This study aimed to explore the arithmetic sequence pattern found in Minangkabau carvings mounted on singok gonjong. The method used is a qualitative method with an ethnographic approach. Data was collected by observation, interviews, literature studies, and documentation. The object of this study is Minangkabau carving on singok gonjong. The data obtained in this study came fromdirect observation, results of interviews with Minang carving craftsmen, documentation, and literature studies. The results showed three kinds of arithmetic sequence patterns in Minang carvings in singok gonjong. The first is the arithmetic sequence pattern on the saik galamai carving with formula Un = n. The second is the pattern of odd and even arithmetic sequences on the sikambang manih carving wtih the odd formula U(2n+1) = 3n + 1 and the even formula U(2n) = 3n. The last is the pattern of odd and even arithmetic sequences on the combined engraving of saik galamai and sikambang manih wtih the odd formula U(2n+1) = 4n + 1 and the even formula U(2n) = 4n. The conclusion shows that the presence of patterns on the saik galamai carvings and sikambang manih carvings found on Singok Gonjong can be used as a preference for learning arithmetic sequences at school
Mathematical communication is very important to be considered in learning mathematics so that students are able to achieve the objectives of learning mathematics. Students must be able to communicate their thoughts and feelings through clear and correct spoken language. This study aims to determine the application of the SAVI learning model to improve students' mathematical communication. This study uses the library research method (library research), while data collection is done by searching for information, analyzing and concluding data by examining several journals, books, articles and notes related to the SAVI learning model and mathematics learning. The results of this study are mathematical communication in mathematics learning can be done with the SAVI model as an alternative in solving the difficulties faced by students. Somatic intelligence can direct students in learning mathematics that is seen and heard through body demonstrations or kinesthetic abilities. Auditory learners are able to listen in detail on topics in mathematics learning and express what they hear. Visual learners will be more active by discussing kalam material through videos, pictures, doodling, illustrations and colors. Intellectual learners are able to cover all previous intelligences, so learners are able to ask questions, story telling and problem solving. Β Komunikasi matematis sangatlah penting untuk diperhatikan dalam pembelajaran matematika agar siswa mampu mencapai tujuan pembelajaran matematika. Siswa harus mampu mengomunikasikan pikiran dan perasaan lewat bahasa lisan yang jelas dan benar. Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran SAVI (Somatis, Auditori, Visual, Intelektual), untuk meningkatkan komunikasi matematis siswa. Penelitian ini menggunakan metode library research (penelitian kepustakaan), sedangkan pengumpulan data dengan mencari informasi, menganalisa, dan menyimpulkan data dengan menelaah beberapa jurnal, buku, artikel serta catatan terkait dengan model pembelajaran SAVI dan pembelajaran matematika. Adapun penerapan dari SAVI pada komunikasi matematis di pembelajaran matematika dapat dilakukan dengan model SAVI yang merupakan alternatif dalam menyelesaikan kesulitan yang dihadapi siswa. Kecerdasan somatis dapat mengarahkan siswa dalam pembelajaran matematika yang dilihat dan didengar melalui peragaan tubuh atau kemampuan kinestis. Pembelajar auditori mampu mendengarkan secara detail topik pada pembelajaran matematika dan mengutarakan sesuatu yang didengar. Pembelajar visual akan lebih aktif dengan pembahasan materi melalui video, gambar, doodling, ilustrasi, serta warna. Pembelajar intelektual mampu meng-cover semua kecerdasan sebelumnya, maka pembelajar mampu untuk tanya jawab, strory telling, dan pemecahan masalah.
This study aims to explore and identify the objects of architecture and ornaments Masjid Agung Kediri. In this study, the researcher used qualitative research with an ethnography approach. The instrument of this research is human instruments. The researcher is a primary instrument. As qualitative research with an ethnographic approach, the instrument of this study is the human instrument, the researcher as a primary instrument that can not be changed to someone else. The result of this research indicates that the shape, architecture, and ornaments Masjid Agung Kediri have ethnomathematics connecting with graph concept, such as mosque pillars contains line graph concept denoted by π , prominent buttress contain cycle graph concept denoted by πΆ , ceiling contains cycle graph concept denoted by πΆ , ornaments contain wheel graph concept denoted by π , decorative lights with three levels contain star graph concept in the first level denoted by π , the second level denoted by π , and the third level denoted by π .
The purpose of this study is to describe the mathematical problem solving of students in the superior intelligence quotient (IQ) category. This research was conducted at MAN 1 Trenggalek because the school had already conducted an IQ test. This study uses a qualitative approach with an exploratory descriptive type. The subjects in this study were students who had done an IQ test with a superior IQ. This study will describe 2 subjects based on relatively similar tendencies. Data collection techniques used documentation studies on IQ, math problem solving, think aloud, and semi-structured interviews. Data analysis in this study refers to Polya's research on mathematical problem solving. The validity of the data in this study used triangulation techniques. The results of this study indicate that students with superior IQ are able to fulfill the stages of solving mathematical problems, namely understanding the problem, planning strategies, implementing plans, and evaluating. It is shown that superior IQ students are able to solve problems according to problem solving procedures with the abilities possessed by superior IQ category students.
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