Analisis Kesulitan Siswa Berdasarkan Kemampuan Pemahaman Matematik Dalam Mengerjakan Soal Pada Materi Bangun Ruang Sisi Datar

Badraeni, Nurfitri; Pamungkas, Regi Ayu; Hidayat, Wahyu; Rohaeti, Euis Eti; Wijaya, Tommy Tanu

doi:10.31004/cendekia.v4i1.195

Cited by 24 publications

(26 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…emphasizing the dialectical unity of mathematical literacy and humanistic literacy (Cunhua, Ying, Qunzhuang, & Wijaya, 2019). Mathematics education is not only to impart mathematics knowledge and skills to students but also more importantly, to enable students to master mathematics thinking methods, comprehend the basic concept of mathematics (Dewi, Wijaya, Budianti, & Rohaeti, 2018;Wijaya, Purnama, & Tanuwijaya, 2020), understand the value of mathematics (Badraeni et al, 2020;Wijaya, Dewi, Fauziah, & Afrilianto, 2018), and highlight the creative thinking ability of mathematics courses (Tan, Zou, Wijaya, Suci, & Dewi, 2020). Therefore, integrating mathematics culture into mathematics education is not only a paradigm pursued by mathematics education research institutes at home and abroad but also an objective requirement and feasible way for mathematics curriculum reform in China (Qin, Zhou, & Tanu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching Derivative Concept Using 6 Questions Cognitive Model

Lan

Zhou

2021

JDM

View full text Add to dashboard Cite

Derivative is one of the basic concepts of calculus, has an extremely rich practical background and wide application. However, "low exploration" of the limit thought in teaching and learning activities have caused difficulties in future advanced mathematics learning. The purpose of this study is to create a learning model that helps students understand calculus. The method in this research is using research and development method, designing a learning model using 6 questions cognitive model on derivative material. Based on the results of developing a new learning model in this study using the six questions cognitive model to explore mathematics from the six dimensions of "from where", "what ", "why", "how", "what if it changed" and "think about it", The teaching and learning activities when teaching derivative under the cultural background reflects the continuity, naturalness and order of teaching. The results of this study indicate that 6 question cognitive models can help students learn the basic concept of calculus. The results of this study can be implemented by teachers in schools to improve the quality of high school student learning

show abstract

Section: Introductionmentioning

confidence: 99%

Teaching Derivative Concept Using 6 Questions Cognitive Model

Lan

Zhou

2021

JDM

View full text Add to dashboard Cite

show abstract

“…This goal will be achieved if the teacher in charge of science. To achieve the expected learning, the teacher, as the organizer of learning, also understands the teaching material that will be taught to students (Badraeni et al, 2020; T.T. Wijaya, Dewi, Fauziah, & Afrilianto, 2018).…”

Section: Introductionmentioning

confidence: 99%

Measuring Mental Model of Primary Teachers and Pre-service Teachers on Heat Transfer Concept

Hermita

Wijaya

Putra

et al. 2021

AIJP

Self Cite

View full text Add to dashboard Cite

This study compares primary teachers' mental models with pre-service primary school teachers' mental models on the heat transfer concept. The mental model categories reviewed in this study include scientific, synthetic, and initial. This study's method was descriptive quantitative method, with research subjects 40 primary teachers and 40 pre-service primary teachers. This study's instrument is a conceptual understanding test consisting of three parts of a statement that asks for an explanation and description. The results showed that in understanding concepts test in synthetic mental models, 32.5%. In the category of initial mental models, there is a comparison of 32.5%. While in the concept of convection, there is a comparison of 2.5% in the scientific category. For synthetic mental models' category is 5%. In the category of initial mental models is 7.5%. For the concept of radiation, there is no comparison in the category of scientific mental models. Next there is a comparison of 7.5% in the category of synthetic mental models. In the category of initial mental models is 7.5%. Generally, elementary school teachers and students are in synthetic mental models and the initial mental models' category.

show abstract

“…This leads to students lose interest in mathematics, think mathematics is so boring and hard to understand (Suan, Ying, & Wijaya, 2020;Tan, Zou, Wijaya, Suci, & Dewi, 2020;Wijaya, Ying, Cunhua, & Zulfah, 2020), become afraid of mathematics (Qin, Zhou, & Tanu, 2019). Therefore, we urgently need to change the students' long-standing view of mathematics, so that they can find that mathematics can also be very interesting (Aixia, Ying, & Wijaya, 2020;Andini, Mulyani, Wijaya, & Supriyati, 2018;Badraeni et al, 2020). So, it is very necessary to design a reasonable and effective mathematics teaching (Hutajulu, Wijaya, & Hidayat, 2019).…”

Section: Introductionmentioning

confidence: 99%

Lesson Design Of Geometric Sequences Based On The 6-Question Cognitive Theory

Lin

Zhou

Wang

et al. 2020

joe

Self Cite

View full text Add to dashboard Cite

The effective teaching design of mathematics should be designed carefully by teachers according to the situation of students' learning and the analysis of teaching materials. Its teaching design should run through the origin and development of knowledge generation, and reasonably ensure the continuity and integrity of teaching. Based on the theory of "6-Question Cognitive Theory", This research using development method with steps to make comparisons between the this paper attempts to make a comparison between the "equal ratio sequence" and the "equal ratio sequence". Results in this study show that The teaching design of "6-Question Cognitive Theory" knowledge embodies the coherence, completeness and operability of the teaching design from six aspects: where the mathematical knowledge comes from, the essence of the knowledge, the connection and difference between the new knowledge and the old knowledge, the transformation of the knowledge, how to apply the knowledge and the process of reflecting the knowledge generation, so as to provide a theoretical and practical reference for the teaching design of high school mathematics Test

show abstract

Analisis Kesulitan Siswa Berdasarkan Kemampuan Pemahaman Matematik Dalam Mengerjakan Soal Pada Materi Bangun Ruang Sisi Datar

Cited by 24 publications

References 3 publications

Teaching Derivative Concept Using 6 Questions Cognitive Model

Teaching Derivative Concept Using 6 Questions Cognitive Model

Measuring Mental Model of Primary Teachers and Pre-service Teachers on Heat Transfer Concept

Lesson Design Of Geometric Sequences Based On The 6-Question Cognitive Theory

Contact Info

Product

Resources

About