Hubungan Kecerdasan Verbal dan Kecerdasan Logika Matematika dengan Kemampuan Menyelesaikan Soal Cerita Matematika Siswa SD

Muncarno Muncarno(1*),

(1) Universitas Lampung
(*) Corresponding Author


Abstract


This research is motivated by the low ability of grade V students of SD Negeri 8 Metro Timur in solving the math story problem. The purpose of this study is to determine the significance or not the relationship between linguistic intelligence and logical-mathematical intelligence with the ability to solve the mathematics story problem of grade V students of SD Negeri 8 Metro Timur. This type of research is a correlational ex-postfacto study. Data collected by the testing techniques. The data collection instrument is a matter of multiple choice test and analysis test that has been checked for its validity and reliability. Hypothesis test results showed that there is no significant relationship between linguistic intelligence and logical-mathematical intelligence with the ability to solve the mathematics story problem of grade V students of SD Negeri 8 Metro Timur. This is caused by the existence of other factors that can affect the level of ability to solve math story problems, the intervention of variables, and the lack of maximum measuring tools prepared by researchers.


Keywords


story; intelligence; logical; mathematic; linguistic

References


Amir, A. 2013. Pembelajaran matematika dengan menggunakan kecerdasan majemuk (multiple intelligences). Logaritma. Vol.1, No.01: 1-14.

Bahri, Moh. 2015. Peningkatan Kemampuan Menyelesaikan Soal Cerita Matematika Materi Menghitung Keliling Persegi dan Persegi Panjang Menggunakan Media Kartu Kerja pada Siswa Kelas III MI Miftahul Hidayah Pakong Pamekasan. (Skripsi). 12 November 2015. Digital library UIN Sunan Ampel. 12 November 2015 http://digilib.uinsby.ac.id/2649/. Diakses pada 9 Juni 2017.

Guven, B., & Cabakcor, B. O. 2013. Factors Influencing Mathematical Problem-Solving Achievement of Seventh Grade Turkish Students. Learning and Individual Differences: 131-137.

Hidayat, M. Menilai Penyelesaian Soal Cerita dengan Kriteria Penilaian (RUBRIK). 19 Oktober 2010 https://makmunhidayat.wordpress.com /2010/10/19/menilai-penyelesaian-soal-cerita-dengan-kriteria-penilaian-rubrik/. Diakses pada 8 Maret 2017.

Hoerr, T. R., Boggeman, S., & Wallach, C. 2010. Celebrating Every Learner: Activities and Strategies for Creating a Multiple Intelligences Classroom. United States: Jossey-Bass.

Nafi'an, M. I. 2011. Kemampuan siswa dalam menyelesaikan soal cerita ditinjau dari gender di sekolah dasar. Seminar Nasional Matematika dan Pendidikan Matematika. 571-577.

Raharjo, M., Ekawati, E., & Rudianto, Y. 2009. Pembelajaran Soal Cerita di SD. D. I. Yogyakarta: Pusat Pengembangan Peningkatan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (PPPPTK) Matematika.

Rahardjo, M., & Waluyati, A. 2011. Pembelajaran Soal Cerita Operasi Hitung Campuran di Sekolah Dasar. Yogyakarta: Kementrian Pendidikan Nasional.

Tambychik, T., & Meerah, T. S. M., 2010. Students’ Difficulties in Mathematics Problem-Solving: What Do They Say?. Procedia Social and Behavioral Sciences. International conference on Mathematics Education Research 2010: 143-151.

Yuliani. Nilai Matematika Terendah. Sriwijaya Post. Soegeng Haryadi (ed). 20 Juni 2014 http://palembang.tribunnews.com/2014/06/20/nilai-matematika-terendah. Diakses pada 8 Januari 2017.




DOI: http://dx.doi.org/10.24127/ajpm.v6i3.1176

Refbacks

  • There are currently no refbacks.