Pemahaman Konsep Matematika Siswa Kelas V SD Negeri Rau Kedung Jepara Pada Materi Perkalian Pecahan

Mukrimatin, Nor Aulia; Murtono, Murtono; Wanabuliandari, Savitri

doi:10.24176/anargya.v1i1.2277

Cited by 12 publications

(10 citation statements)

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“…Zuliana [22] said there are seven indicators of understanding mathematical concepts, including (1) restating a concept, (2) classifying objects according to certain properties (according to the concept), ( 3) providing examples and non-examples of concepts, (4) presenting concepts in various forms of mathematical representations, (5) developing necessary or sufficient conditions for a concept, (6) using, utilizing, and selecting certain procedures or operations, (7) applying concepts or algorithms solution to the problem. Based on these indicators, in learning mathematics, various activities must be pursued to concretize abstract things into concrete forms so that students can understand the concepts they are learning.…”

Section: Does Not Understand the Proper Methods Of Explaining Mathematical Materialsmentioning

confidence: 99%

Parents' Problems in Guiding Children to Learn Mathematics during the Pandemic Situation

Jediut¹,

Helmon²

2021

Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, R

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This study aims to describe the problems of parents in Tenda to guiding children to learn mathematics during the pandemic situation. Data Collection was carried out using interview. Then the data were analyzed using techniques proposed by Milles and Huberman which include data reduction, data display, and drawing conclusions. The results showed that there were several problems with parents in guiding children's mathematic to learn, that is: 1) they have any difficulty managing the time for guidance because they have another job; 2) they don't understand the proper method to explain the mathematic materials; 3) they more than focus to complete math assignments given by the teacher so that they ignore the core materials that must be mastered by children; 4) the children feel bored because they have not competition if they studying at home; 5) children are more interested in using gadget for entertaining themselves than to learning the mathematic materials.

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Section: Does Not Understand the Proper Methods Of Explaining Mathematical Materialsmentioning

confidence: 99%

Parents' Problems in Guiding Children to Learn Mathematics during the Pandemic Situation

Jediut¹,

Helmon²

2021

Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, R

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“…Mathematics is a subject that plays a very important role in education. According to [4] which states that by learning mathematics, we will learn to reason critically, creatively, and actively which people really need in solving various problems. This is in line with the goals of learning mathematics, namely obtaining high learning outcomes, developing student character, increasing intellectual abilities, especially high-level students and forming students' abilities to solve a problem systematically.…”

Section: Introductionmentioning

confidence: 99%

Improving the Mathematics Learning Process of Junior High School Students in Pekanbaru with the Application of the Talking Stick Type Cooperative Learning Model

Ramadani

Alzaber²

2022

MREJ

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Research applying the talking stick cooperative learning model aims to improve the learning process and student learning outcomes in mathematics. The research subjects were students of SMPN 26 Pekanbaru, totaling 40 students. This research is a Classroom Action Research (CAR) with two cycles. The data collection instruments consisted of observation sheets, questionnaire sheets, and learning outcomes test sheets. The data analysis technique used in this research is descriptive data analysis with observation sheets, questionnaire sheets, and analysis of learning outcomes. The results of teacher activities and student activities at each meeting showed an increase in the mathematics learning process of SMPN 26 Pekanbaru students starting from the first meeting in the first cycle to the last meeting in the second cycle. This can be seen from the number of students who completed the primary score, namely 14 students from 40 students or 35%, increasing on the first daily test to 22 students from 40 or 55%. Student learning outcomes after the learning process in the second cycle increased to 33 students or 83% in the second daily test.

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“…Students' difficulty in making creative solutions to fraction problems is due to elementary school students' mathematical knowledge based on recitation and procedure (Abqari, Irawan, & Sa'dijah, 2018). Students also have difficulty activating conceptual knowledge in understanding the meaning of fractional problems in stories and modeling them into mathematical statements (Mukrimatin, Murtono, & Wanabuliandri, 2018). The students' abstraction and visual abilities are also low, so they have difficulty describing concepts (Suhady, Roza, & Maimunah, 2019).…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

Andriah

Amir

2021

j. ilm. sekol. dasar

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As the impact of the Covid-19 pandemic, distance learning requires teachers to make learning more interesting yet achieve learning outcomes. This study aims to produce a valid, practical, and effective product in mobile learning based on procedural and conceptual knowledge for elementary school students. This study uses Research and Development with the ADDIE model. The subjects of this study were 11 elementary school fifth-grade students. The material and media expert is a lecturer in mathematics education and information technology education, respectively. The validity test was carried out using the expert judgment method. Eleven fifth-grade elementary school students assessed the practicality and effectiveness tests to determine the responses and results in fractional mathematics after using the developed mobile learning. This study uses both quantitative and qualitative data, which were collected using questionnaires and learning outcomes tests. The validity of mobile learning produces an average of 3.59 or is in the interval 2.50 ≤ Rv ≤ 4.00 with valid criteria. The effectiveness of mobile learning is obtained from the pretest and posttest data. The practicality of mobile learning obtained an average of 3.82 or is in the interval 2.50 ≤ Rk ≤ 4.00 with practical criteria. The effectiveness of mobile learning shows a significance value of 0.0010 or < 0.0050, which means that there are differences in student learning outcomes before and after using mobile learning. Thus, the development of procedural and conceptual-based mobile learning on fractional material in fifth-grade elementary school can be categorized as valid, practical, and effective.

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Pemahaman Konsep Matematika Siswa Kelas V SD Negeri Rau Kedung Jepara Pada Materi Perkalian Pecahan

Cited by 12 publications

References 0 publications

Parents' Problems in Guiding Children to Learn Mathematics during the Pandemic Situation

Parents' Problems in Guiding Children to Learn Mathematics during the Pandemic Situation

Improving the Mathematics Learning Process of Junior High School Students in Pekanbaru with the Application of the Talking Stick Type Cooperative Learning Model

Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School

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