Hasil Pencarian  ::  Simpan CSV :: Kembali

"ABSTRACTSalah satu ilmu pengetahuan yang mendasar untuk dipelajari ialah matematika. Di Indonesia, matematika dipelajari dari pendidikan prasekolah hingga pendidikan tinggi. Walau demikian, prestasi matematika siswa Indonesia belum membanggakan karena berdasarkan studi internasional PISA dan TIMSS pada tahun 2015, Indonesia masih berada di peringkat bawah. Prestasi matematika berkaitan erat dengan domain kognitif yang mana tidak hanya membutuhkan kognisi, tetapi juga melibatkan metakognisi. Penelitian ini bertujuan untuk mengkaji lebih lanjut mengenai hubungan antara penggunaan strategi metakognisi dalam penyelesaian soal cerita matematika dan prestasi matematika pada siswa kelas 3 Sekolah Dasar SD . Partisipan pada penelitian ini berjumlah 94 orang yang berasal dari beberapa sekolah dasar. Hasil penelitian ini menunjukkan bahwa terdapat hubungan yang signifikan secara positif antara penggunaan strategi metakognisi dan prestasi matematika pada siswa kelas 3 SD r = 0,35, p < 0,01, 1-tailed . Hal tersebut membuktikkan bahwa siswa yang menggunakan strategi metakognisi dalam pembelajaran matematika menunjukkan prestasi matematika yang baik pula.

---

ABSTRACTOne of the fundamental science to be learned is mathematics. In Indonesia, mathematics is learned from preschool to higher education. Nevertheless, based on the international study, PISA and TIMSS in 2015, mathematics achievement of Indonesian students is still ranked at the bottom. Mathematics achievement is closely related to the cognitive domain which not only requires cognition, but also involves metacognition. This study aims to further examine about the relationship between the use of metacognitive strategy on completion mathematics word problem and mathematics achievement among 3rd elementary students. Participants in this study amounted to 94 people from several elementary schools. The results of this study indicate that there is a positively significant relationship between the use of metacognitive strategy and mathematics achievement among 3rd elementary students r 0,35, p 0,01, 1 tailed . It proves that students who use metacognition strategy in mathematics learning show good mathematics achievement as well. "

"Imagine that you’ve finally found a parking space after a long and harrowing search, but are now encountering some difficulty in trying to enter this space. Wouldn’t it be great if you knew a formula that allowed you to enter the space without difficulty? Are you annoyed because your soda can doesn’t remain upright during a picnic? Would you like to know why a mirror swaps right and left, but not top and bottom? Are you looking for a mathematical speech to toast your mother-in-law’s 85th birthday? Or do you want to give your heart away mathematically? Dr. Norbert Herrmann provides amusing and entertaining solutions to these and many other problems that we encounter in everyday situations."

"People in all walks of life--and perhaps mathematicians especially--delight in working on problems for the sheer pleasure of meeting a challenge. The problem section of SIAM Review has always provided such a challenge for mathematicians. The section was started to offer classroom instructors and their students as well as other interested problemists, a set of problems--solved or unsolved-- illustrating various applications of mathematics. In many cases the unsolved problems were eventually solved. Problems in Applied Mathematics is a compilation of 380 of SIAM Review's most interesting problems dating back to the journal's inception in 1959. The problems are classified into 22 broad categories including Series, Special Functions, Integrals, Polynomials, Probability, Combinatorics, Matrices and Determinants, Optimization, Inequalities, Ordinary Differential Equations, Boundary Value Problems, Asymptotics and Approximations, Mechanics, Graph Theory, and Geometry."