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dc.contributor.authorDarmadi, D
dc.date.accessioned2019-07-06T03:44:56Z
dc.date.available2019-07-06T03:44:56Z
dc.date.issued2019-03
dc.identifier.citationBarbara Fadem. High-Yield Behavioral Science 2nd edition. Lippincott Williams & Wilkins. A Wolters Kluwer Company. Newark New Jersey Darmadi, Benny Handoyo, Woro Dyah Ayu Pratiwi. 2016. Visual Thinking Student Profile Prospective mathematics teacher With learning styles in solving Trigonometric Problems Auditorial. Math mathematics education Didactic: Journal Vol. 2, no. 1, January-April 2016 © STKIP PGRI Banjarmasin. Darmadi. 2015. Visual Thinking Student Profiles of prospective teachers of mathematics in understanding the Formal definition of a sequence Converging based on Gender differences. Journal LPPM IKIP PGRI Madiun. Vol. 3 No. 1 January 2015 Darmadi. 2015. Visual Thinking Student Profiles of prospective teachers of mathematics in understanding the Formal definition of a sequence Converging based on Gender differences. Journal LPPM IKIP PGRI Madiun. Vol. 3 No. 1 January 2015 David Matsumoto. San Francisco State University. 2009. The Cambridge Dictionary of Psychology. Published in the United States of America by Cambridge University Press, New York. San Francisco State University H. L. Royden and P. M. Fitzpatrick . 2010. Real Analysis, Fourth Edition. English reprint edition by Pearson Education as Prentice Hall. Asia Limited and China Machine Press. Hergenhahn B R and Olson M H. 2008. Theories of Learning. Pearson Education. Dialihbahasana oleh Tri Wibowo B S. Jakarta: Kencana Indonesian Language Dictionary. 2008. The National Ministry of education language centre Jakarta. Jensen E. 2008. Brain-Based Learning: The New Science of Teaching & Training..Corwin Press. A Saga Publications Company. Thousand Oaks, California Nel Noddings. 1999. Constructivist Views on The Teaching and Learning of Mathematics. National Council of Teachers of Mathematics. United States of America. Noeryanti. TeoriHimpunan: ModulLogikaMatematika. Sanata Dharma. Yogyakarta. Raymond S. Nickerson, Reflections on Reasoning (Hillsdale, NJ: Lawrence Erlbaum Associates,Publisher, 1986). Schunk D H. 2012. Learning Theories: an education perspective. Sixth Edition. Pearson Education. Ink. Pustaka Pelajar. Yogyakarta. Sugiarto, Isti Hidayah. 2011. The basic Introductory learning materials for Mathematics (PDM) Jurusan Matematika FMIPA UNNES. Semarang YokiAriyana, MT. Widyaiswara PPPPTK IPA Bandung. Dr. Ari PudjiastutiM.Pd. Widyaiswara PPPPTK PKn IPS Kota Batu. Reisky Bestary, M.Pd. Widyaiswara LPMP Provinsi Riau. Prof. Dr. Zamroni, Ph.D Universitas Negeri Yogyakarta (2018). Buku Pegangan Pembelajaran Berorientasi pada Keterampilan Berpikir Tingkat Tinggi. Direktorat Jenderal Guru dan Tenaga Kependidikan Kementerian Pendidikan dan Kebudayaan.id_ID
dc.identifier.issn2656-0615
dc.identifier.urihttp://hdl.handle.net/11617/11057
dc.description.abstractThe main competence in learning mathematics is to improve the ability of reasoning. To get the competence, the student of the education courses math of Universitas PGRI Madiun compulsory courses logic and set. This paper discusses the stages and the weakness of the student reasoning in the logical thinking with the set. Based on the results of a descriptive research-qualitative study program conducted in mathematics education earned the stages and the weakness of the reasoning of the students in the logical thinking with the set. Stages of reasoning of the students in the logical thinking with the set as a means of visualization are: 1) Connect each set with the premise, 2) Connect both premises and pay attention to the possibilities of possible illicit; and 3) paying attention to both possibilities as the basis for the with draw of the conclusion. Weaknesses of student reasoning in logical thinking with the set as visualization are: 1) Students see problems separately and have not been able to connect with the conclusion or the premise of the set that's been studied; 2) Students can already connect to the problems with the concept of the set but haven't been able to connect between premise; 3) Students can already connect the premise to the concept of set, but less thorough so as to give an answer that is less precise; and 4) Students can already connect to premise by the concept of the set and had a thorough look at all the possibilities so as to provide an answer with precision.id_ID
dc.language.isootherid_ID
dc.publisherProsiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya (KNPMP) IV 2019id_ID
dc.titleIdentification of The Stages and Weakness of the Student Reasoning in Logical Thinking by The Setid_ID
dc.typeArticleid_ID


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