Mathematics learning should be carried out interactively, inspiring, challenging, motivating, fun, and meaningful, as well as accommodating the development of students' creativity, talents, and potential. Students can develop physically and psychologically according to their stages. This is in accordance with the concept of differentiated learning. Differentiated learning is an attempt to harmonize the learning process to meet the learning needs of each student. However, the implementation of differentiated learning, especially in Mathematics learning, is still limited. For this reason, researchers are interested in conducting a literature review related to this matter, both in terms of content, process, product, and learning environment. Writing this literature review aims to (1) describe the nature of differentiated learning, (2) the principles and characteristics of differentiated learning, and (3) analyze the opportunities for implementing differentiated learning in learning mathematics. This literature review is sourced from books and scientific articles. From the results of this analysis, it was concluded that (1) the differentiation approach can be integrated with several learning models such as Problem Based Learning (PBL), Project Based Learning (PjBL) and other models that are adapted to student learning styles; (2) differentiated learning can improve student learning outcomes; (3) differentiated learning can be used in mathematics learning because it can accommodate student learning needs that are adjusted to students' interests, learning styles, profiles and learning readiness
Industrial revolution 4.0 in which digital technology being more integrated in all aspects of human life will demand the new reform of education world. Not only can it affect the curriculum being taught, but it will also lead to the changes of the methods and approaches in conducting the lesson. One of the changes is the use of digital learning. Universitas Negeri Padang has regulation of conducting lesson through e-learning platform proportionally for all courses, including the course of Ordinary Differential Equation. Ordinary Differential Equation is a mandatory course that should be taken by mathematics department’s students. In order to support students to develop their under standing about the concept and its application while using digital learning method, the researchers develop some tutorial video as supplementary media. Therefore, this study aimed to describe the practicality of the tutorial video. This is a descriptive research where the data were collected using closed questionnaire. The respondents were 39 mathematics students of Universitas Negeri Padang who joined Ordinary Differential Equation Course in the semester of January-June 2020. The result indicates that the video tutorials used in the course are in the category of very practice with the score percentage 86,6%.
The background of this research is due to the limited learning media in the form of 3D animated videos for Mathematics subjects. This study aims to develop a valid 3D animated video on the material of the addition and subtraction of integers in elementary schools. The development model used is the DDD-E model. The 3D animated video developed was validated by three validators in term of the content and the media. The average validation value for content validation and media validation are 3.33 and 3.67 respectively. These results indicate that the 3D animated video developed is in very valid criteria.
Demands to have higher order thinking skills is not only aimed for students. A teachers must have that skills first.The problem now is the lack of preservice teacher’s competence in solving mathematics problem with high order thinking skills. This study aims to find out the construction errors and problem solving by preservice teacher when solving problem with high order thinking skills, especially on trigonometry material. In order to repair these errors, a defragmentation process is carries out on their stucture of thought. The qualitative research methods applied to describe thinking structures and the form of defragmentation given. The research data were analyzed using Miles and Huberman’s model of data analysis, namely reducing data, presenting data and making conclutions. The research found that there are three forms of concept’s construction errors and solving problem, they are wrong pseudo, mis-logical construction and hole of construction. Based on the findings of errors, the researcher performs a defragmentation process of thinking structure by providing scaffolding. The form of scaffolding given were giving a recommendation to rechecking, recall existing schemes fo assimilation, and explaining the actual logics.
Keterampilan pemecahan masalah matematika peserta didik Indonesia masih rendah.. Peserta didik Indonesia mengalami kesulitan dalam memodelkan situasi atau masalah kompleks secara matematika dan kesulitan dalam memilih, membandingkan serta mengevaluasi strategi pemecahan masalah matematika. Untuk mengatasi masalah ini maka dibutuhkan Lembar Kerja Peserta Didik yang bisa menumbuhkan keterampilan siswa dalam memecahkan masalah. Penelitian ini bertujuan untuk menghasilkan dan mendeskripsikan validitas LKPD elektronik berbasis masalah terintegrasi nilai karakter percaya diri untuk keterampilan pemecahan masalah matematika peserta didik Sekolah Dasar. Jenis Penelitian Research and Development dengan model pengembangan 4D. Data penelitian yang berbentuk kuantitatif diperoleh dari penilaian validator ahli, segi isi, bahasa dan design. Teknik analisis data menggunakan skala likert. Validitas mendapatkan rerata skor 3,4 pada aspek isi, 3,53 pada aspek bahasa dan 3,37 pada aspek design. Berdasarkan validitas tersebut e-LKPD yang dikembangkan dinyatakan Sangat valid digunakan untuk melatih keterampilan pemecahan masalah Matematika SD kelas V pada materi penjumlahan pecahan dengan penyebut berbeda
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