The chart of Indonesian student of mathematical ability development in Program for International Student Assessment (PISA) event during the last 4 periods shows an unstable movement. PISA aims to examine the ability of children aged 15 years in reading literacy, mathematics literacy, and science literacy. The concept of mathematical literacy is closely related to several other concepts discussed in mathematics education. The most important is mathematical modelling and its component processes. Therefore the goal of this research is to investigate secondary school students' difficulties
AbstrakBerdasarkan pengalaman penulis sebelumnya ketika mengajar matakuliah matematika dasar pada jurusan TPH Politani Kupang, mahasiswa selalu mengalami kesulitan dalam operasi bilangan pecahan. Karena itu pada saat proses pembelajaran, pengajar terpaksa harus kembali memberikan penanaman konsep bilangan pecahan. Kondisi ini menarik perhatian penulis untuk mengidentifikasi jenis-jenis kekeliruan mahasiswa baru jurusan TPH Politani Kupang tahun 2015 dalam melakukan operasi penjumlahan dan pengurangan pecahan dan faktor penyebabnya. Proses investigasi ini dilakukan melalui metode penelitian kualitatif. Data dikumpulkan melalui tes tertulis dan wawancara. Hasilnya adalah; 5% mahasiswa langsung menjumlahkan bagian Pembilang dengan pembilang dan Penyebut dengan penyebut dari dua bilangan pecahan yang berbeda penyebut. 3% mahasiswa langsung menjumlahkan penyebut yang berbeda dari dua bilangan pecahan yang pembilangnya sama. 83% mahasiswa menyamakan penyebut dari bilangan pecahan dengan menggunakan KPK tetapi mereka lupa cara merubah pembilang apabila penyebutnya berubah. 5% mahasiswa menyelesaikan soal dengan menggunakan rumus, namun mereka menggunakan rumus operasi perkalian pada operasi pengurangan. Sisahnya 4% mahasiswa menjawab benar dengan cara menyamakan penyebut dengan menggunakan KPK. Sementara hasil wawancara menunjukan bahwa dominan mahasiswa merupakan tamatan SMK dan berasal dari kabupaten yang tersebar diseluruh wilayah propinsi NTT. Mereka hanya mengenal dua cara melakukan operasi pecahan yaitu menyamakan penyebut dengan KPK dan mengunakan rumus. Kedua cara ini memiliki algoritma baku yang harus mereka hafal. Mereka tidak memahami apapun dibalik langkah demi langkah dalam algoritma tersebut. Dengan demikian semua jenis kekeliruan di atas merupakan akibat dari menghafal prosedur rutin yang mereka pelajari pada jenjang pendidikan sebelumnya.AbstractBased on Authors experience when taught basic math course, in general students have found difficulty in operating fractions. Therefore, the goal of this research was to investigate student’s errors and misconception in addition and subtraction of fraction. Research conducted at Aqua Culture Technology, Agriculture industry technology study programs food Crops and horticulture Department of POLITANI Kupang on 2015. New students were the subjects of this study. This process is done through qualitative research methods. Data were collected through written tests and interviews. However, some students can solve formal operation given in common rule without any sense of its concept. The result were; 5% of the students added the numerator and denominator of the fractions directly even the denominators are different, 3% of students equate the numerator of fractions and then add them together. 83% of students equate the denominator of the fractions using least common multiple but they forget how to change the numerator of those fractions when their denominator was changed. 5% of students solved problems using the formula given by teacher, but they failed to remember it well. The rest 4% of students can solve the question correctly. While the interviews results showed that dominant students are graduates from Vocational high School and come from districts that are spread throughout the province of NTT. They only knew two ways in addition and subtraction of fractions i.e. equate denominators of fractions using least common multiple and using formula. Both of them has a standard algorithm that students have to memorized. They do not understand anything about step by step of the algorithm. Thus all kinds of errors was the effect of memorizing the routine procedures they learned in the previous education level.
AbstrakMateri pecahan merupakan salah satu materi matematika yang rumit. Kerumitan pecahan tidak saja dialami oleh siswa, tetapi juga mahasiswa dan guru. Penyebabnya adalah penguasaan konsep pecahan yang rendah. Karena guru pada jenjang pendidikan Dasar memperkenalkan pecahan dengan metode ceramah dan langsung memberi contoh soal kemudian siswa mengerjakan soal latihan. Guru mengajarkan algoritma rutin dalam mengerjakan soal, Edo. I.S (2016). Metode ini dipraktekan secara turun temurun. Karena itu siswa merasa jenuh dan tidak tertarik belajar. Elly Risman (2008) mengatakan bahwa,” Ada tiga cara penyampaian yang efektif bagi anak, yakni dengan bermain, bernyanyi, dan bercerita. Sementara Pendekatan pembelajaran yang berlandaskan pada filosofi bahwa matematika merupakan aktivitas Insani adalah pendekatan Pembelajaran Matematika Realistik. Karena itu penelitian ini bertujuan untuk mengetahui bagaimana desain pembelajaran pecahan dengan menggunakan pendekatan Matematika Realistik Konteks Permainan Siki Doka (taplak). Adapun metode penelitian yang digunakan adalah Desain Riset yang dilaksanakan di SDN. Angkasa Kupang dan SDK. Kristen Tunas Bangsa Kupang pada siswa kelas III. Hasilnya adalah siswa sangat antusias dan menikmati seluruh aktivitas pembelajaran karena mereka belajar melalui kegiatan bermain, menggambar, mewarnai, menggunting dan menyusun kertas origami yang berwarna warni. Siswa bukan saja telah memahami konsep pecahan sederhana, membandingkan pecahan sederhana, dan memecahkan masalah yang berkaitan dengan pecahan sederhana tetapi juga mereka sudah terlibat dalam aktivitas yang berhubungan dengan konsep penjumlahan dan kelipatan pecahan.Kata Kunci: Pembelajaran Pecahan, Konsep Pecahan, Perbandingan Pecahan, Pembelajaran pecahan dengan RME, pembelajaran pecahan conteks permainan tradisional.AbstractFraction is one of hard subject of mathematics. Fractional complexity is not only experienced by students, but also students and teachers. They found difficulty to solve any mathematics problems related to fractions due to weak of fraction concept and disspointed learning method. Because teachers in elementary taught them using lecture method through routin algorthm. Teacher began the lessons by given short explanation, then some routin example provided on students’ text book. In the end of the lessons students did some exercise, Edo.I. S (2016). Therefore, students bored to follow all of learning process. Whereas Elly Risman (2008) said that there are three effective ways to teach children i.e. by playing, singing and storytelling. While Mathematics learning approach which assume that mathematics as human activity is Realistics Mathematics Education (RME). Therefore, this study aimed to design simple fraction learning trajectory using RME approach through traditional game namely siki Doka as a context. The Research method used in this research is Design Research which conducted in SDN Angkasa Kupang and SDK. Tunas Bangsa Kupang in the third grade students. The result showed that students were very enthusiastic and enjoy all the learning activities because they learned while playing, drawing, Coloring, cutting and arrange colorful origami paper. Students not only understand the concept of simple fractions, compare simple fractions, and solve problems related to simple fractions as well they are already involved in the activities to found the concept of fractional addition and its multiples.Keyword: Fractional Learning, Concepts of Fraction, comparing fraction, Fractional Learning using RME approach, fraction learning using traditional game.
Several studies documented that mathematics, as it is taught in general secondary education, is far away from what is needed for most fields of vocational practice. Some studies found that workplace mathematics demands are very different from traditional mathematics taught in classrooms. Therefore, this study aims to design a learning trajectory for teaching mathematics in vocational college, oriented on the Realistic Mathematics Education (RME) approach to improve students’ understanding and motivation in learning mathematics. Design research was chosen as an appropriate method to answer the research questions and achieve the research goals. Design research methods consist of three phases, namely preliminary design, experiment, and retrospective analysis. The research result shows that the learning trajectory can improve students’ understanding. Students enjoy the learning process and give a very enthusiastic response.
Peningkatan konsumsi ikan air tawar di Kota Kupang menstimulasi para pembudidaya ikan untuk berlomba-lomba meningkatkan produksi usahanya. Mengingat cara budidaya ikan yang dilakukan di Kota Kupang adalah dengan padat tebar tinggi dan tanpa pergantian air, maka dapat menyebabkan kualitas media air menjadi buruk karena adanya dekomposisi dari hasil sisa pakan sehingga memungkinkan perkembangbiakan mikroba patogen. Penelitian ini bertujuan untuk mengetahui gambaran histopatologi pada organ insang, hati dan usus ikan lele di Kota Kupang. Ikan lele sebanyak 100 ekor yang diambil dari Pasar Oeba kemudian diukur berat dan panjang serta diamati kondisi morfologinya. Organ insang, hati dan usus diambil dan dilakukan fiksasi menggunakan larutan formalin 4%. Preparasi histopatologi dan analisisnya dilakukan di laboratorium. Spesimen diwarnai dengan menggunakan hematoxylin dan eosin. Hasil penelitian menunjukkan adanya abnormalitas dan kerusakan jaringan pada organ-organ tersebut. Abnormalitas yang terjadi adalah adanya sungut patah, sirip dada panjang sebelah, sirip perut besar sebelah, jumlah sirip dada dan perut hanya satu, ukuran hati kecil, hati terdapat bercak kuning, hati berumbai dan pucat. Kerusakan jaringan organ insang yang terjadi adalah telangeaktasis, nekrosis, edema, hiperplasia, perhimpitan lamela sekunder, fusi, hemoragi, kongesti dan jaringan yang lepas. Sedangkan pada hati adalah fibrosis, hemoragi, kongesti, terbentuknya vakuola-vakuola, adanya degerasi lemak, kumpulan makrofag yang ditandai dengan adanya MMC, hiperplasi, piknotik dan nekrosis. Dan pada usus adalah nekrosis, edema dan hemoragi. The enhancement of freshwater fish consumption in Kota Kupang has stimulated fish farmer to increase their production. The cultivation’s system of fish conducted in Kota Kupang is carried out with high density and whithout water circulation wich decreases water quality caused leftover feed decomposition so as that possible to pathogenic microbes breeding. The aim of this research was observe the description of gill, liver and gut’s histopathology of Catfish in Kota Kupang. One hundred Catfish was taken from Oeba Market which be measured the weight, length and observation of morphological condition. Gills, liver and gut was taken and fixatived with 4% of formalin. Histopathological preparation and their analysis was done in laboratory. The specimens were stained with hematoxylin and eosin. The result of this research showed abnormalities and tissue damage on the organs. The abnormalities showed the presence of flesh grows near the reproductive organ, the size of pectoral vins and ventral vins were not same, only one was pectoral vins and ventral vins, small liver, yellow liver, tassel-shaped and pale liver. The gill’s damage tissue was telangeaktasis, necrosis, edema, hyperplasia, coincide of secondary lamela, fussion, hemorage, congestion and lifting tissue. Liver’s damage was fibrosist, hemorage, congestion,vacuolas, fat degeneration, melano macrophages centre, hyperplasia, picnotic and necrosis. And for the gut’s damage was necrosis, edema and hemorage.hereas, R. mucronata, L. racemosa and S. caseolaris has strength relation with gastropoda T. palustris, N. planospira and M. puella.
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