The Students’ Mathematical Abstraction Ability Through Realistic Mathematics Education With Vba-Microsoft Excel

Fitriani, Nur; Suryadi, Didi; Darhim, Darhim

doi:10.22460/infinity.v7i2.p123-132

Cited by 15 publications

(13 citation statements)

References 11 publications

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“…The interactive learning model emphasises student questions as to its characteristic, in the interactive learning model questions will often appear, and the questions may vary. Meanwhile, Visual Basic Application for Microsoft Excel is a programming language feature that can process data automatically by utilising mathematical functions using Visual Basic code assistance (Chotimah et al, 2018;Fitriani et al, 2018;Rohaeti et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Developing an Interactive Learning Model Using Visual Basic Applications With Ethnomathematical Contents to Improve Primary School Students’ Mathematical Reasoning

Rohaeti

Fitriani

Akbar

2020

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This study aims to examine the development of an interactive learning model using Visual Basic Application for Microsoft excel with ethnomathematical content on fractions, to improve primary school students’ mathematical reasoning abilities. The research method used is development through the stages of conducting preliminary studies and literature, designing interactive learning models, conducting FGDs, producing initial designs of interactive learning models, conducting limited trials in one primary school, making revisions, conducting extensive trials in four primary schools, producing trial in another primary school. The last obtaining a final model and conducting socialisation. The last, it provides a test of mathematical reasoning ability. The research subjects were teachers and students in six primary schools. The research instruments were interviews, validation sheets, documentation, learning observation sheets, questionnaires and mathematical reasoning ability test. The assessment criteria for the developed learning model include syntax, social system, principle of reaction, supports system and instructional impact. The results showed that 1) Development of VBA-assisted and ethnomatematically-loaded interactive learning models go through two major stages, namely product development and validation 2) The Interactive learning model was declared very valid; 3) The responses of teachers and students were generally positive; 4) The achievement of students’ mathematical reasoning abilities after gave learning with an interactive model using VBA for Microsoft Excel with ethnomathematical contents better than using ordinary learning.

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Section: Introductionmentioning

confidence: 99%

Developing an Interactive Learning Model Using Visual Basic Applications With Ethnomathematical Contents to Improve Primary School Students’ Mathematical Reasoning

Rohaeti

Fitriani

Akbar

2020

Self Cite

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“…One of the contextual learning in mathematics learning that is often applied is Realistic Mathematics Education (RME). The Realistic Mathematics Education (RME) approach that takes into account the local conditions (culture, environment, or context) shows that students are no longer afraid to express their ideas, dare to provide different problem solving with their peers, and grow their creativity in solving a problem collaboratively (Fernandes, Farida, Fitria, Fauzan, & Nelvyarni, 2018;Fitriani, Suryadi, & Darhim, 2018;Susanti & Rustam, 2018). The determinants of mathematics learning outcomes are analogical skills and attitude or affective factors.…”

Section: Introductionmentioning

confidence: 99%

The Use of Realistic Mathematics Education (RME) in Improving Mathematical Analogical Ability and Habits of Mind

Farida

Hartatiana

Joemsittiprasert

2019

ajpm

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The purposesof this study are to see whether there are differences in mathematical analogical abilities between the class that was taught using Realistic Mathematics Education (RME) and class that was taught using expository learning, to see whether there are differences in mathematical analogical abilities of students who have high, medium, low habits of mind taught using Realistic Mathematics Education Learning (RME), and to see whether there is an interaction between the use of Realistic Mathematics Education Learning (RME) on habits of mindand students' mathematical analogical abilities. This research is experimental, specifically thequasiexperimental design. The two-way ANOVA was used to analyze the data. Based on the results of the study, it can be concluded that: 1) there are differences in mathematical analogical abilities between the class that was taught using Realistic Mathematics Education (RME) and class that was taught using expository learning; 2) there are differences in mathematical analogical abilities of students who have high, medium, lowhabits of mind taught using Realistic Mathematics Education Learning (RME); 3) there is no interaction between the use of Realistic Mathematics Education Learning (RME)on the habits of mind and students' mathematical analogical abilities.

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“…These two techniques have drawn attention to the development of abstraction thinking in geometry. Fitriani et al (2018a) have detailed several possible ways of bringing up abstractions, two of which are directing students to recognize commonalities across contexts and condition students so that they feel the same way to form universal concepts. We have presented students in Question 2 an opportunity to abstract the geometry properties in the process of constructing a cube and prism model to touch their awareness of the intersection of the conceptual aspect from the two solid.…”

Section: Internal Process For Analyzing Property Of Shapementioning

confidence: 99%

Case of Actualizing Geometry Knowledge in Abstraction Thinking Level for Constructing a Figure

Noor

Alghadari

2021

International Journal of Educational Studies in Mathematics

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The purpose of studying geometry is for the development of student thinking, able to abstract and reason, against concepts in the object. Note on some study results that the combination of the student's conceptualization process and knowledge of geometry are a source of barriers to their learning. This study aims to investigate how students actualize their geometry knowledge for the development of thinking to the level of abstraction. Investigations on input, internal processing, and output. This study was conducted on high school students use questions regarding object and product of thought in geometry thinking at analysis and abstraction level. Based on study findings, students actualize their knowledge through figural aspects then developed into the conceptual aspect, and the two aspects are integrated with the relationship between properties. There is a mathematical connection to the integration process. However, because most students' understanding of geometry knowledge is still prototypical figural concepts, so there is an interaction issue between figural and conceptual aspects, namely the validity of relationship between properties. Therefore, students learn geometry in order to investigate the connections between objects and properties as a whole.

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The Students’ Mathematical Abstraction Ability Through Realistic Mathematics Education With Vba-Microsoft Excel

Cited by 15 publications

References 11 publications

Developing an Interactive Learning Model Using Visual Basic Applications With Ethnomathematical Contents to Improve Primary School Students’ Mathematical Reasoning

Developing an Interactive Learning Model Using Visual Basic Applications With Ethnomathematical Contents to Improve Primary School Students’ Mathematical Reasoning

The Use of Realistic Mathematics Education (RME) in Improving Mathematical Analogical Ability and Habits of Mind

Case of Actualizing Geometry Knowledge in Abstraction Thinking Level for Constructing a Figure

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