Abstract:Abstract. The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced.The objective of this research was to describe th… Show more
“…Concept maps have been used in a variety of teaching contexts and disciplines, including medicine (Daley et al, 2016), biology (Cathcart et al, 2010;Sakiyo and Waziri, 2015;Bergan-Roller et al, 2018), physics (Alias et al, 2006Broggy and McClelland, 2009), chemistry (BouJaoude and Attieh, 2008;Mun et al, 2014;Ghani et al, 2017), mathematics (Oneca et al, 2006;Hafiz et al, 2017) and computer science (Gurupur et al, 2015;Santos et al, 2017;Omer et al, 2020).…”
In Indonesia, the development of e-commerce is increasing along with the increasing number of internet and social media users. The rapid growth of e-commerce has changed the way consumers make purchases of goods and services. The growth of electronic transactions has a very positive impact on business owners and consumers, because it provides convenience, ease, efficiency and low costs. However, electronic transactions can pose risks and uncertainties that can harm both consumers and entrepreneurs. This article aims to examine the educational values of e-commerce information technology for the protection of citizens. Digital citizenship is closely related in the way in which e-commerce information technology knowledge is mastered and practiced to make significant connections. To see digital education clearly, then clear knowledge about the application of new technologies as part of the government's recommendations for legal protection is needed. This is important because citizens who are educated with knowledge of e-commerce technology will be able to promote ethical values as a democratic society. In this way, the new space will be available not only as a digital reality but also as a full-fledged society needs.
“…Concept maps have been used in a variety of teaching contexts and disciplines, including medicine (Daley et al, 2016), biology (Cathcart et al, 2010;Sakiyo and Waziri, 2015;Bergan-Roller et al, 2018), physics (Alias et al, 2006Broggy and McClelland, 2009), chemistry (BouJaoude and Attieh, 2008;Mun et al, 2014;Ghani et al, 2017), mathematics (Oneca et al, 2006;Hafiz et al, 2017) and computer science (Gurupur et al, 2015;Santos et al, 2017;Omer et al, 2020).…”
In Indonesia, the development of e-commerce is increasing along with the increasing number of internet and social media users. The rapid growth of e-commerce has changed the way consumers make purchases of goods and services. The growth of electronic transactions has a very positive impact on business owners and consumers, because it provides convenience, ease, efficiency and low costs. However, electronic transactions can pose risks and uncertainties that can harm both consumers and entrepreneurs. This article aims to examine the educational values of e-commerce information technology for the protection of citizens. Digital citizenship is closely related in the way in which e-commerce information technology knowledge is mastered and practiced to make significant connections. To see digital education clearly, then clear knowledge about the application of new technologies as part of the government's recommendations for legal protection is needed. This is important because citizens who are educated with knowledge of e-commerce technology will be able to promote ethical values as a democratic society. In this way, the new space will be available not only as a digital reality but also as a full-fledged society needs.
“…Hal yang menjadi perhatian lain adalah rendahnya pengetahuan matematika mahasiswa yang hanya mencapai 51,36%. Padahal pengetahuan matematika atau konsep matematika terkait antara yang satu dan yang lain (Hafiz et al, 2017) 2) menggunakan data real dalam kehidupan sehari-hari; 3) fokus pada pengembangan literasi, penalaran, dan berpikir statistis; 4) gunakan ICT dalam perhitungan data statistik dan penyajian data; 5) menerapkan pembelajaran aktif; 6) mendukung sikap menghargai kekuatan proses statistika, peluang, keacakan, ketelitian dalam mengivestigasi, dan penilai kritis dalam klaim statistik; 7) menggunakan metode penilaian yang dapat lebih memahami dan mendokumentasikan kemampuan siswa.…”
Section: Deskripsi Literasi Statistis Mahasiswa Dan Analisisnyaunclassified
Literasi statistis adalah salah satu hardskill matematik yang harus dimiliki mahasiswa calon jurnalis. Tujuan penelitian ini adalah mendeskripsikan literasi statistis mahasiswa berdasarkan komponen keterampilan membaca, pengetahuan statistika, pengetahuan matematika, pengetahuan konteks, dan keterampilan mengevaluasi informasi melalui pertanyaan kritis dan mendeskripsikan gambaran literasi statistis mahasiswa ditinjau dari tingkat resiliensi matematisnya. Penelitian ini menggunakan metode kuantitatif jenis non-eksperimental deskriptif. Subjek penelitian adalah 38 orang mahasiswa di program studi Jurnalistik diperoleh dengan teknik purposive sampling. Penelitian ini dialksanakan pada bulan September 2021. Instrumen penelitian yang digunakan adalah tes literasi statistis dan skala resiliensi matematis. Hasil penelitian menunjukkan bahwa komponen literasi statistis dengan capaian tertinggi adalah pengetahuan konteks dan terendah adalah pertanyaan kritis. Kesimpulan dari hasil penelitian ini adalah dari 5 komponen capaian literasi statistis mahasiswa hanya 1 komponen yang termasuk kategori baik yaitu pengetahuan konteks sedangkan 4 lainnya termasuk kategori kurang dan perlu ditingkatkan. Selanjutnya secara deskriptif capaian masing-masing komponen literasi statistis antara mahasiswa dengan resiliensi tinggi dan sedang tidak jauh berbeda. Capaian literasi statistis pada mahasiswa dengan kategori resiliensi tinggi dan sedang adalah hanya 1 komponen yang termasuk kategori baik yaitu pengetahuan konteks sedangkan 4 lainnya termasuk kategori kurang dan perlu ditingkatkan juga.
“…Melalui concept mapping, konsep-konsep materi dihubungkan satu sama lain. Concept mapping membantu peserta didik untuk mengorganisasikan dan menghubungkan topik dalam materi (Brinkman, 2003;Hafiz, 2017). Concept mapping dapat membantu dalam membuat hubungan antar konsep pada materi Ale II sehingga diharapkan dapat meningkatkan daya ingat dan kemampuan pemahaman mahasiswa untuk materi tersebut.…”
ABSTRAKTujuan penelitian ini untuk mendeskripsikan pembelajaran Concise Learning Method (CLM) berbantuan concept mapping, dan peningkatan kemampuan pemahaman konsep aljabar mahasiswa setelah pelaksanaannnya. Deskriptif kualitatif merupakan jenis penelitian ini, sedangkan mahasiswa pendidikan matematika Unipdu Jombang yang memprogram aljabar linier elementer II adalah subjek dalam penelitian. Lembar observasi dan soal tes pemahaman konsep merupakan alat untuk mengumpulkan data. Data dalam penelitian ini meliputi deskripsi hasil pengamatan terhadap keterlaksanaan pembelajaran dan deskripsi hasil tes pemahaman konsep matematis mahasiswa. Data tersebut kemudian dianalisis menggunakan interactive model. Dari hasil analisis diperoleh bahwa (1) Tahapan pembelajaran CLM berbantuan concept mapping meliputi mempelajari terlebih dahulu materi perkuliahan, berartisipasi aktif dalam perkuliahan, memproses informasi dalam bentuk concept mapping, mengerjakan latihan soal, dan menghasilkan ide baru, (2) kemampuan pemahaman konsep aljabar mahasiswa untuk setiap indikatornya mengalami peningkatan.  ABSTRACTThe purpose of this study was to describe Concise Learning Method (CLM) assisted with concept mapping and to increase the ability of students to understand algebraic concepts after the implementation. Qualitative descriptive is the type of this research, while the mathematics education students of Unipdu Jombang who program elementary linear algebra II are the subjects in the study. Observation sheets and concept understanding test questions are instruments used to collect data. Data ini this research consisted of a description of the observation of the implementation of learning and a description of the results of tests of students’ understanding of mathematical concepts. The data is then processed using interactive models. The results showed that (1) CLM learning stages assisted with concept mapping include previewing literature material, actively participating in lectures, processing information in the form of concept mapping, doing practice exercise, and produce new ideas, (2) the ability to understand student algebraic concepts for each indicator increased.
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