Enhancing manipulation of algebraic equation through Balance Method

Badaruddin, D N B Pg; Tengah, Khairul Amilin; Prahmana, Rully Charitas Indra

doi:10.1088/1742-6596/1088/1/012007

Cited by 3 publications

(3 citation statements)

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“…Of the 15 students in answering question 1, a total of 4 students were incorret in defining variables, coefficients and constants, 7 students who defined using their own language but were not yet precise and 4 students who could not at all in defining variables, coefficients and constants. Student errors on variables could occur due to the use of teaching materials and methods that were not appropriate during the learning process (Badaruddin, Tengah, & Prahmana, 2018).…”

Section: Resultsmentioning

confidence: 99%

Exploration of Learning Obstacle Based on Mathematical Understanding of Algebra in Junior High School

Noto

Pramuditya

Handayani

2020

Eduma : Mathematics Education Learning and Teaching

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EXPLORATION OF LEARNING OBSTACLE BASED ON MATHEMATICAL UNDERSTANDING OF ALGEBRA IN JUNIOR HIGH SCHOOL. The difficulty of students related to algebra arises from the lack of students' mathematical understanding and Learning Obstacle (LO). One of the LO's experienced by students is the epistemological obstacle in the form of the limited knowledge possessed by students in mathematical concepts related to algebraic form. The purpose of this study is to explore LO related to algebra material. This research method is qualitative with the consisted of 15 students of 7th grade. The results showed that the common students could not interpret concepts and clarify the elements of algebraic forms related to variables, coefficients and constants and students could not operate and simply algebraic forms. The teacher can make pedagogical and didactic anticipations to overcome the LO.

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Section: Resultsmentioning

confidence: 99%

Exploration of Learning Obstacle Based on Mathematical Understanding of Algebra in Junior High School

Noto

Pramuditya

Handayani

2020

Eduma : Mathematics Education Learning and Teaching

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“…Manipulatives also have the potential to teach challenging concepts like algebra (Badaruddin et al, 2018). Algebra tile is one of them.…”

Section: Manipulativesmentioning

confidence: 99%

Algebra Tiles as Physical Manipulatives to Support Students’ Understanding of Linear Equations in One Variable

Rini¹

2022

Southeast Asian Math. Educ. J.

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To help students in solving the linear equations in one variable, teacher can use a learning media such as algebra tiles. Algebra tiles are square and rectangle-shaped tiles that represent numbers and variables. Algebra tiles consist of three different-size pieces. The smallest tile is square shape and represents ± 1, the other tile is rectangular shape and represents ± x and the largest tile is large square shape that represents ± x2. The pieces are usually colour-coded so that one colour represents positive values and another color represents negative values. This research is a best practice that was conducted at class VII.7 SMPN 18 Tangerang. The aim of this research is to describe how the algebra tiles supports students’ understanding in solving linear equations in one variable. The competence achievement indicators are: modelling algebraic expressions using algebra tiles; solving linear equations in one variable using algebra tiles; solving linear equations in one variable without use algebra tiles. Data collection through photos, videos, worksheet and students’ work. Students did reducing and balancing ways to find the simple form of algebra tiles. The purpose of reducing or balancing of both sides of linear equations in one variable is to get how many square tiles that equals to one rectangular tile. Algebra tiles made students to be easier in solving linear equations in one variable. Students were very happy to learn mathematics using algebra tiles. The algebra tiles supports students’ understanding in solving linear equations in one variable.

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“…Dibenak mereka variabel itu huruf x dan y. Hal ini selaras dengan penelitian Malihatuddarojah dan Prahmana (2019) bahwa kesulitan siswa dalam mempelajari aljabar terletak pada konsep dasar terkait unsur-unsur bentuk aljabar. Salah satu kesalahan siswa pada variabel bisa terjadi karena penggunaan bahan ajar dan metode yang kurang tepat selama proses pembelajaran (Badaruddin, Tengah, & Prahmana, 2018). Padahal, sebagai pelajar mandiri mereka dituntut untuk mampu mencari, menemukan, dan memperdalam materi yang diterima melalui berbagai sumber belajar diantaranya adalah bahan ajar (Firmasari & Pramuditya, 2018).…”

Section: Pendahuluanunclassified

Desain Didaktis Konteks Fabel Berbasis Pemahaman Matematis Siswa pada Materi Aljabar

Pramuditya

Noto

Handayani

2021

jel

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This research is motivated by the importance of students 'mathematical understanding, but the fact is that students' mathematical understanding is still low in working on algebraic form questions. This problem brings out a learning obstacle, where students cannot interpret the algebraic form elements and cannot operate the algebraic form. This study aimed to design a didactic design phase using fables based on students' mathematical understanding. The research method is descriptive qualitative research. Design is Didactical Design Research (DDR) with 15 junior high school students as subjects. The data was collected using triangulation techniques, then analyzed descriptively. This study results in a didactic design in the form of a situation that can anticipate students' learning obstacles in algebraic form material and facilitate students' thinking process. Situations are created using exciting pictures and stories to motivate student learning. The results show that the situations that have been created make it easier for students to group similar and dissimilar terms and can operate the algebraic form easily and algorithmically. The students also can interpret the elements of the algebraic form along with addition and subtraction operations in the algebraic form based on the understanding of each student.

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Enhancing manipulation of algebraic equation through Balance Method

Cited by 3 publications

References 10 publications

Exploration of Learning Obstacle Based on Mathematical Understanding of Algebra in Junior High School

Exploration of Learning Obstacle Based on Mathematical Understanding of Algebra in Junior High School

Algebra Tiles as Physical Manipulatives to Support Students’ Understanding of Linear Equations in One Variable

Desain Didaktis Konteks Fabel Berbasis Pemahaman Matematis Siswa pada Materi Aljabar

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