Konsep pada matematika saling berkaitan dan menjadi prasyarat satu dengan lainnya. Oleh karena itu pmahaman konsep dasar sangat penting untuk dikuasai anak. Penguasaan konsep sebaiknya dimulai dari dini yaitu pada anak usia sekolah dasar, karena konsep yang tertanam kuat pada anak sejak dini dapat membuat anak mudah mengikuti pembelajaran matematika dan menguasai konsep yang lebih kompleks selanjutnya. Hal ini tentunya membantu anak untuk menghindari kesulitan dalam belajar matematika dan justru meningkatkan keberhasilan belajar matematika. Oleh karena itu kegiatan penguatan konsep matematika dasar menjadi penting dan perlu untuk dilakukan. Anak usia sekolah dasar yang yang berada pada usia dimana masih membutuhkan bimbingan dan motivasi sangat memerlukan adanya kegiatan semacam ini untuk membantu mereka dalam belajar matematika. Kegiatan penguatan konsep matematika dasar ini dilakukan di Perpustakaan Daerah Kabupaten Landak dengan sasaran kegiatan adalah anak-anak usia sekolah dasar yang tinggal di sekitar perpustakaan daerah. Kegiatan ini dilaksanakan selama dua bulan dari bulan Oktober-November 2020 terhadap sekitar 38 anak usia sekolah dasar. Dari hasil evaluasi diperoleh persentase ketuntasan belajar sebesar 82% yang menunjukkan bahwa kegiatan penguatan konsep matematika dasar pada anak usia sekolah dasar ini efektif dilaksanakan dengan hasil yang memuaskan.
This study aims to develop a problem-based mathematical module in the material system of two-variable linear equations of class VIII SMP students that are valid, practical and effective. This research is a development research with the method used is ADDIE. The subject of this study was the eighth grade students of SMP Negeri 1 Ngabang, Landak District. The instruments used were validation sheets, observation sheets and student learning outcomes tests. The result indicates that a problem-based mathematical module has been developed in the material system of two-variable linear equations of class VIII SMP students that are valid, practical and effective. Based on the results of the validity test, it can be stated that the problem-based mathematical module produced is valid with a validity value of 79.11. The implementation observation results show that the problem-based mathematics module is in the practical category with a practical value of 82.18. Then the results of student learning tests showed that the average value of the learning outcomes test was 83.00 and the effectiveness of the problem-based mathematics module was 87.50% and included in the effective category. When viewed from the results of the tests performed, the development of problem-based mathematical modules in the subject matter of the two-variable linear equation system has been successfully developed and is suitable for use in Ngabang 1 State Middle School.
Solving a problem in geometric transformation that is prioritized is the ability to think visually, this is because visualization is the heart of mathematics to solve a problem, besides that visualization can also make it easier to understand abstract mathematics, and can be used as a strategy for solving mathematical problems to be very simple. This study aims to describe the visual thinking ability of mathematics education students on the material of geometric transformation. The type of research used in this research is descriptive qualitative research. The subjects in this study were 5 students. Written tests related to geometric transformation questions, such as questions, reflections, translations, and dilations were used as data sources in this research. By describing each instrument that has been done by students in accordance with the indicators of visual thinking ability, data analysis techniques are used. The results of this study indicate that students' thinking skills only reach the stage of sorting, searching, and finding. It means only to the acquisition and reasoning. This can be seen from the responses of several students, namely students (1) four stages and three principles of visual thinking ability are achieved. Students can sort out the questions given and look for information to get answers, and can describe and visualize the answers that have been obtained. Student response (2) only did not reach the step of describing and the principle of individuation. This means that students cannot explain and describe answers in the form of pictures or graphs correctly. Student responses (3) only reached the stage of sorting and obtaining or in other words only understanding what was asked. Students in response (4) only did not reach the step of describing and the principle of visualizing/illustrating. So that it can be used as a reference related to visual research, especially on geometry material.
The covid-19 pandemic period like now requires to find an alternative learning that is effectively used. It drives a changing method of learning from face-to-face to online. One alternative in learning today is the use of smartphones or commonly referred to as mobile learning. This study aims to determine: 1) differences in student mathematics learning achievement with learning through mobile learning and google classroom, 2) interaction between learning through mobile learning and the ability to work together with students towards mathematics learning achievement, 3) differences in student mathematics learning achievement at the level of ability cooperate. The subjects of this study were students of the Mathematics Education Study Program STKIP Pamane Talino who took 68 Integral Calculus courses consisting of 2 classes. The research was conducted in 5 meetings. Each group was taught with the same material. The instruments in this study were test and questionnaire. The research method used was quasi experiment with 2x3 factorial design approach. The data analysis test used was the two-way ANAVA test with the analysis prerequisites in the form of a normality test and a homogeneity test. The results of data analysis show that the data are normally distributed and homogeneous. Thus, it can be concluded that: (1) learning with Mobile Learning media is more effective than learning with Google Classroom media, (2) the level of ability to work together high, medium and low gives different effects on student mathematics learning achievements and (3) students with all levels of ability to work with learning media Mobile Learning and Google Classroom provide equally good learning achievements.
Tujuan penelitian ini adalah menerapkan data mining pada jumlah penduduk miskin di Indonesia dengan data 2006 sampai Maret 2020. Akan dilakukan analisis cluster dengan metode k-menas kemudian dilakukan prediksi pada jumlah penduduk miskin di Indonesia. Hasil penelitian menunjukkan bahwa dengan analisis cluster metode k-means diperoleh dua cluster. Selanjutnya, berdasarkan prediksi yang telah dilakuakan dengan double exponential smoothing dengan nilai Alpha 1,094 dan Gamma 0,539, diprediksi periode selanjutnya terdapat 27,4405 juta jiwa penduduk miskin di Indonesia.
Penelitian ini bertujuan untuk mengetahui jenis kesalahan menurut Newman pada pemecahan masalah matematika siswa. Jenis penelitian yang digunakan dalam penelitian ini yaitu penelitian kualitatif deskriptif. Teknik pengambilan sampel yang digunakan dalam penelitian ini yaitu purposive sampling. Teknik pengumpulan data yang digunakan yaitu tes, wawancara, dan dokumentasi. Tes yang diberikan untuk mengetahui kesalahan siswa berbentuk uraian, sedangkan wawancara dilakukan kepada siswa, dan dokumentasi diperoleh pada saat wawancara dengan siswa. Hasil penelitian menunjukkan bahwa kesalahan pada pemecahan masalah matematika siswa kelompok tinggi yaitu kesalahan mentranformasikan. Sedangkan siswa kelompok sedang yaitu kesalahan mentranformasikan dan kesalahan dalam keterampilan proses. Untuk siswa kelompok rendah yaitu kesalahan dalam memahami soal, kesalahan mentranformasikan, kesalahan dalam keterampilan proses dan kesalahan dalam menuliskan jawaban akhir. Penyebab kesalahan dalam pemecahan masalah berbentuk cerita adalah tidak memahami soal dengan seksama, tidak menuliskan rumus, tidak mengetahui cara mengoperasikan soal dan tidak mengecek kembali jawaban yang sudah dikerjakan.
Penelitian ini membahas tentang pengembangan media pembelajaran matematika berbantuan GeoGebra untuk meningkatkan kemampuan pemahaman konsep matematis siswa. (1) Untuk mengetahui bagaimana proses pengembangan media pembelajaran matematika berbantuan GeoGebra untuk meningkatkan kemampuan pemahaman konsep matematis siswa, (2) Untuk mengetahui bagaimana tingkat (kevalidan, kepraktisan, dan keefektifan) media pembelajaran matematika berbantuan GeoGebra untuk meningkatkan kemampuan pemahaman konsep matematis siswa. Jenis penelitian yang digunakan adalah Research and Development (Penelitian dan Pengembangan) dengan mengacu pada model pengembangan ADDIE, yaitu Analysis (Analisis), Design (Perancangan), Development (Pengembangan), Implementation (Penerapan), dan Evaluation (Evaluasi). Berdasarkan hasil uji coba media pembelajaran matematika berbantuan GeoGebra, diperoleh lembar kerja siswa berbantuan GeoGebra, angket respon siswa, rencana pelaksanaan pembelajaran dan tes pemahaman konsep pada interval 2,5 ≤ 𝑀 < 3,5 dengan kategori valid. Media pembelajaran matematika yang telah valid kemudian di terapkan dalam proses pembelajaran untuk melihat kepraktisan dan keefektifan media pembelajaran. Media pembelajaran yang dikembangkan dinyatakan praktis dengan melihat hasil analisis angket respon siswa berada pada persentase 80%. Keefektifan media pembelajaran dilihat dari hasil analisis tes hasil belajar yang menunjukkan bahwa persentase ketuntasan belajar siswa sebesar 80% dan persentase ketidaktuntasan sebesar 20% selain itu, persentase aktivitas siswa sebesar 62,14%. Maka media pembelajaran berbantuan GeoGebra yang dikembangkan valid, praktis, dan efektif.
The COVID-19 pandemic that occurred starting in early December 2019 had a major impact on the world of education. Therefore, it is necessary to develop a flipped classroom-based mathematical learning model. The purpose of this study was to find out the effect of flipped classroom-based mathematical learning model on students of the Mathematics Education study program on Multivariable Calculus courses. This research is a pseudo-experimental study. The subject of this study is a mathematics education student who is pursuing multivariable calculus courses that are directly involved in the learning model applied at West Kalimantan which is divided into two classes with each class consisting of 15 students. Experimental classes are given learning using Flipped Classroom-based learning models while control classes are given learning with online learning using google classroom. This research design uses a randomized control group posttest only design. Data analysis techniques also use Mann-Whitney nonparametric hypothesis tests. The results of the study that has been conducted show a significance value of 0.015 less than the significance level of 0.05 so it can be concluded that there is a real difference between the control learning model and the Flipped Classroom model or the flipped classroom learning model effective to improve student learning outcomes.
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