The purpose of this research was to find out the thinking processes of a concrete student in solving two-dimensional problems. The research method used is descriptive qualitative. The research subjects were two students taken using purposive sampling. The instrument used was the Test of Logical Operations and problem-solving tests. Stages of data analysis used are researching all data, making a cognitive classification of students, choosing concrete students to be used as research subjects, reviewing the results of concrete student work in solving mathematical problems, verify data and data sources that have been classified and transcribed in the presentation or exposure of data. The results showed that at the stage of understanding the problem and re-checking the answers, concrete students use the assimilation at the stage of planning to solve the problem of doing the disequilibration. At the stage of carrying out a plan to solve a problem, concrete students carry out the accommodation. During this study, it was found that students 'habits in mathematical problem-solving did not plan to solve problems, did not re-examine answers, and there were students' habits by interpreting the final results of problems. It can be concluded that the students' concrete thinking processes in solving two-dimensional problems vary according to the stages of problem-solving.
Technology always develops from time to time and is very closely related to real-life, which is to solve everyday problems. This study aims to describe the design of 3N-oriented TPACK-based mathematical computing modules (niteni, nirokke, nambahi). The method used is descriptive qualitative part of development research. This research resulted in an E-module design. Mathematical Computing E-Module has the following characteristics (1) containing the TPACK concept and 3N teachings that are designed to be attractive, (2) showing the appropriate 3N activities in the lecture process, and (3) inviting students to carry out niteni, nirokke, and nambahi activities during lesson. The design of 3N-Oriented TPACK based on Mathematical Computing E-Modules is declared valid.
Dampak pandemi Covid-19 pada sektor pendidikan salah satunya adalah mengubah sistem pembelajaran tatap muka menjadi pembelajaran daring. Penelitian ini diadakan untuk mengetahui bagaimana pola pendampingan orang tua dalam pembelajaran daring pada tingkatan Sekolah Dasar (SD). Data penelitian diperoleh dengan menggunakan kuesioner yang diberikan secara online melalui Google Form kepada 100 orang tua siswa SD yang dipilih dengan metode random sampling. Berdasarkan hasil penelitian, diperoleh kesimpulan bahwa orang tua berperan dalam mendampingi proses belajar anak di rumah. Sebagian besar orang tua tidak dapat mendampingi anak dalam belajar sepenuhnya karena kedua orang tua harus bekerja, sebagai solusinya yang mendampingi anak belajar adalah anggota keluarga lainnya. Tidak sedikit pula orang tua yang mempercayakan guru les untuk mendampingi anak belajar karena orang tua tidak memahami materi yang diberikan. Besar harapan orang tua agar guru dalam memberi penjelasan materi tidak terlalu cepat sehingga siswa lebih dapat memahami materi dengan baik, komunikasi antar siswa dan guru lebih intens, materi terintegrasi dengan kehidupan siswa, dan siswa memperoleh keterampilan serta pendidikan karakter.
The learning media used by teachers are still relatively simple, such as student worksheets and student books published by the Ministry of Education and Culture and PowerPoint and learning videos that are already on YouTube. Not yet found a teacher who uses VideoScribe and PowerPoint-based multimedia. The majority of PowerPoints are only used as a media presentation with simple features. Learning with the media used by teachers is still not too exciting for students' attention. Students assume that the learning media used by teachers have nothing new that makes students interested in understanding the subject matter. The impact that occurs is the lack of interest, motivation, and enthusiasm of students in participating in learning; consequently, student learning achievement is still below the KKM. The solution to the problem offered is related to the existing problem is the implementation of training activities and mentoring the development of learning media based on Sparkol VideoScribe for Muhammadiyah 4 Yogyakarta Middle School teachers. The effectiveness of this training was measured by the effectiveness questionnaire and the number of teachers who can use VideoScribe.
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