Abstract

This study aims to describe the adaptive reasoning skills of students in SMP Negeri 5 Purwokerto in terms of student learning activeness in the subject system of two-variable linear equations. This study uses qualitative research methods and uses the Miles and Huberman model, which includes data reduction, data presentation (display data) and conclusions (verification/conclusion drawing). Sources of data in this study were students of class VIII H. The research subjects were obtained using purposive sampling techniques, and students were categorized into three categories, namely students with high, medium and low learning activeness categories. Each group was selected by three students for research purposes. Data collection methods in this study used questionnaires, tests, interviews and documentation. Based on the results of the study it can be said that students who have high learning activeness are able and meet three of the five indicators of adaptive reasoning skills appropriately, students who have active learning are not yet adequately fulfilling indicators of adaptive reasoning skills appropriately, and students who have low learning activeness have not been able to and mastering precisely the indicators of adaptive reasoning abilities.

There is no Figure or data content available for this article

References

• Depdiknas. (2006). Permendiknas No 21 Tahun 2016 tentang Standar Isi. Depdiknas. Jakarta.

  Donovan, S. (2016). How Students Learn: History, Mathematics, and Science in The Classroom. The National Academies Press. Washington, DC.

  Hamalik, O. (2006). Proses Belajar Mengajar. PT. Bumi Perkasa. Jakarta.

  Haryanti, M. D. & Wibowo, T. (2016).Proses Penalaran Adaptif (Adaptive Reasoning) Dalam Pemecahan Masalah Matematika Pada Siswa SMP. Ekuivalen-Pendidikan Matematika, 21(1).

  Herniyati. (2017). Analisis Kemampuan Penalaran Adaptif Matematis Siswa Kelas VII SMP Negeri 2 Karangpucung Ditinjau dari Rasa Percaya Diri. Skripsi pada Sarjana Universitas Muhammadiyah Purwokerto: tidak diterbitkan.

  Kristanti, Y.D. & Kriswandani. (2018). Analisis Penalaran Adaptif dalam Menyelesaikan Soal Polyhedron Ditinjau dari Gaya Belajar dan Gaya Berpikir. Prosiding Seminar Nasional Etnomatnesia. http://www.jurnal.ustjogja.ac.id/index.php/etnomatnesia/article/view/ 2323/1286.

  Maharani, F. R. & Rosyidi, A. H. (2018). Profil Penalaran Adaptif Siswa dalam Memecahkan Masalah Matematika Berdasarkan Gaya Kognitif Visualizer-Verbalizer. MATHEdunesa, 7(2), 363-370.

  National Research Council. (2001). Adding it up: Helping children learn mathematics.J. Kilpatrick, J.Swafford, and B. Findell (Eds.). National Academy Press. Washington, DC.

  Novasari. (2017). Deskripsi Kemampuan Pemecahan Masalah Matematis Ditinjau dari Keaktifan Belajar Siswa Kelas VIII SMP Muhammadiyah 1 Purwokerto. Skripsi pada Sarjana Universitas Muhammadiyah Purwokerto: tidak diterbitkan.

  Permendikbud. (2016). Permendikbud No 24 Lampiran 15 tentang Kompetensi Isi dan Kompetensi Dasar Matematika SMP/MTs. Kemendikbud. Jakarta.

  Priatna, N. (2012). Penalaran Matematika. Jurnal Pendidikan Matematika [Online]. Tersedia:http://file.upi.edu/Direktori/FPMIPA/JUR._PEND._MATEMATIKA/196303311988031-NANANG_PRIATNA/Penalaran_Matematika.pdf [6 Mei 2019].

  Sa’diyah, I. F. & Siswono, T. Y. E. (2018). Penalaran Adaptif Siswa Reflektif dan Impulsif dalam Mengajukan Soal Matematika. MATHEdunesa, 7(2), 290-298.

  Santrock, J. (2010). Psikologi Pendidikan. Kencana. Jakarta.

  Sudjana, Nana. (1989). Dasar-dasar Proses Belajar Mengajar. Penerbit Sinar Baru. Bandung.

  Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabet. Bandung.

There is no Supplemental content for this article.

How to Cite This

Article Metrics

Copyright and Permissions

Authors published in this journal agree to the following terms:

• The copyright of each article is retained by the author (s) without restrictions
• The journal allows the author(s) to retain publishing rights without restrictions
• The author grants the journal the first publication rights with the work simultaneously licensed under the Creative Commons Attribution License, allowing others to share the work with an acknowledgement of authorship and the initial publication in this journal.
• Authors may enter into separate additional contractual agreements for the non-exclusive distribution of published journal versions of the work (for example, posting them to institutional repositories or publishing them in a book), with acknowledgement of their initial publication in this journal
• Authors are permitted and encouraged to post their work online (For example in the Institutional Repository or on their website) before and during the submission process, as this can lead to productive exchanges, as well as earlier and larger citations of published work
• Articles and all related material published are distributed under a Creative Commons Attribution-4.0 International Public License (CC - BY 4.0).

 

License

AlphaMath: Journal of Mathematics Education is licensed under a Creative Commons Attribution- 4.0 International Public License (CC - BY 4.0).

You are free to :

Share — copy and redistribute the material in any medium or format

Adapt — remix, transform, and build upon the material for any purpose, even commercially

Data Availability