PROSES BERPIKIR SISWA KELAS VIII DALAM MENYELESAIKAN SOAL MATEMATIKA TIMSS MATERI BESAR SUDUT DALAM BENTUK GEOMETRIS
This study aims to describe the students' thinking process in solving TIMSS math problem on measurement of angle in geometric shapes based on Polya's problem solving step associated with Swartz's thinking process theory. The subject of the research was a grade VIII student in SMP Nege...
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Pascasarjana Universitas Negeri Malang,
2017-07-01T00:00:00Z.
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| 042 | |a dc | ||
| 100 | 1 | 0 | |a Nurul Hidayati Arifani |e author |
| 700 | 1 | 0 | |a Abdur Rahman As'ari |e author |
| 700 | 1 | 0 | |a Abadyo Abadyo |e author |
| 245 | 0 | 0 | |a PROSES BERPIKIR SISWA KELAS VIII DALAM MENYELESAIKAN SOAL MATEMATIKA TIMSS MATERI BESAR SUDUT DALAM BENTUK GEOMETRIS |
| 260 | |b Pascasarjana Universitas Negeri Malang, |c 2017-07-01T00:00:00Z. | ||
| 500 | |a 2502-471X | ||
| 500 | |a 10.17977/jptpp.v2i7.9677 | ||
| 520 | |a This study aims to describe the students' thinking process in solving TIMSS math problem on measurement of angle in geometric shapes based on Polya's problem solving step associated with Swartz's thinking process theory. The subject of the research was a grade VIII student in SMP Negeri 4 Malang who was classified as intelligent but made many mistakes when completing the test. Data collection methods used were test and interview methods. The results show that students go through the step of generating ideas, clarifying ideas, assessing the reasonableness of ideas, and thinking complex on every step of problem solving, but at the look back step, students do not clarify the idea. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir siswa dalam menyelesaikan soal matematika TIMSS materi besar sudut dalam bentuk geometris berdasarkan langkah penyelesaian masalah Polya yang dikaitkan dengan teori proses berpikir Swartz. Subjek penelitian adalah seorang siswa kelas VIII di SMP Negeri 4 Malang yang tergolong pandai, tetapi banyak melakukan kesalahan saat menyelesaikan soal tes. Metode pengumpulan data yang digunakan adalah metode tes dan wawancara. Hasil penelitian menunjukkan bahwa siswa dalam menyelesaikan soal TIMSS melalui tahap menghasilkan ide, mengklarifikasi ide, menilai kelayakan ide, dan berpikir kompleks pada setiap langkah penyelesaian masalah. Namun, pada tahap memeriksa kembali, siswa tidak melakukan pengklarifikasian ide. | ||
| 546 | |a EN | ||
| 546 | |a ID | ||
| 690 | |a thinking process | ||
| 690 | |a timss | ||
| 690 | |a swartz theory thinking | ||
| 690 | |a geometric | ||
| 690 | |a proses berpikir | ||
| 690 | |a timss | ||
| 690 | |a teori berpikir swartz | ||
| 690 | |a geometris | ||
| 690 | |a Education | ||
| 690 | |a L | ||
| 690 | |a Education (General) | ||
| 690 | |a L7-991 | ||
| 655 | 7 | |a article |2 local | |
| 786 | 0 | |n Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, Vol 2, Iss 7 (2017) | |
| 787 | 0 | |n http://journal.um.ac.id/index.php/jptpp/article/view/9677 | |
| 787 | 0 | |n https://doaj.org/toc/2502-471X | |
| 856 | 4 | 1 | |u https://doaj.org/article/b6b8a189eb674de39f4e0dea7c245c2d |z Connect to this object online. |