Students often have difficulty doing mathematical problems. The outdoor learning with ethnomathematics approach is one solution. The purpose of this study was to determine the increase of the problem solving ability of senior high school students through the application of outdoor learning model based on Bengkulu ethnomathematics. This study was a pre-experimental. It was uses the pretest-posttest group design. The sample is 40 students that selected of whole student at the senior high school Bengkulu. The research instrument used was the test of mathematical problem solving. Data were analyzed by using statistical analysis. The results showed that mathematical problem solving abilities of students after being given ethnomathematics with outdoor learning models were higher than before being given the learning models.
The purpose of this research is to describe proil cognitive structure of students in understanding the concept of real analysis. This research is part of the research development of the theory of cognitive structure of students Mathematics Education Program at the University of Bengkulu. The results of this research are: 1)there are seven models decompositions of genetic students mathematics education reviewed based on the SRP Model about the concepts of Real Analysis namely Pra-Intra Level, Level intra, Level semi-inter, Level inter, Level semi-trans, Trans Level, level and Extended-Trans (only theoretic level while empirically not found); 2) There are six models decompositions of genetic students mathematics education reviewed based on KA about the concepts of Real Analysis namely Level 0: Objects of concrete steps; Level 1: Models Semi-concrete steps; Level 2: Models Theoretic; Level 3: Language in Domain Example; Level 4: Mathematical Language; Level 5: Inferensi Model. Profile of cognitive structure of mathematics education student at the University of Bengkulu is 6.25% Students located on the Basic Level (Pra-Intra Level with concrete objects), there is 8.75% Students located at Level 0 (intra Level with concrete objects), there are 15,00% Students located at Level 1 (semi-Level inter with Semi-Concrete Model), there are 33.75 percent students located on Level 2 (Level inter with theoretical model), there are 22.50 percent students located at Level 3 (Semi-trans Level with the Bible in Domain example), there are located on the student percent during the Level 4 (Trans Level with the language of Mathematics), and there are 0 percent students located at Level 5 (Level Extended-Trans with Inferensi Model). Students Education Mathematics at the University of Bengkulu pembangunnya element is functional can achieve Trans Level, students will be able to set up activities and make the algorithm that formed the concept/principles with the right. Functional students can also perform the process of abstraction using the rules in a system of mathematics.
<span>The purpose of this study was to determine the impact and categories of teacher performance in building student interest and motivation on mathematics achievement. The population in this study was students in the eighth grade of junior high schools from six public and two private schools, and a sample of 277 students was taken by cluster sampling. Data collection instruments used a questionnaire, and data analysis was done by using by descriptive and path analysis. The results of data analysis showed that partially, teacher performance significantly affected student interest and motivation excel at mathematics. Simultaneously, teacher performance is very significant in influencing student interest and motivation to be excellent in mathematics. Partially, teacher performance builds interest and student motivation for mathematics achievement is low category. Simultaneously, teacher performance builds student interest and motivation to excel at mathematics is low category. Both of these can be caused by the ability of teachers to build motivation and interest is not good, so students are also less interested and motivated to learn mathematics.</span>
The present paper aims to investigate the linear effect of cognitive conflict on the ability of the understanding mathematical concepts through the contextual learning model, and to examine the linear effect of cognitive conflict on the ability of problemsolving through the contextual learning model. The research method is quasi-experiment and applying factorial design 2x2. Research data were analyzed using covariate analysis. The results of this study are: 1) direct effect of cognitive conflict covariate on the mean of comprehension ability concept for students taught by Contextual Learning Model better than Conventional Learning Model; and 2) the direct influence of cognitive conflict covariates on mean Problem-Solving Ability for students taught by Contextual Learning Model is better than Conventional Learning Model.
Limit was to basic concept of derivative. The results of previous research found that learners have obstacles in understanding the limit function, consequently, the occurrence of difficulties and mistakes learners understand the concept and derived principles. This study aims to determine the obstacles of learners in applying derived properties. The approach of this research is qualitative by applying task-based interview with subject of 10 students selected by certain condition from 70 students in Mathematics Education Study Program of University of Bengkulu. The researcher is the main instrument in this research which is guided by the interview sheet and duty sheet. Data analysis was performed by genetic decomposition analysis. The results of this study indicate that the barriers of learners in applying analytic concepts and properties analytically include, the tangent line almost parallel to the y-axis, the break point (cusp) at x = -4, the second derivative, the extreme point, the emergence of contradictions, asymptotes flat, and do not understand conceptually. To overcome the obstacles of learners in understanding the concept and the nature of derivatives and its application, it is suggested to apply the mathematics learning model based on the extended triad++.
Efforts to improve the mathematical representation, learning must begin from the real objects in daily life, which are culturally oriented related to horizontal mathematics in the form of ethnomathematics. The objective of this study was to determine the comparison of the ability of mathematical representation between students taught by realistic mathematical approach and conventional learning; determine the comparative ability of mathematical representation between students who are ethnomathematical and non-ethnomathematical oriented; determine the existence of interaction influence of learning approach and the orientation of mathematics material to the ability of mathematical representation. This research was a quasi-experimental study, which uses the pretest-posttest design of non-equivalent group design. The research instrument used was the test of mathematical representation ability. Data were analyzed using multivariate test of covariate analysis. The results showed that there were differences in the ability of mathematical representation between students who were taught by realistic mathematical approach and conventional learning after controlling students’ early ability; there is a difference in the ability of mathematical representation between students who are ethnomathematical and non-ethnomathematical oriented after controlling students’ early abilities; there is an interaction effect of the learning approach and the orientation of mathematical material on the ability of mathematical representation after controlling the student’s early ability.
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