Until now there are still many students who consider aboaut metematics as a school subject that is considered scary and boring. Because it contains many difficult and meticulous formulas. Though mathematics is a very important subject to be learned along with the progress of Science and Technology increasingly sophisticated in Era 4.0. Through Mathematics with all its applications, it creates many kinds of increasingly sophisticated contemporary technologies. Mathematics can be said to be the mother of all sciences. Therefore, mathematics is very important to be taught to students and must be able to be well received and enjoyable. Therefore it is necessary to look for a development of mathematical learning concepts that are in accordance with the characteristics of students namely fun mathematics learning strategies that can make students happy when studying, both at school and at private institutions. In this paper discusses focused for fun learning strategies based on mathematical game methods, Mathematical Puzzles, and Mathematical Stories.
This research aims to describe the expectations of prospective teachers for students' mathematical thinking processes in solving problem-based on the Polya model. This model is perceived by the theory of mathematical thought processes proposed by Mason. A descriptive method with a qualitative approach was used in this research. The research subjects were 25 students from the
Peat land conversion to oil palm plantation affects carbon stocks and can change a net sink of atmospheric carbon (C) into a net source. The influence of location, type of peat, drainage practices and fertilization is insufficiently known. A study was conducted in West Aceh from May 2008 until October 2009 in oil palm plantations of various age. Carbon stocks and C loss were calculated from data of bulk density (BD), ash content, carbon content, and peat depth. A new method for C loss estimates using ash as internal tracer was developed and tested. Peat land characteristics after drainage and conversion to oil palm plantation were investigated by field observation and laboratory analysis of peat soil samples in the laboratory. Results showed that: 1) Distance from the drain influences the rates of: a) water table depth, b) subsidence, with rates of 1,1 to 9,2 cm/year and 22.67 -57.23% influence of C loss, and c) soil carbon loss. 2) Ash content and bulk density of the peat are related, indicating the partial loss of soil C during compaction. 3) An "internal tracer" estimate of peat C loss yields estimates of CO2 flux up to 48 t CO2-eq ha -1 y -1 for young oil palm, highly correlated with measured rates of subsidence of the surface and water table depth. 4) Patterns of weight loss of surface litter, measured in litter bags, respond to inherent quality (C/N). Some data for oil palm on shallow peat suggest that a net sink for C can be maintained under such conditions.
An effort to increase the yield and reduce carbon loss from maize farming practices on Ultisols largely depend on fertilizer inputs and in situ crop residual management. The experiment aimed to estimate yields, biomass production and carbon dynamics of several management fertilization on maize farming practice on Ultisols has been conducted from March to July 2013 in Tamanbogo Experimental Farm, East Lampung. The experiment was set up as a randomized complete blockdesign, consisted of 6 treatments namely: 5 t ha -1 of cattle manure, 5 t ha -1 of dried sludge manure, and its combination with 200 kg urea ha -1 + 125 kg SP36 ha -1 + 50 kg KCl ha -1 (50% of recommended dose of inorganic fertilizers "RDIF") and 75% of RDIF. The experimental results revealed that application of combined organic with inorganic fertilizers increased the biomass production, carbon fixation, and grain yield significantly. More than 50% of produced biomass and fixed carbon (grain, maize cob, maize husk, stems and leaves) were removed from maize farming. The use of organic fertilizer combined with NPK fertilizer at 50% of RDIF can be applied to increase the biomass production, organic carbon fixation and maize grain yield in sustainable ways.
In math subjects, students must involve an analogy reasoning in solving geometry problems. Where students were required to use the ability of reasoning analogy which one of them in solving the building of curved side space (BRSL) with a previously studied concept was a flat building. The ability of reasoning analogy was thought to be influenced by the characteristics of students, that was cognitive style. The purpose of this study was to analyze the reasoning of analogies that reflective students had in solving geometry problems. The study was conducted on 27 students with varying cognitive styles. The research began with a Matching Familiar Figure Test (MFFT) to classify reflective cognitive styles, followed by the Mathematical Ability Test (TKM). Then one reflective student was selected at high-skilled, one moderate-skilled student, and one low-skilled student. Furthermore, a BRSL analogy reasoning test (TPABRSL) was conducted and concluded with an interview. Research shows that High Reflective Students (SRT) can pass through all stages of analogy reasoning, namely encoding, inferring, mapping, and applying. Meanwhile, Moderate Reflective Students (SRS) and Low Reflective Students (SRR) were unable to pass all stages of analogy reasoning appropriately due to errors in the use of existing concepts and procedures.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.