This development research aimed to 1) know the development process of mathematical comic learning media on the subject of algebraic expression that was valid, practical, and effective for grade VII of Junior High School students, 2) obtain mathematical comic learning media on the subject of algebraic expression which was valid, practical, and effective for grade VII of Junior High School students. The development model was using a modification of 4-D development model from Thiagarajan, Dorothy S. Semmel, and Melvyn I. Semmel became a 3-D development model. The procedure of this development consisted of three stages, namely 1) define, 2) design, and 3) develop. The results of this study were 1) The process of developing comic learning media that was valid, practical and effective was found. 2) The mathematical comic learning media products on the subject of algebraic expression that was valid. From the validity data analysis, a validity of learning media score is 3,3, lesson plans obtain a validity of lesson plan score is 3,66. a validity of knowledge assessment instrument score is 3,46, a validity of the students’ responses questionnaire score is 3,84. 3) The mathematical comic learning media products on the subject of algebraic expression was practical with practicality score is 3.3214 and 4) The mathematical comic learning media products on the subject of algebraic expression was effective were obtained. The products produced were two comic books with the subject of introduction to algebraic expressions and addition, subtraction and multiplication operations of algebraic expressions. The subject was presented in the form of stories with illustrations of black-and-white images and was equipped with practice questions.
When students solve an algebra problem, students try to deduce the facts in the problem. This step is imperative, students can draw conclusions from the facts and devise a plan to solve the problem. Drawing conclusions from facts is called reasoning. Some kinds of reasoning are deductive, inductive, and abductive. This article explores the characteristics of some types of abductive reasoning used by mathematics education students in problem-solving related to using facts on the problems. Fifty-eight students were asked to solve an algebra problem. It was found that the student’s solutions could be grouped into four types of abductive reasoning. From each group, one student was interviewed to have more details on the types. First, the creative conjectures type, the students can solve the problems and develop new ideas related to the problems; second, fact optimization type, the students make conjecture of the answer, then confirm it by deductive reasoning; third, factual error type, students use facts outside of the problems to solve it, but the facts are wrong; and fourth, mistaken fact type, the students assume the questionable thing as a given fact. Therefore, teachers should encourage the students to use creative conjectures and fact optimization when learning mathematics.
Solving a rational inequalities is difficult for mathematics students. Many of them make a mistake when solving such problem. This research aimed to investigate and categorize a first year mathematics undergraduate student error when solving rational inequalities problem. The data were obtained from 75 students taking the course introduction to algebra, through anlysis of students response to the items of the quiz. The result showed that many students had mistake of type errorrs in inequality rules. Most of them are solving the rational inequalities by treating it as a rational equation. This mistake happen because they misunderstand about the rule of inequality while they are performing multiplication. The other mistake is of type error in writing the solution. The students didn't use number line so that leads to incorrect solution set..
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