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Rizka rusdi power point seminar.

1. 1. APPLICATION OF MATHEMATICAL PROBLEM SOLVING IN LEARNING TO IMPROVE STUDENT RESULTS ON CLASSROOM VIII SMPN 5 KOTA BENGKULU Classroom Action Research By: Rizka Rusdi A1C009039 Presented By : Rizka Rusdi (A1C009039)
2. 2. Introduction Presented By : Rizka Rusdi (A1C009039)
3. 3. 1.1 BackgroundMathematics is one subject is taught that in every type of educational levels,ranging from elementary to secondary education both public schools andvocational school.Most people tends to be considered as a mathematics a difficult subject.Some even regard mathematics as a frightening specter.Many students found problematic and difficult to solve math problem so thatstudents get low grades on math. The low student mathematics learningoutcomes caused by various factors including the method used by teachers inthe learning of mathematics.Various problems occur in the learning of mathematics in schools. The mostcommon problem is a less satisfactory learning outcomes. These problemsoccur because of several obstacles in learning mathematics. One of thebarriers that often occur in the learning of mathematics is the bottleneck insolving problems (problem solving). Presented By : Rizka Rusdi (A1C009039)
4. 4. 1.2 Problem Formulations1. How to apply problem solving to enhance the activity of students in learning mathematics?2. How to apply problem solving to improve student learning outcomes in mathematics learning? 1.3 Purpose1. To find out how the application of problem solving can improve students math learning activity.2. To find out how the application of problem solving can improve students mathematics learning outcomes. Presented By : Rizka Rusdi (A1C009039)
5. 5. 1.4 Benefits Issuesa. For teachers As a reference for selecting learning strategies math model or exactb. For students To motivate students to be able to solve mathematical problems that increase student learning outcomesc. For researchers To add to our understanding of problem solving. Presented By : Rizka Rusdi (A1C009039)
6. 6. 1.5 Term Limits1. Problem solving is the thought process to determine what to do when it does not know what we should do.2. The result is something That Is Achieved while the math is the mastery of learning outcomes or skills that Achieved by students on subjects of mathematics is shown by tests.3. Observed student activity is the activity of students during the learning process based on the application of mathematical problem Solving Presented By : Rizka Rusdi (A1C009039)
7. 7. Review References Presented By : Rizka Rusdi (A1C009039)
8. 8. 2.1 Learning Mathematics Learning is conducted every human activity in everyday life today. the object of learning mathematics consists of the direct object and indirect object : 1. Direct object is to learn math facts, skills, concepts and principles. 2. Indirect object is the transfer of learning mathematics learning, the ability to investigate, problem-solving skills, personal discipline and an appreciation of mathematical structure. Presented By : Rizka Rusdi (A1C009039)
9. 9. 2.2 Study of Mathematics Learning problems in school mathematics is a complex issue, for it is as a teacher we should be able to select appropriate learning strategies to the learning materials. Implementation of a mathematics learning strategies and approaches required multiple approaches may be needed in a number of methods of learning. Learning method is a way that can be used to achieve learning goals and to implement a method of learning is required of a technique or a systematic way of carrying out learning activities such as explaining technical, engineering and technical demonstrations asking the learning activities, the teacher said to succeed if able to engage most of their students actively, both physically and mentally so as to change the behavior of the majority of students toward mastery of basic competencies better. Factor of poor quality learning outcomes are caused by two factors: 1. Internal factors are factors that come from the students themselves are such as preparedness, ability, Possessed prerequisite knowledge students, motivation, intelligence and so forth 2. external factors are derived from external factors such as student facilities, weather etc. Presented By : Rizka Rusdi (A1C009039)
10. 10. 2.3 Problem Solving Approach Approach can be interpreted as a point of departure or point of view of learning process. Approach to learning is a path or way in which teachers or students in the achievement of learning objectives from the standpoint of how the learning process or learning materials, the general or specific. Characteristics of problem-solving approach (Taplin, 2011): 1. The interaction between student and teacher interaction with students. 2. Mathematical dialogue and consensus among the students. 3. Teachers provide sufficient information about the problem, and students to clarify, interpret, and try to construct the solution. 4. Teachers receive an answer true / false is not to evaluate. 5. Teacher mentoring, training, ask questions and share insights in the troubleshooting process. 6. Teachers know when it is appropriate to intervene, and when to step back and let the students make their own way. Presented By : Rizka Rusdi (A1C009039)
11. 11. 2.4 Learning Mathematics with Problem Solving Approach Problem solving in the teaching of mathematics is a process in which a person or group to accept the challenge related to the mathematical problem and the way in the which the solution is not Immediately be determined easily and the solution requires a mathematical idea. One of the goals of teaching through problem solving is to Encourage students to improv and build a process within the time period in the which students perform their own process to find some ideas to become a better awareness of the possibilities Presented By : Rizka Rusdi (A1C009039)
12. 12. Aspects in Problem Solving Approach Understanding Review Using Strategy Solve the ProblemsIn some aspects of problem solving is related to one another. For example,the process of understanding the problems associated with the process ofreviewing, using strategies, problem-solving process. In a mathematicalproblem, of course, will be examined and understood the main core of theproblem. Then Able to develop mathematical models, and are Able to choosea solution strategy, and finally connecting with the initial problem as well as acheck on results obtained or settlement. Presented By : Rizka Rusdi (A1C009039)
13. 13. 1. Guess and check. 2. Finding the pattern. 3. Concrete There are ten 4. Draw pictures or chartsstrategies that can be 5. Write a math sentence used in solving 6. Creating a model problems in mathematics: 7. Creating a table 8. Solve a simple problem 9. Working backward strategy 10. Account all possible systematic Presented By : Rizka Rusdi (A1C009039)
14. 14. 2.5 Type of QuestionsDepartment of Mathematics and Computer Science at Saint Louis University (theDepartment of Mathematics and Computer Science, 1993) proposed five types of mathproblems: 1. Questions that test the memory (memory). 2. Questions that test your skills (skills). 3. Questions that require application of skills on a regular situation (familiar). 4. Questions that require application of skills in an unusual situation (unfamiliar) - develop a new strategy for the problem. 5. Questions that require an extension (extension) or the skills that we know the theory before it is applied in unusual circumstances (unfamiliar). Presented By : Rizka Rusdi (A1C009039)
15. 15. Aspects in Problem Solving Approach The type of memory question (recognition) Type of The type of The type of Question procedural or situations (By Thomas algorithms questionquestion(situation) Butt) (algorithmic) The type of open The type of question (open applied question search) (application) Presented By : Rizka Rusdi (A1C009039)
16. 16. 2.6 Learning Outcomes the results of learning are skills possessed by the student after he received the learning experience" (Nana, 2005: 22). A man can be said to succeed in learning if it has been a change in her behavior, either in the form of knowledge and skills as well as in the form of attitude is positive. To find out the success of students in the learning process of evaluation conducted. Learning outcomes are measured through a test or assessment of learning outcomes and the value can be known in the form of letters or numbers. From the results of this study to know whether students can be said to complete the study or not. Presented By : Rizka Rusdi (A1C009039)
17. 17. 2.7 Relevant Research The results of research by Apriza Yuli (2009) revealed that through thelearning of mathematics with the Problem Based Instruction increased studentlearning outcomes, from the cycle I with an average of 58.57 with 60%completeness of student learning, and in the second cycle the average student to69.57 to 88.57% learning completeness. Thus, it can be concluded that theaverage student learning has increased and the thoroughness of action isachieved according to the indicators of success. Presented By : Rizka Rusdi (A1C009039)
18. 18. 2.8 Frame of Mind Presented By : Rizka Rusdi (A1C009039)
19. 19. Methods of Research Presented By : Rizka Rusdi (A1C009039)
20. 20. 3.1 Type of Research Type of research conducted is Classroom Action Research (CAR).Arikunto (2006:3) states that "a class action research and learning activitiescarefully to be an act, deliberately raised and occur in a class together". WhileWibawa (2004: 6) says that a classroom action research (CAR) is a studyconducted in a systematic reflective of the various actions taken by teachers aswell as researchers, since the drafting of a plan to the assessment of real actionin the classroom in the form teaching and learning activities, to improve learningconditions performed. 3.2 Place and Subject of ResearchThis research site is SMP N 5 Bengkulu in VIII class. Presented By : Rizka Rusdi (A1C009039)
21. 21. 3. 3 Factors of Research Activities students learn mathematics students with the application problem solving in class VIII SMPN 5 Bengkulu City. Learning outcomes mathematics students with the application problem solving in class VIII SMPN 5 Bengkulu City. Presented By : Rizka Rusdi (A1C009039)
22. 22. 3.4 Procedure of Research Flow Chart of Classroom Action Research Planning Reflection Cycle I Implementation Observation Planning Reflection Cycle II Implementation Observation ? Presented By : Rizka Rusdi (A1C009039)
23. 23. Procedure of Research Early Reflection Placement test Preparation of Action Execution of1.Reviewing the learning syllabus for each cycle. Action2.Set and devise Plan Implementation Learning (RPP) of each cycle.3.Make and set material to each cycle.4.Make and set tasks to student LKS will be a done appropriate with measures problem solving.5.Make and prepare tool help learning.6.Set about preparing for the final test cycle IAP and answer key Presented By : Rizka Rusdi (A1C009039)
24. 24. 3.5 Instrumen of Research1. Observation Sheet Observation sheet used to obtain the data evaluation of teaching and learning process in order to improve student learning activities with learning mathematics problem solving.2. Test The test is used to obtain data on learning outcomes of students with learning mathematical problem solving. Tests conducted in the form of placement tests (placement-test) and test the end of each cycle. Presented By : Rizka Rusdi (A1C009039)
25. 25. 3.6 Data Analysis Techniques Observation Sheet Data obtained from observations by teacher observation sheet used beanalyzed using a score of observation and interval categories as in the followingtable: No Assessment Criteria Score range 1 Less 13-21 2 Enough 22-30 3 Good 31-39 Presented By : Rizka Rusdi (A1C009039)
26. 26. Test Data were analyzed using the average value of the class, absorptivecapacity of student and exhaustiveness learn classical. 1. The average value of the class 2. Exhaustiveness learn classical Presented By : Rizka Rusdi (A1C009039)
27. 27. 3.7 Indicators and Succes Criteria Students are said to be active in the lesson, if the observations of student activity is generally achieved either criterion is located in the interval 31-39. Increase students mathematics learning outcomes of each cycle with the following requirements:  If the minimum average student has achieved ≥ KKM mathematics courses.  If at least 85% of students scored ≥ completeness criteria studied. Presented By : Rizka Rusdi (A1C009039)
28. 28. Thank You Presented By : Rizka Rusdi (A1C009039)