Kalamatika (E-Journal)
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DAMPAK IMPLEMENTASI STEM TERHADAP MATEMATIKA DAN SAINS MELALUI LESSON STUDY: TINJAUAN PUSTAKA SYSTEMATIS
No full textSTEM-based mathematics learning is required to assist learners in developing 21st-century skills, including creativity, critical thinking, communication, and cooperation. However, the application of STEM-based Mathematics and Science learning in Indonesia is relatively new and rarely done due to some obstacles. One alternative is the implementation of lesson study for the learning community. This study determines the positive impacts of STEM on Mathematics and Science learning through lesson study for the learning community based on the findings of a systematic review of current research. The results show that applying the STEM approach through lesson study positively impacts teachers and students. Positive impacts for teachers include improving lesson quality and teaching professional competency as well as improving critical and creative thinking skills, information, media and technology abilities, life and career capability, problem-solving, basic questioning skill, learning achievement, science literacy, concept understanding, and motivation as advantages for students. Nonetheless, further research is necessary to investigate the best method for applying STEM-based learning in Mathematics and Science through lesson study.Pembelajaran matematika berbasis STEM diperlukan untuk membantu peserta didik dalam mengembangkan kemampuan abad 21, meliputi kreativitas, berpikir kritis, komunikasi, dan kerjasama. Namun penerapan pembelajaran MIPA berbasis STEM di Indonesia tergolong baru dan jarang dilakukan karena masih banyak kendala yang dihadapi di lapangan. Salah satu alternatif solusi yang dapat digunakan adalah melalui pelaksanaan Lesson Study bagi masyarakat belajar. Berdasarkan temuan tinjauan sistematis penelitian saat ini, penelitian ini bermaksud untuk mengetahui dampak STEM pada pembelajaran Matematika dan Sains melalui Lesson Study bagi komunitas pembelajaran. Hasil tinjauan pustaka menunjukkan bahwa penerapan pendekatan STEM melalui lesson study untuk komunitas belajar berdampak positif bagi guru dan siswa. Dampak positif bagi guru yaitu: peningkatan kualitas pembelajaran dan kompetensi profesional mengajar, serta peningkatan keterampilan berpikir kritis, keterampilan berpikir kreatif, informasi, kemampuan media dan teknologi, kemampuan hidup dan karir, pemecahan masalah, keterampilan bertanya dasar, prestasi belajar, sains literasi, pemahaman konsep, dan motivasi sebagai keuntungan bagi siswa. Meskipun demikian, penelitian lebih lanjut diperlukan untuk menyelidiki metode terbaik untuk menerapkan pembelajaran berbasis STEM dalam Matematika dan Sains melalui Lesson Study
MATHEMATICAL PROBLEM SOLVING BASED ON THE CHARACTERISTICS OF THE STUDENT’S THINKING STYLE
No full textThis study aims to analyze the ability to solve mathematical problems based on the characteristics of students' thinking style: Concrete Sequential (CS), Abstract Sequential (AS), Concrete Random (CR), and Abstract Random (AR). This research was carried out at one of the junior high schools in Tangerang, Indonesia. The subjects were 20 Year 7 students, with different thinking style. This research employed a qualitative approach. The instruments used are problem-solving tests and non-problem-solving tests on the characteristics of students' thinking style and a test of mathematical problem-solving ability accompanied by interview results. The data were analyzed descriptively to describe the test results of students' mathematical problem-solving abilities. The results showed that CS-type students could understand the problem in accordance with the indicators. Type AS students can understand but do not write the steps in detail. AR students are as well-understood but less thorough about their calculations. Meanwhile, CR students can understand only a few parts of problem-solving.Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematika berdasarkan karakteristik cara berfikir siswa yang terdiri dari Sekuensial Konkret (SK), Sekuensial Abstrak (SA), Acak Konkret (AK) dan Acak Absrtak (AA). Penelitian ini dilaksanakan di SMP PGRI 1 KOTA TANGERANG kelas VII-4, subjek dalam penelitian ini adalah 4 siswa dari 20 siswa kelas VII-4 yang masing-masing memiliki karakteristik cara berfikir yang berbeda-beda. Penelitian ini menggunakan pendekatan kualitatif. Instrumen yang digunakan yaitu angket karakteristik cara berfikir siswa dan tes kemampuan pemecahan masalah matematika. Data dianalisis secara deskriptif untuk menggambarkan hasil tes kemampuan pemecahan masalah matematika siswa. Hasil penelitian menunjukkan bahwa siswa Tipe SK dapat memahami masalah dan sesuai dengan indikator-indikator. Siswa Tipe SA sudah dapat memahami juga namun tidak menulis langkah-langkah secara detail. Siswa Tipe AA sedah dapat memahami namun kurang teliti terhadap perhitungannya. Sedangkan siswa Tipe AK mampu memahami namun hanya beberapa bagian pemecahan masalah saj
DEVELOPING INTERACTIVE LEARNING MEDIA BASED ON ADOBE ANIMATE APPLICATIONS FOR GEOMETRY TRANSFORMATION
No full textSome mathematical material will be challenging to understand without learning media, primarily topics that requires visualization, such as geometric transformations. This study aims to describe the process of developing interactive learning media based on the Adobe Animate application of geometry transformation. It also describes the validity and practicality of the developed learning media. This type of research is research and development. The product developed was an interactive learning media application on geometry transformation material created using Adobe Animate. The development model used was the Multimedia Development Life Cycle (MDLC), consisting of six stages: concept, design, collection of materials, manufacture, testing, and distribution. The research found that the interactive learning media developed were fairly valid (80.12%), with a high level of practicality (4.19). Overall, the learning media developed is feasible to be used in the learning process or as a means of independent learning for students of geometry transformation
ANALYSIS OF STUDENT ERRORS IN SOLVING TRIGONOMETRY PROBLEMS BASED ON THE NEWMAN PROCEDURE
No full textThis study was motivated by student errors in trigonometry. This study aimed to describe the types of student errors in solving trigonometry problems using the Newman error analysis procedure. This research is descriptive qualitative with the subjects of vocational high school students. Data collection involved written tests, depth interviews, and documentation. The results show that most students made comprehension and transformation errors. The comprehension errors consisted of not writing down what was known and asked; immediately writing down the completion process with the wrong formula and incorrect understanding of the concept of the basic trigonometric formula. The transformation errors were not being able to transform information on the problem into the mathematical model, and incorrect in mentioning the formula
THE INFLUENCE OF REALISTIC MATHEMATICS EDUCATION ON YEAR 8 STUDENTS' SPATIAL ABILITY OF CUBOIDS AND CUBES
No full textThis study aims to determine the effect of RME on the spatial abilities of Year 8 students concerning cuboids and cubes. Geometry problems often experienced by junior high school students, such as difficulty knowing the difference between cuboids and cubes, difficulties showing elements of cuboids and cubes, and difficulty imagining cuboids and cubes in the case of rotation. The teacher should not underestimate it because it will impact the next level of learning. Besides, spatial abilities are closely related to other mathematical concepts. One alternative is using RME. This research employed the quasi-experimental method, and samples were selected using purposive sampling techniques. The two classes were selected as samples in this study: the experimental and the control classes. Before conducting the main analysis test, the pre-test score students were tested with the t-test. The initial conclusion was that there was no difference in the spatial ability of the experimental class and the control class. The main analytic test in the post-test was done using U-test. The post-test results show that the average score of the experimental class is higher than the control class; RME positively influences students' spatial abilities
THE NEED FOR A DIGITAL MODULE TO IMPROVE THE NUMERICAL LITERACY OF DYSCALCULIA STUDENTS
No full textNumerical literacy is the ability to collaborate understanding and knowledge of mathematics effectively in facing life's challenges. This ability is very important for every student to solve everyday problems, including dyscalculia students (having difficulty learning mathematics). This research is a qualitative descriptive describing the need for a digital-based module to improve the numerical literacy of dyscalculia students. The digital-based module is an application to be used anytime and anywhere. The subjects of this study were six teachers and 18 students with dyscalculia, a combination of six primary schools in Kudus Regency, Central Java, Indonesia. The instruments used in this study were interview sheets, observation sheets, and questionnaires for a digital module need. Students were classified as dyscalculia based the dyscalculia screening test and the WISC (Wechsler Intelligence Scale for Children) test. The data analysis involved data reduction, data presentation, and concluding. This study indicates that a digital module is needed by teachers to improve the numerical literacy of elementary school students, especially students with dyscalculia. The development of a digital module can increase students’ motivation and interest in studying abstract mathematical concepts
STUDENT EVALUATION MATHEMATICAL EXPLANATION IN DIFFERENTIAL CALCULUS CLASS
No full textThis study aimed to determine that the failure of students to evaluate mathematical explanations based on mathematics is influenced by sociomathematical norms, teaching authority, and classroom mathematics practice. The research method used is the case study method. The research data were obtained from inside and outside the research class. The data in the research class were in the form of field notes, video recordings of the class, video recordings of student group work, and student work. Data outside the research class is the result of interviews with three interview subjects. By studying the three evaluation methods students used in evaluating explanations, it was found that each student applied a different evaluation method at different times. The three evaluation methods contributed to some of the difficulties students experience in evaluating their mathematical descriptions. The results indicate that the failure of students in evaluating explanations is not solely due to errors in choosing the method, approach, or learning model used but can be caused by sociomathematical norms, authority, and classroom mathematics practices applied in the classroom
PERSEPSI GURU MATEMATIKA TERHADAP PEMBELAJARAN SECARA DARING SELAMA MASA PANDEMI COVID-19: PELUANG DAN TANTANGAN
No full textThe Indonesian government made several policies to reduce the coronavirus spread, including in the education sector, by implementing online learning from home. This study aims to determine the mathematics teachers' perception of online learning implementation during COVID-19 related to its challenges and opportunities. The method used in this study was an exploratory method in which the researchers used the questionnaire to gather the information. A total of 65 mathematics teachers from various education levels around South Sumatra, Indonesia, became the respondents. Based on the analysis of 65 mathematics teachers' responses, more than half of the respondents used the WhatsApp platform to carry out online learning activities. In implementing online learning, there were some challenges faced by mathematics teachers, such as students who did not have the facilities required for online learning. Although teachers still faced challenges, the teacher stated that online learning provided opportunities for teachers to upgrade themselves and learn more about educational technology. Moreover, online learning provided opportunities for students to communicate with other students and teachers alike unlimited by time. This study could provide an overview and information related to challenges and opportunities in implementing online learning for mathematics, which can be used in online learning activities during the COVID-19 pandemic
ANALISIS KEMAMPUAN LITERASI MATEMATIS PADA MATERI BANGUN DATAR DENGAN MEDIA BATIK BETAWI MOTIF TUMPAL
No full textBatik Betawi is one of the elements of Betawi culture heritage that needs to be reserved. This element of Betawi culture can be used as a learning and teaching media since it has patterns correlated to mathematics. One of the patterns that can be used as a mathematics lesson at school is the batik Betawi tumpal pattern, formed by triangles and squares. This research aims to examine the role of Betawi culture in mathematical literacy. This research implements the qualitative descriptive method with ethnographic approach. The results show that batik Betawi tumpal has a significant effect on mathematical literacy and it is also applicable to the teaching of plane geometry. Batik Betawi tumpal pattern as one of the elements of Betawi culture is relevant to use as a teaching media of plane geometry. It can also be used as a tool to visualize the object in concrete form to be more comprehensible for the students
MARGINAL REGIONS MATHEMATICS TEACHERS’ PERCEPTION OF THE USE OF MANIPULATIVE TOOLS
No full textManipulative tool is one of the learning media most likely to be used by teachers, including those in marginal regions. This study aimed to determine the perception of mathematics teachers in marginal regions toward using manipulative tools as learning media. This study used surveys designed with two domains: the use of manipulative tools as learning media and the importance of manipulative tools as learning media. The sample for this study comprised 81 teachers who were either currently teaching or had previously taught at the elementary, middle, and high school levels in marginal regions. This study found that the manipulative tools mostly used by mathematics teachers in marginal regions are objects obtained from the surrounding environment (used cans, paperboard, coins, rulers, stones, and sticks). This study revealed that the mathematics teacher's perception of manipulative tools as learning media and the importance of manipulative tools as learning media are generally in the medium category