuan untuk meningkatkan kemampuan komunikasi matematis dan kedisiplinan siswa melalui model PBL . Jenis penelitian ini adalah Penelitian Tindakan Kelas. Subjek penelitian adalah 33 siswa kelas XI MIPA 2 SMAN 5 Semarang Tahun Pelajaran 2017/2018. Instrumen pengambilan data meliputi lembar evaluasi kemampuan komunikasi matematis, lembar observasi, angket, dan wawancara. Analisis data yang digunakan adalah diskriptif komparatif. Materi yang digunakan adalah transformasi geometri. Indikator penelitian yaitu kemampuan komunikasi matematis dan kedisiplinan siswa pada siklus I meningkat dari pra siklus dan meningkat dari siklus satu ke siklus berikutnya. Hasil penelitian diperoleh rata-rata kemampuan awal siswa adalah 62,07. Nilai rata-rata evaluasi siklus 1 adalah 81,33. Sedangkan rata-rata kedisiplinan siswa meningkat menjadi 76,47 pada siklus 1. Pada siklus II diperoleh nilai rata-rata evaluasi 87,33 dan rata-rata kedisipinan siswa 87,06. Berdasarkan hasil penelitian pada siklus I dan II, dapat disimpulkan bahwa PBL dapat meningkatkan kemampuan komunikasi matematis dan kedisiplinan siswa.