How concrete operational student generalize the pattern?: use semiotic perspective

Fadiana, Mu'jizatin; Amin, Siti Maghfirotun; Lukito, Agung; Warli,

doi:10.1088/1742-6596/1188/1/012032

Cited by 3 publications

(3 citation statements)

References 8 publications

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“…Semiotics is the study of the production of signs and symbols to communicate information (M. Fadiana et al, 2019). Semiotics is an activity that involves signs, objects, and interpretations (Yang & Hsu, 2015).…”

Section: Introductionmentioning

confidence: 99%

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The Development of Semiotic Based Contextual Mathematics Learning Videos to Support Learning from Home

Fadiana

Yulaikah²,

Kusumawati³

2021

AIJP

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This study aims to develop a contextual mathematics learning video based on semiotics that supports learning from home. This type of research is development research using a 4-D model, which is modified into three stages, namely define, design, and develop. The research subjects were grade 6th elementary school students in Tuban, East Java. In the defined stage, a needs analysis is carried out as a reference for development. The design stage produces research instruments and instructional video designs. The development stage states that based on the results of the validation of media experts by 85% and material experts by 87%, each of which comes from 21 points of assessment indicators, it shows that it meets the valid criteria as well as positive responses of 85.3% of 28 students. The right-hand t-test obtained t-count t-table, namely 3.886 1.675. It indicates that the learning outcomes of students who use semiotic-based contextual mathematics learning videos on the perimeter of circle material are better than students who do not use them. This learning video has reached effective criteria.

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Section: Introductionmentioning

confidence: 99%

“…The semiotic theory is used as a foundation for developing mathematics teaching materials because we need signs and representations (Suryaningrum et al, 2020). Signs are used to representing abstract mathematical concepts to make them more straightforward (M. Fadiana et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Development of Semiotic Based Contextual Mathematics Learning Videos to Support Learning from Home

Fadiana

Yulaikah²,

Kusumawati³

2021

AIJP

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“…Dalam belajar dan mengerjakan matematika segala sesuatu yang berkaitan dengan penggunaan tanda/simbol disebut semiotika. Hal ini sesuai dengan pernyataan Fadiana, Amin, Lukito, & Warli (2019) yang memberi tahu kita bahwa teori semiotika adalah teori yang mempelajari tanda, fungsi tanda, dan makna yang dihasilkan oleh tanda.…”

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Semiotic analysis of formal operational students with field dependent and field independent cognitive style in linear programming problem solving

2021

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Tujuan penelitian ini adalah untuk mendeskripsikan semiotika siswa operasional formal dengan gaya kognitif berbeda dalam pemecahan masalah pemrograman linear. Subjek penelitian ini adalah satu siswa bergaya kognitif field-dependent (SFD) dan satu siswa bergaya kognitif field-independent (SFI). Data penelitian ini dikumpulkan melalui pemberian tugas pemecahan masalah pemrograman linear dan wawancara semi-terstruktur berbasis tugas. Proses analisis jawaban siswa dalam pemecahan masalah pemrograman linear berdasarkan indikator semiotika yang meliputi simbol, kode, dan makna serta tahapan pemecahan masalah Polya. Hasil analisis data menunjukkan bahwa semiotika yang dilakukan kedua siswa operasional formal dengan gaya kognitif berbeda ini dalam memecahkan masalah pemrograman linear belum menciptakan informasi yang bermakna karena pada penggunaan simbol, pembuatan kode, dan pembuatan makna tidak dilakukan secara lengkap.

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Students’ mathematical obstacles in learning geometric sequences and series

Rachma¹,

Rosjanuardi²,

Suhendra³

2022

AIP Conference Proceedings

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How concrete operational student generalize the pattern?: use semiotic perspective

Cited by 3 publications

References 8 publications

The Development of Semiotic Based Contextual Mathematics Learning Videos to Support Learning from Home

The Development of Semiotic Based Contextual Mathematics Learning Videos to Support Learning from Home

Semiotic analysis of formal operational students with field dependent and field independent cognitive style in linear programming problem solving

Students’ mathematical obstacles in learning geometric sequences and series

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