Understanding the concept of π numbers for elementary school pre-service teachers on circle materials

Ekowati, Dyah Worowirastri; Suwandayani, Beti Istanti

doi:10.21831/jpe.v8i1.30103

Cited by 5 publications

(6 citation statements)

References 9 publications

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“…In this case, before students can present the correct answer. Students must coordinate various representations to get the proper guidance in understanding the correct concept (M. Doorman et al, 2012;Ekowati & Suwandayani, 2020;Rudi et al, 2020). It needs to be supported as a facilitator and role model in learning.…”

Section: Discussionmentioning

confidence: 99%

“…In mathematics learning, students get new basic concepts that are abstract (Arsaythamby & Zubainur, 2014;Basori, 2018). Therefore it is necessary to strengthen the understanding so that there are no misconceptions (Ekowati, 2017;Ekowati & Suwandayani, 2020). Misconceptions often occur when students and educators incorrectly understand a mathematical concept (Burais et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Realistic mathematics education (RME) approach for primary school students' reasoning ability

Ekowati

Azzahra

Saputra

et al. 2021

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<div><p>Mathematical understanding is shaped from how college students can assemble a that means this is being studied in order that understanding isn't simplest shaped from memorizing mathematical formulas. In this examine, the RME method became verified to permit college students to find mathematical thoughts primarily based totally on contextual problems. The motive of this examine became to decide the impact of the RME method on college students' reasoning competencies on the flat form area. A quantitative method became decided on to chatter the type of pre-experimental studies with one institution pretest-posttest design. The populace of this examine became the fourth-grade college students of SD Muhammadiyah 3 Assalam Malang with a complete of sixteen college students. The pattern taken became the entire of the populace the usage of a chance sampling technique. Data series used for this examine blanketed checks and documentation. The outcomes of this examine were received from the T-Test via the SPSS model 17 that confirmed the cost in the Sig. (2-tailed) the desk of 0.one hundred fifty wherein the cost became > 0.05 in order that H1 became accepted. Analysis of the check supplied via a graph additionally indicated that the RME method had a considerable impact on college students' reasoning competencies. This became evidenced through the outcomes of the common pretest rating of 79.38 even as the common posttest rating of 84.38 became projected. Therefore, the Realistic Mathematics Education (RME) method had a considerable impact on college students' reasoning cappotential in grade IV standard School.</p></div>

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Realistic mathematics education (RME) approach for primary school students' reasoning ability

Ekowati

Azzahra

Saputra

et al. 2021

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“…In this respect, mathematics teachers should have theoretical knowledge about Pi () numbers. In the relevant literature, various quantitative studies have been conducted on the Pi () numbers [56], [57]. In this study, the Pi () numbers of mathematics teachers and pre-service teachers were discussed with a qualitative approach.…”

Section: Methodsmentioning

confidence: 99%

Understanding the concept of the Pi (π) number for pre-service teacher

Cholily

Suwandayani

2021

IJERE

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<span>This study examined the learning of Pi (π) numbers in elementary school mathematics. This research was conducted by employing case study method containing a single case concerning the Pi (π) numbers. A total of 432 pre-service teachers participated in the study from the academic year of 2019-2020. This research employed observation, interview, and document analysis as the data collection tool. The conduct of the research involving the teachers and pre-service teachers was made in the classroom environment. The practice that participants posed for the account of Pi (π) number were analyzed by descriptive analysis technique in the scope of qualitative analysis. The data obtained from the participants were summarized and interpreted according to the predefined theme, and findings were arranged by a direct citation of the problems. Based on the analysis of the research, it showed that participants had problems in determining Pi (π) numbers as Pi (π) numbers are only taught by memorization methods. The teachers also did not understand about the source of Pi (π) number. Learning Pi (π) numbers are directly practiced through problems and formulas. Understanding the formula of plane figures is also not yet understood, so teachers and students basically only memorize the formula.</span>

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“…Most teachers and students view mathematics as a scientific field that is not influenced by culture (Pathuddin et al, 2021). It places mathematics learning in elementary school only from the abstract and away from daily life activities (Ekowati & Suwandayani, 2020). Most students become afraid and have difficulty learning mathematics.…”

Section: Introductionmentioning

confidence: 99%

“…Historically, human life is inseparable from mathematical activity. Therefore, learning mathematics must be done concretely and interestingly (Ekowati & Suwandayani, 2020). If this is applied, it is hoped that students will be able to use mathematics to solve problems in everyday life (Ekowati et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Semiotic analysis on Malangan Batik for elementary school mathematics learning

Ekowati

Restian²,

Yayuk³

et al. 2022

jel

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Among the cultural richness in Indonesia, one of which is the Malangan batik cloth. The use of Malangan batik cloth is not only for clothing and decoration needs but also becomes part of the subject matter. In elementary school learning, Malangan batik cloth is one of the learning materials for Arts, Culture, and Crafts. In the thematic learning applied in elementary schools, Arts, Culture, and Crafts subjects do not stand alone. However, it must be related to other subjects, one of which is mathematics. The reality, on the ground, most teachers find it difficult to link the two. Bridging the link between these two subjects is carried out through semiotic analysis with its six primary objects. This study aimed to conduct a semiotic analysis of Malangan batik for elementary mathematics learning. The research was conducted in a qualitative descriptive manner with an ethnographic approach. Data were collected through observation, documentation, and interviews with two elementary school mathematics teachers and two Malangan batik makers. The research period is January-March 2022. The results of the study found that elementary mathematics concepts (numbers, algebra, geometry, measurement, statistics, and capital selection) have been identified according to six primary semiotic objects, namely language, problem-situation, concepts, procedures, properties, and arguments. By understanding each semiotic object, Malangan batik has the potential to increase students' mathematical activities that are contextual, interesting, and meaningful for students.

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Understanding the concept of π numbers for elementary school pre-service teachers on circle materials

Cited by 5 publications

References 9 publications

Realistic mathematics education (RME) approach for primary school students' reasoning ability

Realistic mathematics education (RME) approach for primary school students' reasoning ability

Understanding the concept of the Pi (π) number for pre-service teacher

Semiotic analysis on Malangan Batik for elementary school mathematics learning

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