The enhancement of students’ ability in problem solving and mathematical disposition aspect through brain-based learning model
##plugins.themes.academic_pro.article.sidebar##
##plugins.themes.academic_pro.article.main##
Abstract
The main purpose of this research is to analyze the achievement and the increasing of students’ problem solving ability and students’ mathematical disposition as the result of learning application through Brain-Based Learning model and conventional learning comprehensively. This research uses the mix method with concurrent triangulation. The research results show that: (1) The students’ ability of problem solving using Brain-Based Learning model reaches classical learning mastery, (2) the students’ achievement of problem solving using Brain-Based Learning model is higher than that of using conventional learning, (3) the students’ enhancement of mathematical disposition using Brain-Based Learning model is the same with the achievement of using conventional leaning, (4) there is a few correlations between the achievement of problem solving ability and mathematical disposition, as well as their enhancement. To get comprehensive and accurate representation about the enhancement of mathematical disposition through Brain-Based Learning, it is necessary to conduct the future similar study with the same objects yet longer duration.
##plugins.themes.academic_pro.article.details##
References
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dewi, N. R. (2017). Meningkatkan Kemampuan Berpikir Matematis Tingkat Tinggi dan Self-Efficacy Mahasiswa melalui Brain-Based Learning Berbantuan Web (Doctoral dissertation, Universitas Pendidikan Indonesia).
Jatisunda, M. G. (2016). Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa SMP melalui Pembelajaran dengan Pendekatan Kontekstual. Theorems, 1(1).
Jensen, E. (2008). Brain-Based Learning: The New Science of Teaching & Training (Pembelajaran Berbasis Kemampuan Otak: Cara Baru dalam Pengajaran dan Pelatihan). Edisi Revisi. Terjemahan Narulita Yusron. Yogyakarta: Pustaka Pelajar.
Lestari, W. (2017). Pengaruh Kemampuan Awal Matematika dan Motivasi Belajar terhadap Hasil Belajar Matematika. Jurnal Analisa, 3(1), 76-84.
Merz, A. (2009). Teaching for mathematical dispositions as well as for understanding: The difference between reacting to and advocating for dispositional learning. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 65-78.
National Council of Teachers of Mathematics (Ed.). (2000). Principles and standards for school mathematics (Vol. 1). National Council of Teachers of.
Shodikin, A. (2016). Peningkatan kemampuan pemecahan masalah siswa melalui strategi abduktif-deduktif pada pembelajaran matematika. Kreano, Jurnal Matematika Kreatif-Inovatif, 6(2), 101-110.
Sumirat, L. A. (2013). Efektifitas strategi pembelajaran kooperatif tipe think-talk-write (TTW) terhadap kemampuan komunikasi dan disposisi matematis siswa (Doctoral dissertation, Universitas Terbuka).
Tambychik, T., & Meerah, T. S. M. (2010). Students’ difficulties in mathematics problem-solving: What do they say?. Procedia-Social and Behavioral Sciences, 8, 142-151.
Taufiq, T. (2016). Meningkatkan Kemampuan Komunikasi dan Disposisi Matematik Siswa SMP Melalui Pendekatan Kontekstual dan Strategi Think-Talk-Write. Jurnal Visipena, 7(2).
Zaini, N. K., Wuryanto, W., & Sutarto, H. (2016). Peningkatan Kemampuan Pemecahan Masalah dan Pengembangan Karakter pada Siswa Kelas VII Melalui Model PBL Berbantuan Scaffolding. Unnes Journal of Mathematics Education, 5(1).