bluuebunny/crossref_metadata_2025_split huggingface dataset:
Fracture Toughness Measurement for B4C Composites with Hierarchical Microstructures: Comparison of Micro-indentation and Four-Point Bending Methods
Authors: Dai Jingyao , Singh Jogender , Yamamoto Namiko 
Published: August 2024

Abstract
Because of the advantage of simple preparation of small-sized samples, micro-indentation has been widely adapted to evaluate the fracture toughness of materials including brittle ceramic composites. However, fracture toughness results measured by micro-indentation often differ from those measured by standardized methods such as four-point bending. Such differences can be attributed to loading condition differences (contact load for micro-indentation), fracture mechanism differences, and the associated usage of empirically obtained formulas for fracture toughness evaluation. These differences are expected to amplify when testing hierarchically microstructured ceramic composites, as multiple and complex fracture mechanisms can be triggered at different size scales and loads. Here, we compared the fracture toughness measured using micro-indentation (fracture under compression) and four-point bending (surface crack in flexure method) about three types of hierarchically microstructured boron carbide composites: one reinforced with sub-micron and micron-sized graphite platelets, one reinforced with titanium diboride particulates, and one reinforced with both. The fracture toughness value differences were correlated with fracture and deformation mechanisms observed after the micro-indentation and four-point bending tests. This study provides insights into the origin of the toughness value differences, and also insights into fair interpretation of micro-indentation data when the four-point bending test option is not available for brittle hierarchical composites.
Analysis of students error in global meta-level algebraic thinking on problem proving on CORE learning assisted by scaffolding
Authors: Ihtiani Ana , Agoestanto Arief 
Published: August 2024

The aims of this study are to identifies the quality of mathematics learning used CORE model assisted by scaffolding, examine whether students' ability in global meta-level algebraic thingking pass the minimun completeness criteria, describes the type and the causes of students error in global meta-level algebraic thingking, and type of scaffolding for lower group students. This is a mixed-method research. The population of this research are students of class XI-IPA at SMAN 1 Bojong. The sample of this research are students of class XI-IPA 3 as many as 32 students. The research subjects were taken 9 students, each of 3 students from the uuper, middle, and lower groups. Data collection methods used documentation, interviewies, and test. Teh validity of the data is done by triangulating the result of test and interviews. Data is analyzed by doing data reduction, data presentation, and verificatiton. The results of this research showed that (1) the quality of mathematics learning used CORE model assisted by scaffolding in very good criteria; (2 students' ability in global meta-level algebraic thingking on CORE learning assisted by scaffolding pass the minimun completeness criteria; (3) upper group students tend to make some error in the process skill and encoding steps, middle group students tend to make some error in the process skill steps, while lower group students tend to make some error in the transformation and process skill steps; (4) the cause of the error are lack of studentsâ€™ accuracy in writing problem information modeling, inaccurate in calculation process, not able to complete the proving process, and inaccurate in writing down the variables in conclusion sentences; (5) scaffolding reviewing is given for transformation and encoding errors, scaffolding explaining, reviewing, and restructuring are given for process skill errors.
Development of Computer-Based Interactive Learning Media on Data Presentation Subject
Authors: Hidayati Nurul , Prabawanto Sufyani 
Published: August 2024

21st century learning students is required to be more active in learning than teachers, therefore this study aims to develop computer-based interactive learning media tutorials. This research used Research and Development (R & D) models and adapted from Borg and Gall. The learning media was validated by three validators using a validation sheet and obtained an average score is 3.55 (very valid) from the maximum scale of 4. Furthermore, revisions are made according to the suggestions and input of the validator. The revised learning media was tested with a questionnaire technique using a student response questionnaire sheet. The trial was carried out in two stages, namely product trials and usage trials. The first stage was product testing on six students and the percentage of practicality was 96.03%. The second stage was trial use on 28 students and the percentage was 97.62 (very practical). Then the product was revised according to the students' suggestions in the usage trial). Based on the analysis, it can be concluded that this computer-based mathematics learning media is valid and practical and can be used for students’ learning.
Students' Mathematical Problem-Solving Ability Based on Cognitive Style in Flipped Classroom Learning Model Assisted by Sevima Edlink
Authors: Mukarromah Siti , Junaedi Iwan 
Published: August 2024

This research aims were to (1) test the effectiveness of the Flipped Classroom learning model assisted by the Sevima Edlink on students' mathematical problem-solving abilities, and (2) describe students' mathematical problem-solving abilities based on cognitive style in the Flipped Classroom learning model assisted by the Sevima Edlink. This research was a mixed methods type of sequential explanatory design. Quantitative methods were used to test the effectiveness of using the Flipped Classroom learning model on students' mathematical problem-solving abilities while qualitative methods were used to describe students' mathematical problem-solving abilities based on cognitive style in the Flipped Classroom learning model assisted by the Sevima Edlink. Data collection was carried out using problem-solving ability tests, GEFT tests (cognitive style tests), and interviews. The population of this study were all class VIII students of SMP N 1 Pecangaan for the 2022/2023 school year. The samples used were students of class VIII E as the experimental group and class VIII G as the control group. The results of the research conducted showed that (1) the Flipped Classroom learning model was effective in increasing students' mathematical problem-solving abilities, (2) students' mathematical problem-solving abilities in terms of cognitive style were divided into two categories, namely FI (7) and FD (15). The FI category is divided into 3 patterns of problem-solving abilities while students with the FD category are divided into 5 patterns.
Mathematical Connection Ability Viewed from Self Efficacy in CONINCON Learning Model with Ethnomathematics Nuances
Authors: Valenia Rizza Fahira , Zaenuri Zaenuri 
Published: August 2024

This study aims to (1) find out whether the proportion of students with mathematical connection abilities ≥ minimum criteria of mastery learning in CONINCON learning model with ethnomathematics nuances was more than the learning completeness limit, namely 75%; (2) find out whether students' mathematical connection abilities through CONINCON learning model with ethnomathematics nuances were better than students' connection abilities with Problem Based Learning model; (3) find out whether students' self efficacy influences mathematical connection abilities; (4) describe mathematical connection abilities through CONINCON learning model with ethnomathematics nuances viewed from students' self efficacy. The method used was a mixed method with a sequential explanatory design. In this research, 6 research subjects were taken based on the category of self efficacy in experimental group. Research results show that (1) proportion of students with mathematical connection abilities ≥ minimum criteria of mastery learning in CONINCON learning model with ethnomathematics nuances was more than the learning completeness limit, namely 75%; (2) students' mathematical connection abilities in CONINCON learning model with ethnomathematics nuances were better than students' connection abilities in Problem Based Learning model; (3) students' self efficacy has a significant influence on mathematical connection abilities of 68.7%; (4) description of students' mathematical connection abilities with categories : (a) high category of self efficacy are able to fullfill all indicators of mathematical connection abilities; (b) medium category of self efficacy can fulfill two indicators and less able to fullfill two indicators; (c) low category of self efficacy only fulfill an indicator.
KEEFEKTIFAN PEMBELAJARAN CIRC DENGAN PENDEKATAN OPEN-ENDED TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA KELAS-VIII MATERI KUBUS-BALOK
Authors: Wulandari Novita 
Published: August 2024

Penelitian ini bertujuan untuk mengetahui keefektifan pembelajaran Cooperative Integrated Reading and Composition (CIRC) dengan pendekatan open-ended terhadap kemampuan berpikir kreatif siswa kelas VIII materi kubus dan balok.Â Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 12 Semarang tahun pelajaran 2013/2014.Â Pemilihan sampel dengan cara cluster random sampling, diperoleh siswa kelas VIII D sebagai kelas eksperimen dan kelas VIII C sebagai kelas kontrol.Â Pada kelas eksperimen diberikan model pembelajaran CIRC dengan pendekatan open-ended dan pada kelas kontrol diberikan pembelajaran dengan model direct instruction.Â Instrumen penelitian yang digunakan adalah tes kemampuan berpikir kreatif dan lembar pengamatan aktivitas siswa.Â Data dianalisis dengan uji proporsi, uji kesamaan dua rata-rata, dan uji regresi.Â Hasil penelitian adalah (1) kemampuan berpikir kreatif siswa kelas eksperimen mencapai kriteria ketuntasan minimum; (2) kemampuan berpikir kreatif siswa kelas eksperimen lebih baik daripada kelas kontrol; (3) terdapat pengaruh positif aktivitas siswa kelas eksperimen terhadap kemampuan berpikir kreatif siswa.
ANALISIS KEMAMPUAN BERPIKIR KRITIS SISWA KELAS VIII DENGAN PEMBELAJARAN MODEL 4K DITINJAU DARI GAYA KOGNITIF SISWA
Authors: Rifqiyana Lilyan , Masrukan Masrukan , Susilo Bambang Eko 
Published: August 2024

Penelitian ini bertujuan untuk memperoleh deskripsi kemampuan berpikir kritis siswa kelas VIII dengan pembelajaran model 4K ditinjau dari gaya kognitif field dependent (FD) dan field independent (FI). Subjek penelitian ini adalah siswa kelas VIII I SMP Negeri 3 Kudus. Teknik pengumpulan data menggunakan Group Embedded Figures Test (GEFT), tes kemampuan berpikir kritis dan wawancara. Analisis tes kemampuan berpikir kritis mengacu pada indikator-indikator kemampuan berpikir kritis menurut Ennis (2011) yang telah ditentukan oleh peneliti. Hasil penelitian menunjukkan bahwa: (1) jumlah siswa dengan gaya kognitif FD lebih banyak daripada jumlah siswa dengan gaya kognitif FI, (2) deskripsi kemampuan berpikir kritis siswa dengan gaya kognitif FD dan gaya kognitif FI dari kelompok kuat dan kelompok lemah, (3)Â siswa dari kelompok kuat lebih baik daripada siswa dari kelompok lemah pada gaya kognitif FD dan FI.The objective of the research is to describe the critical thinking abilities of students in Junior High School grade 8th using 4K learning model based on the field dependent (FD) and field independent (FI) cognitive style. The subject of this research is students of SMP N 3 Kudus grade 8th-I. The techniques to collecting data of this research are Group Embedded Figures Test (GEFT), critical thinking abilities test and interviews. The analysis of critical thinking abilities test based on the indicators of critical thinking abilities according to Ennis (2011) that is determined by the reseacher. The result of this research indicates that: (1) the number of FD students bigger than the number of FI students, (2) a description of critical thinking abilities of the FD and FI student from the strong group and the weak group, (3) the student from the strong group is better than the students from the weak group for FI and FD cognitive style.
ANALISIS KEMAMPUAN BERPIKIR ALJABAR DALAM MATEMATIKA PADA SISWA SMP KELAS VIII
Authors: Badawi Ahmad , Rochmad Rochmad , Agoestanto Arief 
Published: August 2024

Berpikir aljabar merupakan representasi dari aktivitas maupun kemampuan dalam mempelajari aljabar sekolah. Tujuan penelitian ini adalah untuk mengetahui kemampuan berpikir aljabar siswa SMP Kelas VIII. Metode penelitian yang digunakan adalah dengan pendekatan deskriptif kualitatif. Penelitian ini dilakukan dengan memberikan tes kemampuan berpikir aljabar pada siswa. Selanjutnya berdasarkan hasil tes, siswa dikelompokkan berdasarkan kemampuan berpikir aljabar mereka yang terdiri dari kelompok tingkat tinggi, kelompok tingkat sedang, dan kelompok tingkat rendah. Dari masing-masing kelompok tersebut dipilih dua subjek sebagai perwakilan untuk diwawancara lebih lanjut terkait kemampuan berpikir aljabar mereka. Hasil analisis dari penelitian ini menunjukkan bahwa kemampuan generasional, transformasional, dan level-meta global sudah terlihat pada sebagian siswa kelas VIII. Siswa yang termasuk dalam kelompok tingkat tinggi mempunyai kemampuan generasional, transformasional, dan level-meta global yang cenderung tinggi. Sedangkan siswa dalam kelompok rendah mempunyai kemampuan transformasional yang cenderung rendah, kemampuan generasional yang rendah sampai sedang, dan kemampuan level-meta global yang rendah sampai sedang.

Algebraic thinking is a representation of activities and abilities to learn school algebraic. The aim of this research was to determine the ability of eighth grade junior high school students in algebraic thinking. The method used in this research was the qualitative descriptive approach. This research was conducted with giving a test of algebraic thinking skills to the students. Furthermore, based on test results, students are grouped according to their algebraic thinking skills which consists of a highÂ­level group, moderateÂ­level group and lowÂ­level group. From each group, two subjects were selected to be interviewed more related their algebraic thinking skills, as a representative for their each group. Analytical results from this research indicated that the ability in generational, transformational, and global metaÂ­level activities is already visible in some eighth grade students. Students were included in the highÂ­level group tend to have high skill in generational, transformational, and global metaÂ­level activities. While students were included in the lowÂ­level group tend to have low skill in transformational ability, low to medium skill in generational ability, and low to medium skill in global metaÂ­level ability.
KEEFEKTIFAN MODEL-ELICITING ACTIVITIES BERBANTUAN LKPD TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DAN DISPOSISI MATEMATIS PESERTA DIDIK KELAS VIII
Authors: Oktaviani Rinta , Suyitno Hardi , Mashuri Mashuri 
Published: August 2024

Penelitian ini dilakukan untuk mengetahui keefektifan ModelÂ­Eliciting Activities berbantuan LKPD terhadap kemampuan komunikasi matematis dan disposisi matematis peserta didik kelas VIII pada materi bangun ruang. Populasi dalam penelitian ini adalah peserta didik kelas VIII SMP Negeri 2 Gemolong tahun ajaran 2014/2015 yang sampelnya diambil secara cluster random sampling. Metode pengumpulan data pada penelitian ini adalah metode dokumentasi, metode tes, dan skala sikap. Data dianalisis menggunakan uji proporsi satu pihak, uji ratarata satu pihak, uji perbedaan dua proporsi, uji perbedaan dua rata-rata, dan analisis regresi. Dari hasil penelitian disimpulkan bahwa: (1) pembelajaran ModelEliciting Activities berbantuan LKPD efektif terhadap kemampuan komunikasi matematis; (2) ModelÂ­Eliciting Activities berbantuan LKPD lebih efektif daripada model pembelajaran langsung terhadap kemampuan komunikasi matematis peserta didik; (3) disposisi matematis peserta didik dengan ModelÂ­Eliciting Activities berbantuan LKPD lebih baik daripada disposisi matematis peserta didik dengan model pembelajaran langsung; dan (4) disposisi matematis berpengaruh positif terhadap kemampuan komunikasi matematis

This research was aimed to determine the effectiveness of ModelÂ­Eliciting Activities aided worksheet towards grade VIII studentsâ€™ mathematial communication ability and mathematical disposition in geometry. Population in this research was grade VIII students of JHS 2 Gemolong in academic year 2014/2015 which the samples were taken by cluster random sampling.The research method were taken by documentation method, test method, and attitude scale. Data were analyzed using the proportion test, the average test, the difference of two proportions test, the difference of two average test and regression analysis. Based on the result it were concluded that: (1) ModelÂ­Eliciting Activities learning aided worksheet is effective toward mathematical communication ability; (2) ModelÂ­Eliciting Activities aided worksheet is more effective than direct instructional model for mathematical communication ability of students; (3) the mathematical disposition of students with a ModelÂ­Eliciting Activities aided worksheet is better than the mathematical disposition of students with direct instructional model; and (4) the mathematical disposition effects positively to mathematical communication ability.
PBL Learning using Working Backward Strategies to Improve Mathematical Problem Solving Ability
Authors: Murniati Siti , Mulyono Mulyono , Kharis Muhammad 
Published: August 2024

Tujuan penelitian ini untuk mengetahui rata-rata kelas dan ketuntasan klasikal kemampuan pemecahan masalah matematik siswa dengan pembelajaran PBL strategi working backward, perbedaan rata-rata kemampuan pemecahan masalah matematik siswa dengan pembelajaran PBL strategi working backward dan pembelajaran konvensional, dan penggolongan keterampilan proses siswa kelas VIII yang diajar dengan pembelajaran PBL strategi working backward. Dari populasi siswa kelas VIII SMP Negeri 1 Godong tahun pelajaran 2015/2016 terpilih siswa kelas VIII A sebagai kelas eksperimen dan siswa kelas VIII I sebagai kelas kontrol. Data diperoleh dengan metode dokumentasi, observasi, dan tes, kemudian data hasil tes dianalisis menggunakan uji rata-rata satu pihak, uji proporsi satu pihak, dan uji perbedaan rata-rata. Hasil penelitian menunjukkan bahwa rata-rata kelas dan kemampuan pemecahan masalah matematik siswa dengan pembelajaran PBL strategi working backward lebih dari KKM dan dapat mencapai ketuntasan klasikal, rata-rata kemampuan pemecahan masalah matematik siswa menggunakan pembelajaran PBL strategi working backward lebih baik daripada yang diajar dengan pembelajaran konvensional, dan hasil pengamatan keterampilan proses siswa diperoleh 10 siswa sangat terampil, 21 siswa terampil, dan 4 siswa cukup terampil.

The purpose of this research was to find out the class average and classical completeness of studentsâ€™ problemÂ­solving ability in mathematics with PBL learning working backward strategy, different average the studentsâ€™ problemÂ­solving ability in mathematics with PBL learning working backward strategy and conventional teaching, and the classification eighth grade studentsâ€™ process skills that are taught by PBL learning working backward strategy. From the population in this study were students of class VIII SMP Negeri 1 Godong in 2015/2016 academic year was elected students of class VIII A students as experimental class and students of class VIII I as the control class. Data obtained by the method of documentation, observation and tests, then data of test results was analyzed using one hand average analysis, the proportion of oneÂ­party test, and test of different average. The results showed that the class average and students' problem solving ability in mathematics with PBL learning working backward strategy was more than minimum mastery criteria and reached the classical completeness, the average of students' problem solving ability in mathematics using PBL learning working backward strategy was better than who have been taught by conventional learning and the results of students skill observation obtained 10 students are highly skilled, 21 students are skilled student, and 4 students are skilled enough.
Creative Problem Solving Learning to Fix Errors Eighth Grader In Problem Solving Matter
Authors: Irsyad Yofa Muhammad , Suhito Suhito , Suyitno Amin 
Published: August 2024

Penelitian ini dilatarbelakangi oleh temuan kesalahan siswa dalam menyelesaikan soal pemecahan masalah. Tujuan penelitian ini adalah mendiagnosis tipe kesalahan siswa berdasarkan prosedur Newman, kesulitan belajar siswa, dan mengetahui keefektifan pembelajaran Creative Problem Solving untuk mengatasi kesalahan siswa. Subjek penelitian adalah 9 siswa kelas VIII D di SMP Negeri 18 Semarang, yaitu masing-masing 3 siswa dari kelompok atas, kelompok tengah, dan kelompok bawah. Pembelajaran dengan metode pemecahan masalah diajarkan kepada siswa untuk mengajarkan kemampuan pemecahan masalah. Hasil penelitian ini yaitu (1) tipe kesalahan yang dilakukan siswa kelas VIII D adalah comprehension errors (tipe C), transformation errors (tipe T), process skills errors (tipe P), dan encoding errors (tipe E); (2) letak kesulitan belajar paling banyak adalah menentukan nilai panjang, lebar, atau tinggi yang sesungguhnya dan sifat kesulitan belajar paling banyak adalah psikologis; dan (3) pembelajaran Creative Problem Solving efektif untuk mengatasi kesalahan siswa sebagai subjek penelitian berdasarkan prosedur Newman dalam menyelesaikan soal pemecahan masalah.

This research was motivated by findings studentsâ€™ mistakes in solving the problem-solving exercises. The purpose of this research is to diagnose studentsâ€™ error type based on Newmanâ€™s procedure, studentsâ€™ learning difficulties, and to know the effectiveness of Creative Problem Solving learning in solving studentsâ€™ mistakes. The subjects of the research are taken from the 9 students of grade VIII D SMP Negeri 18 Semarang, respectively 3 students from the top group, middle group, and lower group. Learning process using problem-solving methods taught the students about the problem-solving skills. The results of this research are (1) the type of errors made by students in grade VIII D are comprehension errors (type C), transformation errors (type T), process skills errors (type P), dan encoding errors (type E); (2) the learning difficulties are mostly in determining the value of the length, width, or height of the real and the characteristics of learning difficulties are mostly in psychological; and (3) Creative Problem Solving learning effectively overcome the mistakes of research subjects based on Newmanâ€™s Procedure in solving the problem-solving exercises.