Analisis Kesulitan Siswa dalam Mengerjakan Soal pada Materi Aritmatika Sosial Kelas VII

Marlina, Siti; Setiawan, Wahyu

doi:10.31004/cendekia.v5i3.650

Cited by 12 publications

(16 citation statements)

References 2 publications

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“…Namun kenyataan di lapangan berdasarkan hasil penelitian Hasanah (2022) hasil belajar peserta didik untuk materi aritmatika sosial masih rendah. Sejalan dengan Mariam Marlina et al,( 2021) dalam materi aritmatika sosial banyak melibatkan soal cerita dalam penyajiannya, hal tersebut membuat siswa banyak yang mengalami kesulitan menyelesaikan permasalahan yang disajikan.…”

Section: Pendahuluanunclassified

Pengembangan lembar kerja peserta didik menggunakan model problem based learning berbantuan liveworksheets pada materi aritmatika sosial

Supriatna,

Ramdani,

Nurjaman

2023

J. Pembelajaran Matematika Inovatif

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This study intends to determine the feasibility and practicality of worksheets for students of Social Arithmetic material using the Liveworksheets-assisted Problem Based Learning learning model. The development model used is the 4D method which is limited to the third step which includes: define, design and develompment stages. Feasibility test data and practicality of LKPD were collected through observation and questionnaires. The feasibility of LKPD is analyzed based on the results of validation by experts and the practicality of LKPD seen from student questionnaire responses. The subjects of this study were50 students on a small scale and 30 students on a broad scale .The results of this study show that the LKPD tested is very feasible and very practical to use for learning. This is seen based on the results of validation by experts who get an average of 95% with very valid categories and the practicality of LKPD taken from student response questionnaires with a percentage of 8,567% on a small scale and 88,33% on a broad scale. This shows that LKPD uses the Liveworksheets-assisted Problem Based Learning learning model on Social Arithmetic material is very valid and practical to use.

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Section: Pendahuluanunclassified

Pengembangan lembar kerja peserta didik menggunakan model problem based learning berbantuan liveworksheets pada materi aritmatika sosial

Supriatna,

Ramdani,

Nurjaman

2023

J. Pembelajaran Matematika Inovatif

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“…Therefore, studies related to the perspective of gender in analyzing the process of constructing concepts of students are interesting to study. Sari (2020) stated that one of the concepts that is considered difficult for students to understand in seventh grade is the concept of direct proportion. Furthermore, Sari (2020) stated, students only memorize formulas and work procedures without understanding concepts.…”

Section: |mentioning

confidence: 99%

The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

Rosyidi

Hasanah

2022

AJPM

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The concept construction process makes students' mathematical knowledge develop better than before. It’s because the concept construction process involves the relationship of one concept to another. In constructing a mathematical concept, gender is influential in process. This qualitative research aims to describe the process of constructing new concept of male and female students. The subjects were two sixth grade elementary school students (one male, one female). The instruments were test and interview. The data analyzed using APOS theory (Action, Process, Object, Schema). At action stage, they can solve problems related to direct proportion concept. At process stage, they can interpret direct proportion problem into various representations and explain the characteristics. At object stage, they can provide other examples of direct proportion concept and identify a problem including direct proportion concept or not. At schema stage, they can define direct proportion but female student was clearer in defining it than male student. They can also conclude its relationship with some concepts. They can construct new concept well, although there are errors in the process. Female student is better than male student at conveying the results of her thoughts both in writing and verbally in the process of constructing new concept.Proses konstruksi konsep menjadikan pengetahuan matematika siswa berkembang lebih baik dari sebelumnya. Hal ini karena proses konstruksi konsep melibatkan hubungan antara satu konsep dengan konsep lainnya. Dalam membangun konsep matematika, jenis kelamin berpengaruh dalam prosesnya. Penelitian kualitatif ini bertujuan untuk mendeskripsikan proses konstruksi konsep baru siswa laki-laki dan perempuan. Subjek penelitian adalah dua siswa kelas VI SD (satu laki-laki, satu perempuan). Instrumen yang digunakan adalah tes dan wawancara. Data dianalisis menggunakan teori APOS (Aksi, Proses, Objek, Skema). Pada tahap aksi, mereka dapat memecahkan masalah yang berkaitan dengan konsep perbandingan senilai. Pada tahap proses, mereka dapat menginterpretasikan masalah perbandingan senilai ke dalam berbagai representasi dan menjelaskan karakteristiknya. Pada tahap objek, mereka dapat memberikan contoh lain dari konsep perbandingan senilai dan mengidentifikasi suatu masalah termasuk konsep perbandingan senilai atau bukan. Pada tahap skema, mereka dapat mendefinisikan perbandingan senilai tetapi siswa perempuan lebih jelas dalam mendefinisikannya daripada siswa laki-laki. Mereka juga dapat menyimpulkan hubungannya dengan beberapa konsep. Mereka dapat mengonstruksi konsep baru dengan baik, meskipun ada kesalahan dalam prosesnya. Siswa perempuan lebih baik daripada siswa laki-laki dalam menyampaikan hasil pemikirannya baik secara tertulis maupun lisan dalam proses mengonstruksi konsep baru.

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“…Bernard et al, (2019) mengungkapkan bahwa matematika masih dipandang oleh peserta didik sebagai salah satu materi pelajaran yang sulit. Materi aritmatika sosial merupakan salah satu dari materi pelajaran matematika yang dianggap sulit dan terkadang membingungkan peserta didik baik dari segi materi maupun soal (Marlina & Setiawan, 2021).…”

Section: Pendahuluanunclassified

Pengembangan LKPD Berorientasi Model Pembelajaran Flipped Classroom Pada Materi Aritmatika Sosial Kelas VII SMP

2022

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This study aims to produce LKPD oriented to the flipped classroom learning model on social arithmetic material for class VII SMP that is valid, practical and effective. The type of research conducted is Research and Development (RD). The development model used in this research is the ADDIE development model which consists of the Analysis stage, Design stage, Development stage, Implementation stage, and Evaluation stage. The LKPD was tested on seventh grade students at SMP Negeri 15 Palembang. The research data were obtained from validation questionnaires, student response questionnaires, and learning outcomes tests. The percentage score of the validity level was 89.3% with a very valid category which was assessed by three expert validators, namely two lecturers and one educator. The level of practicality after being tested on students got a score percentage of 83.2% which was in the very practical category. And based on the results of learning tests from students after using the LKPD oriented to the flipped classroom learning model, they were in the good category with an average score of 77, so that the LKPD was effectively used.Keywords: Social Arithmetic, Flipped Classroom, LKPD

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Analisis Kesulitan Siswa dalam Mengerjakan Soal pada Materi Aritmatika Sosial Kelas VII

Cited by 12 publications

References 2 publications

Pengembangan lembar kerja peserta didik menggunakan model problem based learning berbantuan liveworksheets pada materi aritmatika sosial

Pengembangan lembar kerja peserta didik menggunakan model problem based learning berbantuan liveworksheets pada materi aritmatika sosial

The Construction Process of New Concept Based on Apos Theory: Male vs Female in Direct Proportion

Pengembangan LKPD Berorientasi Model Pembelajaran Flipped Classroom Pada Materi Aritmatika Sosial Kelas VII SMP

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