Mr Report.docx

Lecture

: Prof. Dr. Hasratuddin Siregar, M.Pd

Course

: Research Methodology

MINI RESEARCH

Compiled By: Atiqah Zikry Amalia Saragih (4163312002) Cindy Fildza Lubis (4163312004) Cut Fadza Sadida (4163312006) Kiki Ambar Waty (41633120)

MATHEMATICS DEPARTMENT FACULTY OF MATHEMATICS AND SCIENCES STATE UNIVERSITY OF MEDAN 2018

TABLE OF CONTENT

COVER ............................................................................................................................... TABLE OF CONTENT .................................................................................................... i CHAPTER I: PRELIMINARY ........................................................................................ 1 1. BACKGROUND .................................................................................................... 1 2. FORMULA OF PROBLEM ................................................................................. 1 3. PURPOSE .............................................................................................................. 1 CHAPTER II: LITERATURE REVIEW ....................................................................... 2 CHAPTER III: RESEARCH METHODOLOGY ......................................................... 4 CHAPTER IV: RESULT AND DISCUSSION ............................................................... 5 CHAPTER V: CONCLUSSION ...................................................................................... 7 REFERENCE .................................................................................................................... 8 ATTACHMENT ................................................................................................................ 9

i

CHAPTER I PRELIMINARY

1.1

Background Teachers as the spearhead of the teaching and learning process should be able to

develop students' potential to the fullest. Not just implementing strategies or methods that are not appropriate so that learning tends not to live and students only listen to lectures from the teacher without being involved to be active in the learning process. As one of the prospective mathematics teachers, we should know about the facts of the field / things that will be faced while teaching, it serves to help us prepare an interesting learning process in the future and can create effective active learning. Polya (1985) defines problem solving as an effort to find a way out of a difficulty in order to achieve a goal that is not immediately achievable. The low level of mathematical problem solving ability of students as evidenced by the results of the Program for International Student Assessment (PISA) in 2000 put in placed Indonesia in 39th position from 41 countries, in 2003 in 38th position out of 40 countries, in 2006 in 50th position out of 57 countries, in 2009 in position 61 of 65 countries, and the last in 2012 in position 64 of 65 countries, in 2015 in position 69 of 76 countries, and in 2018 which showed that Indonesia was ranked 63rd out of 72 countries. One of the factors that causes the low mathematical problem solving ability is because of the passive class conditions, where students are less involved in learning. This shows the weakness of students in connecting formal mathematical concepts with problems in the real world. Paying attention to the low ability of Indonesian students in the survey, the Government of Indonesia, in this case the Ministry of Education and Culture actually anticipated it by making several curriculum changes.

1.2

Formula Of Problem 1.

How do math teachers in class VIII-5 of Middle School 35 Medan teach?

2.

Are students in class VIII-5 of Middle School 35 Medan able to understand mathematics through teacher explanation well?

3.

Is the mathematical problem solving ability of students in class VIII-5 of Middle School 35 Medan good? 1

1.3

Purpose 1.

To find out how to teach mathematical teachers in class VIII-5, Middle School 35 Medan

2.

To find out whether students in class VIII-5 of Middle School 35Medan can understand the mathematics teacher's explanation well or not

3.

To find out the problem solving abilities of students in class VIII-5 Middle School 35 Medan

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CHAPTER II LITERATURE REVIEW

2.1. Middle School Learning According to Susilana and Riyana (2009), learning is an activity that involves someone in an effort to gain knowledge, skills, and positive values by utilizing various sources for learning. Learning involves two parties, namely students as learners and teachers as facilitators. The Indonesian government establishes compulsory education policies as a development effort in the education sector. Through this policy, it is expected that every Indonesian citizen can receive a minimum education up to junior high school level (Supardi, 2012). One of the fields of study taught in junior high school is mathematics. From several opinions, it can be concluded that junior high school mathematics learning is the learning process of junior high school students to gain knowledge, skills and positive values related to mathematical material.

2.2. Problem Solving Problem solving is a planned process that needs to be implemented in order to obtain certain solutions to a problem that may not be immediately obtained (Saad & Ghani, 2008: 120). Another opinion states that problem solving is an attempt to find a way out of a difficulty (Polya, 1973: 3). According to Goldstein and Levin, problem solving has been defined as a high-level cognitive process that requires modulation and control over routine or basic skills (Rosdiana & Misu, 2013: 2). There are four stages of problem solving, namely; (1) understanding the problem, (2) planning the solution, (3) implementing the plan, (4) checking again (Polya, 1973: 5). The Polya problem solving diagram can be seen in the following Figure.

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.

2.3. Two-variable linear equation system The two-variable linear equation is closely related to the diophantine equation. This equation was first studied by someone named Diophantus who spent his life in Alexandria. Diophantus is also known as the "father of algebra". But the nickname was then carried by Al-Khawarizmi of course. He was a Greek mathematician who settled in Alexandria, at that time Alexandria was the center of learning Mathematics. During his life Diophantus was famous for his work entitled Arithmetica. There are four ways to solve a system of two-variable linear equations, namely the method of graphics, substitution, elimination and combination. a.

Substitution method

The completion of SPLDV uses a substitution method done by declaring one of the variables into another variable in one of the equations, then substituting it into another equation in the SPLDV. Example: Determine the following SPLDV settlement using the substitution method

2 x  3 y  6 ............(1)   x  y  3 ...........(2) Solution : Step 1 : substitute x In equation (2) state the variable x in y x-y =3



x = y + 3 ............(3)

Substitution (3) to (1) is obtained: 2x + 3y = 6 4

 2 (y + 3) + 3y = 6  2y + 6+ 3y = 6  5y + 6 = 6 

5y + 6 – 6 = 6 – 6



5y = 0



y =0

Substitution y = 0 ke (3) x=y+3

x=0+3

x=3 So, the solution is {(3, 0)} step 2 : substitute y In equation (2) state the variable y in x x-y =3



y = x - 3............(3)

Substitution (3) to (1) is obtained: 2x + 3y = 6

 2x + 3(x – 3) = 6  2x + 3x - 9 = 6  5x - 9 = 6 

5x - 9 + 9 = 6 + 9

 

5x = 15 x =3

Substitution x = 3 ke (3) y=x-3

y=3-3 y=0 So, the solution is {(3, 0)} b.

Elimination Method Elimination method is a way to solve linear equations by removing one variable from

the existing variable. Consider the following example: Determine the value of x and y from the following equation using the elimination method! 8x + 3y = 48 …………………………….. (1) 5

3x + y = 17 ……………………………… (2) Solution : We can choose which variables we will remove, which may be x or may also be y. But you should eliminate variables that can be easily equated. How to equate it is that we multiply it by a constant. Based on the two equations above, we will find it easier to eliminate / eliminate the y value. So the results are as follows. 8x + 3y = 48

| ×1 |

8x + 3y = 48

3x + y = 17

| ×3 |

9x + 3y = 51 –

–x=–3 x=3 After we found the value of x, we can find the y value in the same way, that is, we eliminate the value of x, so the result is as follows. 8x + 3y = 48

| ×3 | 24x + 9y = 144

3x +

| ×8 | 24x + 8y = 136 –

y = 17

y =8 So we have found the value x = 3 and the value y = 8

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CHAPTER III RESEARCH METHODOLOGY

3.1. Location and Time of Research The research was conducted on Tuesday, November 21th 2018 in Class VIII-5 SMP Negeri 35 Medan, Academic Year 2018/2019.

3.2. Subject and Object of Research The research subjects were all students of class VIII-5 of SMP Negeri 35 Medan, amounting to 30 students. The object of this research is the whole process and results of mathematics learning on the subject of Pythagoras Theorem in order to improve problem solving ability for students of class VIII-5.

3.3. Type and Design of Research This type of research is qualitative-descriptive research, meaning that it describes events that are the center of attention (problem solving abilities, student learning styles) qualitatively and based on qualitative data.

3.4. Collecting Data Method Ask student to solve the given problem after the authors explaining the material about Pythagoras Theorem.

3.5. Analyzing Data Method The study use qualitative data analysis techniques which are carried out in accordance with the case study approach, so that data analysis is used by analyzing the collected answers obtained from the research subjects. The answers are organized by identifying and categorizing according to the research objectives.

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CHAPTER IV RESULT AND DISCUSSION

4.1

RESULT Below are the result that researcher get from the mini research in VII-5 class at State

35 Middle School Medan 1.

Mathematics teachers in the class still use the teacher centered learning method.

2.

Students do not understand the subject matter conveyed by the teacher for several reasons, including because of the way the material is delivered by the teacher which is considered not good by students

3.

Students are not actively asking questions in the learning process

4.

The problem solving ability of students is not good

5.

Students do not follow the steps and instructions correctly when solving the problems

6.

Below is the several result of the students worksheet:

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4.2

DISCUSSION Based on the results of the researchers' mini research, it was concluded that the

mathematics teacher in class VII-5 of SMP N 35 Medan used the teacher centered learning method. It was concluded by the researchers through observations during the mini research where the teacher explained the subject matter by explaining the material while writing it on the white board, then the teacher ask some questions related to the topic and ask students to solved it. In the learning process, the interaction between the teacher and students are very minimal, it can affect students' understanding and communication skills. The research location is a school that applies the 2013 curriculum (K-13). The 2013 curriculum should be supported by changes in mindset / teacher mindset such as applying the Teacher Centered Learning (TCL) learning approach to Student Centered Leaning (SCL). The pattern of teacher-centered learning that is widely practiced now, seems to be no longer suitable with educational needs because it is not sufficient to realize characterbased and competency-based educational goals. These conditions, among others, are caused by various things as follows: (1) the rapid development of science and technology 9

and art that has made it difficult for teachers to access it; and (2) changes in workforce competency that take place very quickly require more flexible material and learning processes. Therefore, in order to succeed in implementing a curriculum such as the 2013 curriculum, learning must be oriented towards students, by focusing on the formation of character and competence in an integrated, intact and holistic manner. (Marwiyah, Alauddin, Ummah. 2018: 28). Because of this, it would be more effective if the teacher used the student centered learning method in order to achieve the learning objectives in accordance with the curriculum applied in the school. After the learning process, the researcher gives a question that is intended to measure students' problem solving abilities, but the questions used by researchers have not been validated by experts because of several reasons including limited time. Below is a question and key answers from researchers: Problem 1: Knowing that (a,b) is the solution from the equation 3𝑥 = 3𝑦 − 12 and 𝑥 = 6 − 𝑦. Find the result of a-b! Problem 2: Find the solution of (x,y) from the equation 𝑥 − 𝑦 = 7 and 𝑥 + 𝑦 = 5!

After analyzing and examining student worksheets, students do not understand the subject matter delivered by the teacher for several reasons, including the way the material is delivered by the teacher which is considered not good by students, it can be seen from the work of students, most students in class VII -5 Medan SMPN 35 cannot answer the questions given correctly. Students are not actively asking questions in the learning process, resulting in a lack of interaction between teachers and students then it also affects the development of students' communication skills where most students in that class do not dare to ask questions and express their opinions during the learning process. From the results of the student's work, most students cannot solve the problem correctly. Based on the student worksheet, the researcher analyzes the completion steps by students, to carry out the analysis, the researcher assesses the work of students and determines the level of problem solving ability based on a rubric prepared by the researcher. Below is the rubric that researchers use to analyze student worksheets:

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Scale

Criteria Understanding the problem: Students write down what is known and ask questions. Formulate solutions: Have a plan to solve the problem. Perform troubleshooting: Students do the problem solving process. Making conclusions: Students write answers to problems

1 Not able to understand the problem

2 Less able to understand the problem

3 Simply able to understand the problem

4 Able to understand the problem

Not able to formulate solutions

Simply able to formulate problem solving

Able to formulate problem solving

Not able to carry out problem solving

Able to formulate problem solving, but not right Able to carry out problem solving, but not right

Simply able to solve problems

Able to solve problems

Not able to make conclusions

Able to make conclusions, but not right

Simply able to make conclusions

Able to make conclusions

After calculating the student worksheet, the table below shows the student scores and grades: Rated Aspects No 1 2 3 4 5 6 7 8

Name Sandy Wijaya Tika Irmala Sari Naura Ayu Lili Sabrina Rindu Salsabila Della Ayu Citra M Ridho Syahputra Annisa

Understand The problem

Formulate solutions

Perform problem solving

Make conclusion

Score

Value of problem solving ability

1

4

4

2

11

34,4

7

8

4

6

25

78,1

2

8

5

5

20

62,5

2

2

2

2

8

25

2

2

2

2

8

25

2

8

6

8

24

75

4

8

5

3

20

62,5

2

5

2

2

11

34,4

11

9 10 11 12

13 14 15 16 17 18 19 20 21 22

Nurul Aulya Jihan Chairani Sarah Elia Hutagalung Yusticia Putri Anjani Dwi Anggraini Adri Adrian Syahputra Arifah Fadilla Ferdiansya h Nurul Halisyah Muhamma d Farhan Galih Armando M Fikri Fahlevi Rizky

2

5

3

2

12

31,2

2

6

5

3

16

50

8

4

4

2

18

56,2

2

7

6

5

20

62,5

3

6

6

4

19

59,4

2

3

3

2

10

31,3

2

3

3

2

10

31,3

2

7

5

2

20

62,5

2

7

6

5

20

62,5

2

8

5

4

20

62,5

2

4

4

5

14

43,8

7

7

6

4

26

81,3

1

4

4

6

12

37,5

2

3

3

3

10

31,3

Calculation of the final score on a scale of 0-100, with the following guidelines: 𝑆𝑐𝑜𝑟𝑒 𝑂𝑏𝑡𝑎𝑖𝑛𝑒𝑑

Final Value = 𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 × 100%

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The Results of Students's Problem Solving Ability 12 10 8 6

The Results of Students's Problem Solving Ability

4 2 0 Score 25-50

Score 50-75

Score 75-100

After conducting the analysis, the researchers concluded that students in class VII-5 of SMPN 35 Medan did not follow the steps and instructions correctly when solving problems and problem solving abilities of students in class VII-5 of SMPN 35 Medan classified as low on the topic of Two Variable Linear Equation System with an average final score of 50,001.

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CHAPTER V CLOSING

5.1. Conclusion 1.

The learning method used by the teacher during the learning process is the teacher learning center.

2.

Students do not understand the teacher's explanation because the way the material is delivered by the teacher is too fast

3.

The ability of students to solve problems in accordance with the steps and rules that have been set is not good.

5.2. Suggestion  For teachers, teachers should no longer use the teacher learning center method in the learning process because based on this research the method is considered less appropriate to realize the objectives of mathematics learning, which is to make students be creative and active.  For students, students should read more and practice working on the questions with lots of variations.

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REFERENCE

Polya, G. 1980. On Solving Mathematical Problems in High School. New Jersey: Princeton Univercity Press. Saad,N.Ghani, S& Rajendran N.S. 2005. The Sources of Pedagogical Content Knowledge (PCK) Used by Mathematics Teacher During Instructions: A Case Study. Departement of Mathematics. Universiti Pendidikan Sultan Id Supardi. 2012. Penelitian Tindakan Kelas. Jakarta: PT Bumi Aksara. Susilana, Rudi. Riyana, Cepi. 2009. Media Pembelajaran: Hakikat, Pengembangan, Pemanfaatan, dan Penilaian. Bandung: CV Wacana Prima. Nuh, Mohammad. 2014. Matematika untuk SMP kelas. Jakarta : Kementerian Pendidikan dan Kebudayaan, 2014 Polya , G., 1985. How to Solve It: A new aspect of mathematics method (2 ed). Princeton, N.J., PrincetonnUniversity Press Marwiyah, Alauddin, Khaerul Ummah. 2018. Perencanaan Pembelajaran Kontemporer Berbasis Penerapan Kurikulum 2013. Yogyakarta: Deepublish

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