The sudden change caused by the global pandemics of COVID-19 leads to the classroom transformation from classical face-to-face meetings into virtual. The development of technology enables classroom variation by providing various applications that can be employed to facilitate learning activities. Nonetheless, not all situations suitable to use advanced technology during distance learning. Some students are living in remote areas with limited internet connection. This study aims to offer an alternative if most of the students were having difficulties with the internet and minimum devices to download heavy applications. The alternative is by using a chat group with an emphasis on the students’ interaction during the lesson. This descriptive study was conducted at a university in Mataram, Indonesia. The subject was 17 students in the Mathematics Education Study Program who follow the course of Abstract Algebra. The data were gathered from students’ observation during the lessons and students’ written work in the middle semester test. The data were analyzed by using descriptive qualitative method. From the analysis, it was found that the students’ activity during distance learning was 83.5%. Furthermore, 88.23% of students achieved the minimum score for the middle semester test (more than 56). The study showed that mathematics teaching and learning could be done with a secure and straightforward access application to gain good results.
Tujuan dari penelitian ini adalah untuk mengembangkan media pembelajaran matematika yang berbasis Game untuk siswa kelas VIII SMP. Media pembelajaran yang dikembangkan merupakan game smartphone pada materi statistika yang berjudul STATIC (Statistics in Arctic). Pengembangan Game STATIC dilakukan berdasarkan pada model ADDIE (Analyze-Design-Develop-Implement-Evaluate) dengan lima tahapan utama, yaitu analisis, perancangan, pengembangan, implementasi, dan evaluasi. Game STATIC yang dikembangkan harus memenuhi kriteria valid. Kevalidan dari media yang dikembangkan berdasarkan pada penilaian para ahli media. Instrumen untuk menilai kevalidan berupa lembar validasi media pembelajaran oleh ahli media. Hasil penilaian ahli media menunjukkan skor rata-rata sebesar 152 dengan klasifikasi sangat baik. Dapat disimpulkan bahwa media Game STATIC memenuhi kriteria valid dan layak untuk digunakan dalam pembelajaran matematika.
The purpose of this study was to describe the perception of students and teachers about the use of edutainment instructional media in mathematics learning. This study employed 223 students of junior high schools and 34 mathematics teachers. The data for this study were collected using a survey comprising questions in the research model. The results showed that the majority of students had positive perceptions to use edutainment instructional media in mathematics learning and they prefer games as edutainment instructional media rather than other types. Moreover, majority teachers had positive perceptions, but some others believed that edutainment instructional media can not facilitate mathematics learning better than the teacher.
This study aims to analyze the mathematical communication ability that is reviewed from the cognitive style on SMP-IT students of Yarsi in academic year 2021/2022. This study used descriptive method. The sample chosen by using nonprobability sampling technique with purposive sampling type, and the VIII Al-Farabi class is chosen as the sample. The subject selection technique in this research is based on the result of Group Embedded Figures Test (GEFT) consisted of 4 students. The instrument used is the essay test to acquire the data of students’ mathematic communication ability, while the Group Embedded Figures Test (GEFT) is used to determine the cognitive style and the interview from the students. From the research result, it is concluded that: (a) Students with Field Independent (FI) cognitive style have a good mathematic communication. The students in this stage are able to write and explain the mathematic idea logically and systematically, state the mathematical problem into drawing or table clearly and precisely, and also able to use the mathematical terms and symbols correctly. (b) Students with Field Dependent (FD) have the mathematic communication that is said to be not quite enough. The students in this stage are incapable to write and explain the mathematic idea logically and systematically, state the mathematical problem into drawing or table precisely and accurately, and also unable to use the mathematic terms and symbols correctly.
This study aims to describe mathematical communication skills in terms of visual, auditory, and kinesthetic learning styles on the material of a two-variable linear equation system. The type of research is descriptive research. The research instrument are learning style questionnaire, a mathematical communication skill test, and an interview guide. Taking the subject in this study by purposive sampling, obtained 6 students of class VIII-1 SMPN 5 Bima City where 2 students with visual learning styles, 2 students with auditory learning styles, and 2 students with kinesthetic learning styles. The six students were given questions about mathematical communication skills tests and interviews. The results are mathematical communication skills of students with visual learning style is in the sufficient category, and students with auditory and kinesthetic learning styles had mathematical communication skills which are in less category. This is indicated by students with visual learning style who are able to fulfill the indicators of writing and mathematical expression but are not able to fulfill the indicators of drawing. Students with auditory learning style and kinesthetic learning style are not able to fulfill the indicators of writing, mathematical expression, and drawing.
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