ADVERSITY QUOTIENT DAN PENALARAN KREATIF MATEMATIS SISWA SMA DALAM PEMBELAJARAN ARGUMENT DRIVEN INQUIRY PADA MATERI TURUNAN FUNGSI
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Abstract
This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that Argument Driven Inquiry (ADI) in improving senior high school students’ creative mathematical reasoning ability. The population of this study was senior high school students’ in Cimahi City and the samples were 69 senior high school students’ set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) creative mathematical reasoning ability of the students who received Argument Driven Inquiry (ADI) instruction is better than those who received direct instruction is reviewed based on the whole and the type of Adversity Quotient (Quitter / AQ Low, Champer / AQ Medium, and the Climber / AQ High); Learning factors and type of Adversity Quotient (AQ) affect the achievement of creative mathematical reasoning skills students. In addition, there is no interaction effect between learning and AQ together in developing the creative mathematical reasoning ability of students'; (3) creative mathematical reasoning ability of students’ has not been achieved optimally on the indicators novelty.
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How to Cite
Hidayat, W. (2017). ADVERSITY QUOTIENT DAN PENALARAN KREATIF MATEMATIS SISWA SMA DALAM PEMBELAJARAN ARGUMENT DRIVEN INQUIRY PADA MATERI TURUNAN FUNGSI. Kalamatika: Jurnal Pendidikan Matematika, 2(1), 15-28. https://doi.org/10.22236/KALAMATIKA.vol2no1.2017pp15-28
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Lithner, J. (2008). A Research Framework for Creative and Imitative Reasoning. Educational Studies in Mathematics, 67 (3), 255-276.
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Oppendekker, M.C. & Van Damme, J. (2006). Teacher Characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22, 1-21. doi:10.1016/j.tate.2005.07.008
Parvathy, U. & Praseeda, M. (2014). Relation between Adversity Quotient and Academic Problem among Student Teachers. Journal of Humanities and Social Sicence, 19(11), 23-26.
Phoolka, S. K. (2012).Adversity Quotient: A New Paradigm in Management to Explore. Research Journal of Social Science and Management, 2(7).
Ponte, J. P., Pereira, M.J., & Henriques, A. (2012). O raciocínio matemático nos alunos do ensino básico e do ensino superior. Praxis Educativa, 7(2), 355-377.
Robbins, S. P. (2010). Manajemen. Jakarta: Erlangga
Sampson V, Walker J, Dial K, & Swanson J. (2010). “Learning to write in undergraduate chemistry: The impact of Argument-Driven Inquiry.” Paper presented at the 2010 Annual International Conference of the National Association of Research in Science Teaching (NARST). Philadelphia, PA.
Shadiq, F., (2007). Laporan Hasil Seminar dan Lokakarya Pembelajaran Matematika 15 – 16 Maret 2007 di P4TK (PPPG) Matematika. Yogyakarta.
Stoltz, P. G. (2004). Adversity Quotient: Mengubah Hambatan Menjadi Peluang. Edisi Kelima. Jakarta: Grasindo.
Syah, M. (2010). Psikologi Belajar. Jakarta: Rajagrafindo Persada.
Velez, I. dan Ponte, J.P.D.A (2013).Representations and reasoning strategies of Grade 3 students in problem solving.Dalam B. Ubuz., C. Haser., M.A. Marioti (Eds). Proceedings of the Eight Congress of the European Society for Research in Mathematics Education (pp. 383-391). Ankara: Middle East Technical University.
Bergqvist, E. (2007). Types of reasoning required in university exams in mathematics. The Journal of Mathematical Behavior, 26(4), 348–370. doi:10.1016/j.jmathb.2007.11.001
Depdiknas. (2006). Kurikulum Tingkat Satuan Pendidikan Standar Kompetensi SMP dan MTs. Jakarta: Depdiknas.
Granström, K. (2006). Group phenomena and classroom management. A Swedish perspective. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook for Classroom Management: Research, Practice, and Contemporary Issues (pp. 1141-1160). New York: Erlbaum.
Hendriana, H. (2012). Pembelajaran Matematika Humanis dengan Metaphorical Thinking untuk Meningkatkan Kepercayaan Diri Siswa. Infinity, 1(1), 90-103.
Hendriana, H., Rohaeti, E.E., & Hidayat, W. (2017). Metaphorical Thinking Learning and Junior High School Teachers’ Mathematical Questioning Ability. Journal on Mathematics Education, 8(1), 55-64.
Killpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping Children Learn Mathematics. Washington, DC: National Academy Press.
Laswadi, Kusumah, Y.S., Darwis, S., Afgani, J.D. (2016). Developing conceptual understanding and procedural fluency for junior high school students through model-facilitated learning (MFL). European Journal of Science and Mathematics Education, Vol 4 No. 1, 67-74.
Lithner, J. (2008). A Research Framework for Creative and Imitative Reasoning. Educational Studies in Mathematics, 67 (3), 255-276.
Muijs D & Reynolds D (2005) 'Effective Teaching-Introduction & Conclusion' 2nd edition. London: Sage Publications.
Oppendekker, M.C. & Van Damme, J. (2006). Teacher Characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22, 1-21. doi:10.1016/j.tate.2005.07.008
Parvathy, U. & Praseeda, M. (2014). Relation between Adversity Quotient and Academic Problem among Student Teachers. Journal of Humanities and Social Sicence, 19(11), 23-26.
Phoolka, S. K. (2012).Adversity Quotient: A New Paradigm in Management to Explore. Research Journal of Social Science and Management, 2(7).
Ponte, J. P., Pereira, M.J., & Henriques, A. (2012). O raciocínio matemático nos alunos do ensino básico e do ensino superior. Praxis Educativa, 7(2), 355-377.
Robbins, S. P. (2010). Manajemen. Jakarta: Erlangga
Sampson V, Walker J, Dial K, & Swanson J. (2010). “Learning to write in undergraduate chemistry: The impact of Argument-Driven Inquiry.” Paper presented at the 2010 Annual International Conference of the National Association of Research in Science Teaching (NARST). Philadelphia, PA.
Shadiq, F., (2007). Laporan Hasil Seminar dan Lokakarya Pembelajaran Matematika 15 – 16 Maret 2007 di P4TK (PPPG) Matematika. Yogyakarta.
Stoltz, P. G. (2004). Adversity Quotient: Mengubah Hambatan Menjadi Peluang. Edisi Kelima. Jakarta: Grasindo.
Syah, M. (2010). Psikologi Belajar. Jakarta: Rajagrafindo Persada.
Velez, I. dan Ponte, J.P.D.A (2013).Representations and reasoning strategies of Grade 3 students in problem solving.Dalam B. Ubuz., C. Haser., M.A. Marioti (Eds). Proceedings of the Eight Congress of the European Society for Research in Mathematics Education (pp. 383-391). Ankara: Middle East Technical University.