Student’s Difficulty Analysis Through Realistic Mathematics Education Using Batak Toba Cultures

Simanjuntak, Sinta Dameria; Imelda, Imelda

doi:10.33122/ijtmer.v1i3.42

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…According to Pretty sustainable in the finish question Linear Equation Two Variable in story form has several types, including: a) aligning what is asked question with material that has been studied; b) deep application about story experience difficulty; c) difficulty in do operation algebra and give a conclusion. The matter is in line with the opinion of Simanjuntak & Imelda (2019) that due process learning is still in online model learning. Hence, the obtained results show that difficulties experienced by students are caused by not enough understanding of SPLDV material inside the story.…”

Section: Introductionsupporting

confidence: 58%

“…In curriculum 2013 material, the system of linear equations in two variables (SPLDV) is a subject that is learned and must be mastered at the level Intermediate / Madrasa Tsanawiyah student class VIII. The research by Diana, Nelly, and Risma is based on competence existing basis so the student must be capable of finishing related problems with SPLDV with the use of wrong one method SPLDV settlement, acceptable use method elimination, substitution, and mixture (Nanmumpuni & Retnawati, 2021;Simanjuntak & Imelda, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Analysis difficulties students’ mathematics problem-solving in material SPLDV at junior high school

Damayanti,

Setiawan,

Anwar

et al. 2022

ajst

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This study aims to determine the difficulties experienced by students and the factors that cause difficulties in solving mathematical problems in a system of linear equations in two variables (SPLDV) material. The Study method used was qualitative descriptive research with class VIII students at MTs Wali Songo Sukajadi Lampung as the subject. This study uses observation, interviews, and written tests to collect data. Data reduction, presentation, and conclusion are used as data analysis techniques in this research. The results showed several types of difficulties experienced by students, including difficulties in understanding concepts, difficulties in applying mathematical models to problems, and difficulties in applying algebraic operations. Difficulties in applying numerical models to problems and difficulties in applying mathematical tasks. Based on these data, several factors become obstacles for students in solving math problems, including Students who are in a hurry to solve problems, are not careful, do not understand concepts, and lack knowledge of algebraic operations.

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Section: Introductionsupporting

confidence: 58%

Section: Introductionmentioning

confidence: 99%

Analysis difficulties students’ mathematics problem-solving in material SPLDV at junior high school

Damayanti,

Setiawan,

Anwar

et al. 2022

ajst

View full text Add to dashboard Cite

show abstract

“…Putri et al, 2022). As a result of partial learning, mathematics learning seems stiff and rugged, isolates itself from real life, and eventually becomes a scourge (Nurmeidina & Rafidiyah, 2019;Putra et al, 2020;Simanjuntak & Imelda, 2018). Mathematics does not contribute to character development, and the ability to convey Islamic values is low.…”

Section: Introductionmentioning

confidence: 99%

Integration of Islamic Values, Mathematics, and Career Readiness Competencies of Prospective Teachers in Islamic Universities

Inganah,

Rizki,

Choirudin

et al. 2023

DPJPM

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This study aims to investigate career readiness towards understanding the integration of Islamic values and mathematics in prospective mathematics teacher students who are studying at Islamic tertiary institutions. This study involved 375 students consisting of 71 males (19%) and 304 females (81%). Data collection tool by providing an online questionnaire with Google Form related to demographics (place of education, age, and gender), a questionnaire about the integration of Islamic values with mathematics and a career readiness questionnaire for prospective mathematics teachers. Data analysis using part analysis with SPSS. The results showed that there was no direct influence between understanding the integration of Islamic values and mathematics on the competence and career readiness of future mathematics teachers at Islamic tertiary institutions. Students tend to find it difficult to say that between religion and mathematics teachers who are most responsible for teaching mathematics with Islamic values. They are not sure of the competence they have to relate the content of Islamic values to mathematics. In the realm of professional competence, students feel confused about how to start teaching the relationship between Islamic values and learning mathematics in class and when the application is taught.

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Design of Realistic Mathematics Education Approach to Improve Critical Thinking Skills

Hikayat¹,

Suparman²,

Hairun³

et al. 2020

ujer

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Student’s Difficulty Analysis Through Realistic Mathematics Education Using Batak Toba Cultures

Cited by 3 publications

References 7 publications

Analysis difficulties students’ mathematics problem-solving in material SPLDV at junior high school

Analysis difficulties students’ mathematics problem-solving in material SPLDV at junior high school

Integration of Islamic Values, Mathematics, and Career Readiness Competencies of Prospective Teachers in Islamic Universities

Design of Realistic Mathematics Education Approach to Improve Critical Thinking Skills

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