TUGAS 3

MATH LEARNING GROOVED CONCEPT MAP

Mathematics learning in high school, this is up to adults, is seen always provide a high level of difficulty on the students. In most students, this subject is seen as the subjects that are difficult, even frightening for them. This condition will affect the level of student success, Difficulties mentioned above, are generally caused by at least two conditions: 1) Subject material. In general, the material that must be learned in high school Mathematics, especially the abstract class XI, in some basic criticism, even "too far" with the life of high school students in general. 2) The process of learning. Of conventional (and explain the matter of practice) does not provide attraction for students. Boosted with the difficult lessons, learning is often stuck on the condition of boring and does not give students the opportunity to study with a feeling comfortable.

The proposal aims to design a learning mengurang the above constraints. Learning that is designed to attract students, while providing a comfortable feeling in the find. On implementation, this learning to develop students' creativity and ability to learn the difference memfasilitai each student each. The use of multiple media in Tehnologi information, provide many facilities to make learning interesting and fishing to be a sense of knowledge-keingin students. Facilities provided in the chart to give it the possibility of learning materials that are not linier. Use the right audio can help students in learning.

Concept map (Mind Mapping) as a form of the integrative combination of spaciousness and depth of learning materials, providing the possibility to describe the relationship between each sub in a basic learning materials. Map this concept can be designed in graphics, so that the audio-visual way to provide different perspectives on a process of learning. With the help of a computer application (eg Powerpoint) Map this concept can be integrated and presented so that the learning process and can terangkai of a meeting with the previous meetings can be kept.
Expected to create conditions of learning in the classroom, students' level of success in learning to be much higher

TUGAS 2

*What I Can Reflect about Psychological Aspects,
If the Student is Confronted with the LINEAR EQUATION Questions*

My opinion about psychological aspect if the students is confronted with the following question:
1. Tentukan himpunan penyelesaian dari SPNLDV berikut.
a. 5/x + 4/y = -2 dan -3/x – 6/y = 9/4
b. 3/a + 2/b = 0 dan 2/a + 4/3b = 5/3
2. Ani dan Budi pergi membeli buku dan pensil di took buku. Harga pembelian buku dan pensil mereka dapat kamu lihat pada table berikut.

Pembeli Buku Pensil Harga
Ani 2 3 Rp. 7.200,00
Budi 3 2 Rp. 7.800,00

Tentukan harga satu buku dan satu pensil.
3. Rina dan Santi pergi ke supermarket. Rina membeli lima kilogram apel dan satu kilogram jeruk Rp.60.000,00. Santi membeli dua kilogram apel dan tiga kilogram jeruk seharga RP. 50.000,00. Tentukan harga satu kilogram apel dan satu kilogram jeruk.
4. Rudi sedang menhitung ang sakunya bulan ini. Uang saku Rudi tediri atas lembaran sepuluh ribu rupiah dan lima rib rupiah. Jumlah seluruh lembaran uang saku Rudi 8 lembar. Adapun jumlah uang saku Rudi seluruhnya adalah Rp. 65.000,00. Tentukan banyaknya setiap lembaran uang saku Rudi tersebut.

In the first time and first impression looks the question above the students will fell confuse because the question seem complex, complicated and challenging. However, if the question comprehensible reading by students, they will think that the questions above are simple and realistic. The solutions are not difficult to find out if they have the materiel and master the concept. Therefore, they will enthusiast to solve this problem.

"quantitative methode in psikology of mathematics education"

AN ANALYIS OF

SELECTED COGNITIVE ABILITIES AND

IT’S RELATIONSHIP WITH ACADEMIC ACHIEVEMENT

IN MATHEMATICS

The relationship of academic ability to differences in cognitive abilities measured is significant. Consistently, high ability learners, whether based on primary or secondary test scores, significantly outperformed low ability learners on total cognitive ability. According to school subjects, interestingly performance in English and Science is more related to the selected cognitive abilities of students as reflected in the relatively high coefficients reported. It is probable that in these two school subjects, cognitive skills such as deductive thinking and analogical reasoning are encouraged.

Surprisingly, the mechanical comprehension subtest was a poor predictor of performance in the subject Living Skills though it teaches technical elements such as understanding And repairing of household appliances. However, Living Skills also includes non-technical aspects such as commerce which may not be related to mechanical reasoning. The study found that among the school subjects, mathematics reported the highest correlation with spatial ability which is consistent with the findings of Guay & McDanial (1977) and Wong (1992). Overall, academic achievement plays a significant role in influencing the cognitive abilities of students in the sample studied. The higher cognitive abilities of students from high income families suggest that such abilities may be better nurtured in these families. Greater opportunities for the development of such skill may have been made available for learners from such advantaged families through reading materials, thought challenging games and activities and perhaps a generally more conducive environment that encourages such types of thinking.

In terms of gender, males outperformed females in spatial visualisation. This finding is partially consistent with earlier studies wherein females scored lower in spatial ability than their male counterparts. Wong (1992) found that males performed better than females in spatial visualisation and spatial orientation. The present study found gender differences was only for spatial visualisation. In fact, females scored higher in spatial orientation than males though the difference was not significant. Generally, this study reveals that there is evidence for individual differences in cognitive abilities between students in the sample and suggests that the Cognitive Ability Test be administered to a larger sample to detect developmental differences and the establishment of norms.

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