Solving a problem in geometric transformation that is prioritized is the ability to think visually, this is because visualization is the heart of mathematics to solve a problem, besides that visualization can also make it easier to understand abstract mathematics, and can be used as a strategy for solving mathematical problems to be very simple. This study aims to describe the visual thinking ability of mathematics education students on the material of geometric transformation. The type of research used in this research is descriptive qualitative research. The subjects in this study were 5 students. Written tests related to geometric transformation questions, such as questions, reflections, translations, and dilations were used as data sources in this research. By describing each instrument that has been done by students in accordance with the indicators of visual thinking ability, data analysis techniques are used. The results of this study indicate that students' thinking skills only reach the stage of sorting, searching, and finding. It means only to the acquisition and reasoning. This can be seen from the responses of several students, namely students (1) four stages and three principles of visual thinking ability are achieved. Students can sort out the questions given and look for information to get answers, and can describe and visualize the answers that have been obtained. Student response (2) only did not reach the step of describing and the principle of individuation. This means that students cannot explain and describe answers in the form of pictures or graphs correctly. Student responses (3) only reached the stage of sorting and obtaining or in other words only understanding what was asked. Students in response (4) only did not reach the step of describing and the principle of visualizing/illustrating. So that it can be used as a reference related to visual research, especially on geometry material.
Learning mathematics which is still abstract makes it difficult for students to understand the material of a two-variable linear equation system. It is necessary to arrange modules with realistic content to make it easier for students to understand the material. The research aims to develop a Mathematics learning module based on the Realistic Mathematics Education (RME) approach to the Material of a Two-Variable Linear Equation System. The research method developed is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The instruments used in this study were validation sheets, observations, and learning outcomes tests. Validation sheet to obtain data about the results of the validation of experts regarding the module, observation sheet to see the implementation of the module. Test results to determine the average percentage of student test scores. Data analysis was carried out to obtain a suitable and qualified mathematics learning module that met the valid, practical, and effective criteria. The criteria for the level of validity, practicality, and effectiveness of the module that are considered sufficient to continue at the next stage are at least . Based on the results of the limited trial, the results obtained were very good, students felt happy and excited during the delivery process. To the illustrations in the module that were distributed to students, their response was enthusiastic and enthusiastic in working on the practice questions during the learning process. It can be seen from the results of the evaluation carried out by the students that it produced a positive response, so that the percentage of the students' positive response was the lowest at 80.49. This means that the development of this module is very useful and beneficial for students.
The purpose of this study was to explore visualization preferences in solving questions of the absolute value of students. The research method used is descriptive qualitative with the type of case study research design. The data sources in this study were 2 students (case subjects), a math teacher, and the principal of SMA Santo Benediktus Pahauman for the 2019/2020 school year. The results showed that: (1) the ability to visualize the questions of students in solving the absolute value function questions was that students were able to determine the coordinate point correctly, but there were still weaknesses in the process, namely not giving a scale to the coordinates, while to describe the lines at the coordinates are correct; (2) the ability to manipulate or change images in solving problems with the absolute value function of the two students studied is that students can manipulate or change the images presented in absolute value questions, it's just that there is a deficiency where the scale on the graph is not given; (3) the ability to complete the pictures of students in solving absolute value questions. The two students studied were able to complete the picture on absolute value questions, but still did not give a scale to the image made.Keywords: Preference Visualization, Solving of Absolute Value Function Questions
Penelitian ini bertujuan untuk mengetahui penerapan rencana pelaksanaan pembelajaran (RPP) kurikulum 2013 dimasa pandemi Covid-19 di SMAS Maniamas Ngabang. Subjek penelitian adalah guru pengampu mata pelajaran matematika wajib. Jenis penelitian ini merupakan penelitian kualitatif, analisis data dalam penelitian ini menggunakan model Spradley. Hasil penelitian berupa deskripsi dari instrumen yang digunakan. Instrumen penelitian yang digunakan adalah K-13, RPP, wawancara tak terstruktur dan panduan observasi. Hasil penelitian menunjukan bahwa (1) identitas; (2) kompetensi inti; (3) kompetensi dasar; (4) materi pokok; (5) kegiatan belajar; (6) indicator; (7) penilaian (teknik, jenis, bentuk, instrumen); (8) sumber/bahan/alat, yang merupakan komponen-komponen RPP kurikulum 2013 sudah tercantum dalam RPP yang dibuat oleh guru pengampu mata pelajaran matematika wajib SMA Maniamas dan sudah dipraktekan kepada siswa dalam proses belajar mengajar di kelas.
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