Digital media is currently a trend in learning mathematics. However, digitalization of the media in primary mathematics education still at an introductory level. This study aims to determine students' mathematical literacy abilities, supported by digital media. The digital media used in this study was Virtual Mathematics Kits (VMK). This study involved 83 primary school students (45 intervention class; 28 non-intervention class) as participant of mathematical literacy training (6 weeks). Students' mathematical literacy evaluated by two section mathematical literacy test. This study revealed that mathematical literacy training led to improve mathematical literacy from both classes. However, mathematical literacy training with VMK aplication have better performance. This study shows that VMK as the digital media have big impact to support students' mathematical literacy abilities.
Computational thinking is needed in the 21st century, where we live in an era of digitalization. Also, there is a global movement to incorporate computational thinking into the education curriculum, especially Mathematics education. The different of this research with others is this research compares the Polya problem solving and computational thinking. This research was conducted to find out how the relationship/relationship of the Polya problem-solving with the steps of computational thinking. The method used in this research is descriptive qualitative. The subject of this study was mathematics education students. The results showed that the relationship between problem-solving and computational thinking of respondent when solving the problem is when defining the problem in the context of problem-solving, the respondent performs the stage of decomposition and abstraction in the context of computational thinking. During the planning process of the solution process, respondents carried out the generalization stage. When the scene is carrying out the plan and the problem solver to look back to evaluate the solution, the respondent performs the debugging and algorithmic steps.
This study describes students’ conceptual understanding in solving mathematical problems. Conceptual understanding is an important component in learning mathematics. By learning mathematics students are able to apply concepts and think logically. The qualitative research took students of SMP Negeri 1 Gatak Sukoharjo Indonesia. There were 59 students who were tested to find out the conceptual understanding. All students are categorized into 16 students with high mathematical ability (Subject S-1), 25 students with moderate ability (Subject S-2), and 18 students with low mathematical ability (Subject S-3). Data collected through tests, video recordings, field notes, and interviews. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The validity of the data is obtained through validation and triangulation. Subjects with high mathematical ability can solve mathematical problems correctly. Subjects with moderate mathematical abilities are able to solve the given problem but not all indicators on understanding the concept fulfilled. Subjects with low mathematical abilities are not able to solve problems precisely. Research contributes as a new reference to the theory of conceptual understanding.
The integration of learning models and software is a trend in mathematics courses. However, no existing learning model for geometry courses involves the students in the making of a tool or media project. The researchers noticed the potential of the project-based learning (PjBL) model and GeoGebra in analytical geometry courses. This study revealed differences in the influence of the Geo-PjBL and PjBL models on students’ achievement. The subjects consisted of 137 prospective mathematics teachers. The Basic Geometry Instrument (BGI) was used to measure the subjects’ initial ability in basic geometry, and the Geometry Analytic Instrument (GAI) was used to evaluate the model and prospective teachers’ performance. The Geo-PjBL and PjBL classroom activities lasted for 15 weeks. Both classrooms received the same content; the difference between the Geo-PjBL and PjBL classrooms was the tools used to present the problems and the project results. An analysis of covariance (ANCOVA) was conducted to analyze the data (α = 0.01). The Geo-PjBL model is more effective in applying analytical geometry subjects that require precision and accurate visual illustrations. Meanwhile, in the range of algebraic operations, the Geo-PjBL model is as effective as the PjBL model.
Reflective thinking is a thinking activity marked by the appearance of confusion and efforts to overcome it through planned steps based on knowledge, experience, and problem-solving skills. Reflective thinkers involve specific skills to identify problems, examine, evaluate, formulate problems, and draw conclusions. There are three categories in reflective thinking, including clarification reflective thinking, connective reflective thinking, and productive reflective thinking. The difference lies in the way individuals deal with confusion. This research describes the reflective thinking process of mathematics prospective teachers in solving analytical geometry in term of plane content based on aspects of technique, monitoring, insight, conceptualization. The qualitative research employed prospective mathematics teacher in Java - Indonesia as research subjects. Data collection taken by using test techniques, field notes, interviews, and audio-visual recordings. The results showed that subjects with the category of clarification reflective thinking, connective reflective thinking, and productive reflective thinking did all four aspects even though not all indicators of each aspect. Thus, a training is necessary to develop mathematics prospective teachers’ reflective thinking.
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