The aim of this research was to examine the effect of GeoGebra-aided REACT strategy on the understanding of geometry concepts and to investigate the interaction between learning strategy and spatial ability on the understanding of geometry concepts. This research involved 60 students of Grade 8 at a private Junior High School in Borong, province of East Nusa Tenggara, Indonesia. The quasi-experimental research with control class without pre-test was done. Prior to the experiment, spatial ability test was conducted to group students into high and low spatial ability. The research data were obtained from a test consisting of five questions to measure students' understanding of geometry concepts. The data were then analyzed using two-way ANOVA. The results of the research show that 1) the GeoGebra-aided REACT strategy leads to a higher achievement of the students on the understanding of geometry concepts if compared to student in conventional groups (expository), and 2) there was no interaction effect between the learning strategy and spatial ability on students' understanding of geometry concepts. The research recommended that GeoGebra-aided REACT strategy can be used in mathematics teaching in Junior High School to improve students' conceptual understanding of geometry concepts.
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.
Balinese script writing, as one of Balinese cultural richness, is going to extinct because of its decreasing use. This research is a way to preserve it through collaboration between Computer Science and Language discipline, that focused on accuracy comparison of Latin-to-Balinese script transliteration method on mobile application as a ubiquitous learning media. From few research in this area, there are only two existing methods to be compared, i.e. each on Android mobile application that were called Belajar Aksara Bali (BAB), and Transliterasi Aksara Bali (TAB). The comparison was based on The Balinese Alphabet writing rules and examples document by Sudewa. Through the experiment, TAB has outperformed BAB since TAB has passed over 68% (103 of 151) cases, while BAB has passed over only 39% (59 of 151) cases. This research contributes on a comprehensive accuracy comparison analysis of Latin-to-Balinese script transliteration method, specifically on mobile application, since there is no such study. This research also contributes on those methods improvement possibility. In the future, this research can be used as a reference for improvement of any Latin-to-Balinese script transliteration method by taking care on thirteen kind of special words that were found during this comparison study.
Nowadays, learning should be directed to develop the 21 st -century core competencies, including creative thinking in problem-solving. Therefore, the present study aimed to improve the students' creative thinking and mathematics learning outcome through the implementation of the Treffinger learning model with Realistic Mathematics Education (RME) principles. To achieve the goals, experiment study with Quasi-Experimental Post-test Only Control Group design had deliberately chosen as the method of the study. The subjects of the present study were 101 fifth graders students in Lelak, Manggarai-Indonesia. The subject was chosen by a random sampling technique. The data related to creative thinking skill and mathematics learning outcomes were collected by using essay tests with five items each. The instruments have been judges as valid by the assessment of five experts and empirically reliable. The hypothesis testing was done by using MANOVA at a 5% level of the significance level. Hypotheses were tested using MANOVA with the aid of SPSS. The result of the statistical analysis shows that F Wilks' Lambda = 17, 195, and sig. < 0.001. Since the sig value was less than 0.05, then it can be argued that simultaneously creative thinking skill and mathematics learning outcome of the students who took mathematics through the Treffinger learning model using RME principles were better than those of their counterparts who learned the same subject through the conventional learning model.
The present study is a part of design research in local instructional theory in a pre-algebraic lesson using the Realistic Mathematics Education (RME) approach. The article will focus on recommendations for the type of pre-algebra class that supports elementary school students' algebraic thinking. As design research study, it followed the three steps of preliminary studies, teaching experiment and retrospective analysis. The subject of the study is 32 fifth grade students of MIN 2 Palembang during the teaching experiment phase. The data were gathered from students' worksheets, lesson observation and interviews with the students. Data analysis was done using a constant comparative qualitative method. The results from the study indicate that pattern investigation in pre-algebra class that visualized geometrically supports the students to identify the form of the pattern and construct generalization. AbstrakPenelitian ini adalah bagian dari design research untuk menghasilkan teori pembelajaran lokal di bidang praaljabar dengan menggunakan pendekatan Pendidikan Matematika Realistik Indonesia (PMRI). Artikel ini akan memfokuskan pada pembahasan tipe kelas pra-aljabar yang dapat membantu pengembangan kemampuan aljabar siswa sekolah dasar. Sebagai suatu penelitian desain, tahapan yang digunakan dalam penelitian ini adalah studi pendahuluan, uji coba lapangan, dan analisis retrospektif. Subjek penelitian ini adalah 32 orang siswa kelas V MIN 2 Palembang pada saat tahapan uji coba lapangan. Data dikumpulkan melalui lembar jawaban siswa pada lembar kegiatan, observasi dan wawancara selama kegiatan diskusi berlangsung. Data kemudian dianalisis secara kualitatif dengan menggunakan metode komparasi konstan. Dari hasil analisis, diketahui bahwa penelusuran pola pada kelas pra-aljabar yang direpresentasi secara geometri dapat membantu siswa untuk mengidentifikasi pola dan membuat generalisasi.
Abstrak. Penelitian ini berawal dari rendahnya kemampuan pemecahan masalah matematis siswa dalam menyelesaikan masalah kontekstual. Rendahnya kemampuan pemecahan masalah tersebut dikarenakan siswa belum mampu mengaitkan dan mengaplikasikan materi yang mereka pelajari untuk menyelesaikan masalah nyata khususnya materi trigonometri. Tujuan penelitian ini yaitu untuk melihat efektivitas perangkat pembelajaran berbasis model ICARE berbantuan GeoGebra untuk meningkatkan kemampuan pemecahan masalah matematis siswa kelas X SMA khusus materi trigonometri. Perangkat pembelajaran yang dikembangkan berupa buku siswa dan buku petunjuk guru. Penelitian ini mengacu pada model penelitian pengembangan Plomp yang terdiri dari 5 tahap yaitu investigasi awal, desain, realisasi/konstruksi, evaluasi dan revisi, implementasi. Penelitian ini baru dilaksanakan sampai tahap evaluasi dan revisi, sedangkan tahap implementasi akan dikaji pada paper selanjutnya. Untuk melihat efektivitas perangkat pembelajaran dilakukan 3 tahap uji coba yaitu uji coba terbatas, uji coba lapangan I dan uji coba lapangan II. Berdasarkan pengembangan yang telah dilaksanakan, diperoleh bahwa perangkat pembelajaran berbasis model ICARE berbantuan GeoGebra efektif untuk meningkatkan kemampuan pemecahan masalah matematis siswa.
Balinese script writing, as one of Balinese cultural richness, is going to extinct because of its decreasing use. This research is one of the ways to preserve Balinese script writing using technological approach. Through collaboration between Computer Science and Balinese Language discipline, this research focused on the development of a Latin-to-Balinese script transliteration robotic system that was called LBtrans-Bot. LBtrans-Bot can be used as a learning system to give the transliteration knowledge as one aspect of Balinese script writing. In this research area, LBtrans-Bot was known as the first system that utilize Noto Sans Balinese font and was developed based on the identified seventeen kinds of special word. LBtrans-Bot consists of the transliterator web application, the transceiver console application, and the robotic arm with its GUI controller application. The transliterator used the Model-View-Controller architectural pattern, where each of them was implemented by using MySQL database (as the repository for the words belong to the seventeen kinds of special word), HTML, PHP, CSS, and Bootstrap (mostly for the User Interface responsive design), and JavaScript (mostly for the transliteration algorithm and as the controller between the Model and the View). <em>Dictionary</em> data structure was used in the transliterator memory as a place to hold data (words) from the Model. The transceiver used batch script and AutoIt script to receive and trasmit data from the transliterator to the GUI controller, which control the Balinese script writing of the robotic arm. The robotic arm with its GUI controller used open-source mDrawBot Arduino Robot Building platform. Through the experiment, LBtrans-Bot has been able to write the 34-pixel font size of the Noto Sans Balinese font from HTML 5 canvas that has been setup with additional 10-pixel length of the width and the height of the Balinese script writing area. Its transliterator gave the accuracy result up to 91% (138 of 151) testing cases of The Balinese Alphabet writing rules and examples document by Sudewa. This transliterator result outperformed the best result of the known existing transliterator based on Bali Simbar font, i.e. Transliterasi Aksara Bali, that only has accuracy up to 68% (103 of 151) cases of the same testing document. In the future work, LBtrans-Bot could be improved by: 1) Accommodating more complex Balinese script with trade off to the limited writing area of robotic system; 2) Enhancing its transliterator to accommodating the rules and/or examples from the testing document that recently cannot be handled or gave incorrect transliteration result; enriching the database consists of words belong to the seventeen kinds of special word; and implementing semantic relation transliteration.
Mendeskripsikan pengaruh model pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) terhadap kemampuan berpikir kreatif matematis siswa adalah tujuan dari penelitian ini. Penelitian ini merupakan eksperimen semu dengan post-test only control group design. Dari 436 siswa kelas VII SMP Negeri 4 Denpasar yang menjadi populasi, dipilih secara acak 80 siswa sebagai sampel penelitian. Data kemampuan berpikir kreatif matematis siswa diperoleh melalui tes uraian yang diberikan kepada siswa di akhir penelitian. Analisis data dilakukan menggunakan uji- satu arah pada dua sampel independen pada taraf signifikan 5%. Berdasarkan hasil analisis statistik deskriptif diperoleh rata-rata kemampuan berpikir kreatif matematis siswa di kelas eksperimen sebesar 62,05 dan rata-rata kemampuan berpikir kreatif matematis siswa di kelas kontrol sebesar 53,86. Hasil pengujian hipotesis menunjukkan bahwa hitung = 2,02 > tabel = 1,99. Hasil ini menunjukkan bahwa kemampuan berpikir kreatif matematis siswa yang belajar menggunakan model pembelajaran SAVI lebih baik daripada siswa yang belajar menggunakan pembelajaran langsung (kelas kontrol). Dengan demikian, dapat disimpulkan bahwa ada pengaruh dari penerapan model pembelajaran SAVI terhadap kemampuan berpikir kreatif matematis siswa. Berdasarkan temuan tersebut, penerapan model pembelajaran SAVI di dalam pembelajaran matematika ini dapat digunakan sebagai alternatif dalam memfasilitasi siswa untuk mengembangkan kemampuan berpikir kreatif matematisnya. The effect of the implementation of SAVI (Somatic, Auditory, Visual, Intellectual) learning model toward mathematical creative thinking AbstractDescribing the effect of the learning model of SAVI (Somatic, Auditory, Visual, and Intellectual) to the mathematical creative thinking skills of students was the aim of this study. This was a quasi-experimental study with a post-test only control group design. Of 436 seventh grade students of public junior high school (i.e. SMP Negeri 4 Denpasar, Indonesia) who became the population, 80 students were randomly chosen as the sample of this study. Data on mathematical creative thinking skills of the students were obtained from the constructed-response test which was administered at the end of this study. The analysis of data was conducted by using a one-tailed independent samples t-test with a significance level of 5%. Based on the descriptive statistical analysis we obtained the mean of mathematical creative thinking skills of students in the experimental class was 62.05 and the mean of mathematical creative thinking skills of students in the control class was 53.86. As for the result of hypothesis testing showed that tcount = 2.02 > ttable = 1.99. This result implied that the mathematical creative thinking ability of students in the experimental class was better than the mathematical creative thinking ability of students in the control class. Thus, it could be concluded that there was an effect of the implementation of the learning model of SAVI on the mathematical creative thinking skills of students. Furthermore, the implementation of the learning model of SAVI in mathematics learning could be used as an alternative in facilitating students to develop their mathematical creative thinking skills.
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