International Journal of Trends in Mathematics Education Research
Not a member yet
230 research outputs found
Sort by
Effect of problem posing on problem-solving ability in mathematics learning of elementary school students
Get PDFPreliminary survey data on students' problem-solving abilities in elementary schools in Bengkulu City showed low results. To achieve maximum mathematics learning outcomes, applying the right learning approach is necessary. This study aims to analyze the effect of problem-posing learning on students' problem-solving abilities. The research method used is quasi-experimental with a quantitative approach. The population in this study were all fifth graders of SD Negeri 5 Bengkulu City. The research sample was selected by purposive sampling, in which class VB was the experimental class, and VC was the control class, with 26 students each. Data collection is done by observation and tests. Data were analyzed using an independent statistical test t-test. The results showed an effect of problem posing on the problem-solving abilities of fifth-grade students at SDN 5 Bengkulu City. This is shown from the t-test results at the 95% confidence level with a statistical significance of 0.000 alpha (0.05). Problem posing is also effective in improving problem-solving ability, which is indicated by the N-gain value of 0.72 (high category)
Development of an e-modules for learning mathematics based on a scientific approach to help the online learning process
Get PDFThis study is motivated by teaching materials that are less attractive and difficult for students to understand in participating in online learning and the lack of teaching materials used in online learning, namely using only textbooks. This has an effect on student learning outcomes and students' mathematical abilities. The purpose of this study is to produce mathematics teaching materials in the form of e-modules for learning mathematics based on a scientific approach to assist the online learning process. This study is a development-research (RD). The E-module development process is carried out using the ADDIE development model. The researcher analyzed the validity and practicality of the e-modules that had been developed which were obtained through the validation results of the e-modules by the validator and the results of the questionnaire responses from mathematics teachers and students regarding the practicality of the e-modules. This e-module is declared valid based on the assessment of material experts with an average of 92% (very valid) and the assessment of media experts with an average of 75% (valid). Also, the results of the mathematics teacher's responses with an average of 85% (very practical) and the results of the student questionnaire responses with an average of 84% (very practical)
Implementation of markov chain in predicting regeneration agricultural in Pasuruan district
Get PDFThe Industrial Era 5.0 has made many positive and negative changes in various sectors, one of the negative impacts is the agricultural sector related to the lower portion of young farmers so that it must be a serious concern for the government in future agricultural development programs, especially in agricultural base areas such as in Pasuruan Regency. This situation encourages the importance of finding solutions to realize the regeneration of farmers. This study aims to analyze the transformation between generations of agricultural workers in Pasuruan Regency through the Marcov Chain model approach. The final result of this study is the analysis of transformations between generations of agricultural workers in Pasuruan Regency so that it can be used as a basis for formulating future policies for better future generations of agriculture
Effect of problem-based learning approach on students’ achievement in trigonometry
Get PDFThis study investigated the effect of the problem-based learning approach on students’ achievement in Trigonometry in Senior High Schools in the Hohoe Municipality of Volta region in Ghana. The research was a mixed method that employed a quasi-experimental non-equivalent comparison group design to compare the achievements of students exposed to a problem-based learning approach and that of the traditional approach. A convenient sampling technique was used to select two Senior High Schools in the Hohoe Municipality which served as comparison and experimental groups respectively. Data was collected using instruments such as questionnaires, trigonometric achievement tests, and semi-structured interviews. A sample of 94 students comprising of 45 in the comparison group and 49 in the experimental group was used for the study. The findings revealed that the problem-based learning approach is very effective for teaching and learning of trigonometry since it promoted students’ active participation in the instructional process, content mastery and improved their creative thinking and independent problem-solving skills
Application of 5s Culture in Mathematics for the Islamic Character Building in Elementary School Students
Get PDFThis study aims to find out: 1) What Islamic character values are instilled in students of SDN 3 Nisam. 2) The process of implementing the Islamic character building of students through the application of 5S culture to mathematics lessons in SDN 3 Nisam. The type of research is qualitative descriptive with sampling techniques are: observational data, interviews, and documentation. The results are: 1) Islamic character values for elementary school students are instilled in students, namely: religious, honest, social and environmental caring attitude, cleanliness, discipline, hard work, nationalism, respecting achievement, peace-loving, friendly, and fond of reading and counting, 2) Implementation of Islamic character building for elementary school students: a) Formulating Islamic character into math subjects in primary school, b) Cultivate students' habits of good manners through 5S culture, c) Giving appreciation to students who are have good character, d) The Teacher becomes an example in the formation of Islamic character
Mathematics teacher competency analysis during online learning
Get PDFThis study aims to find out where the difficulty of teacher competence is when implementing online mathematics materials. When online learning mathematics material, many students complain and get low learning outcomes. There are 92% of students have difficulty learning mathematics online. The basis of this problem needs to be analyzed where the difficulty of mathematics teacher competence in online learning. Data collection techniques with observations and shared instruments. The analysis is done by presenting the data, reducing it, and drawing conclusions. Results, 1) Online learning with the 2013 curriculum is still 95%. 2) There is no preparation and only the provision of package books. Student assessment of professional teacher competence 62% disagree and 45% pedagogically disagree, this disagreement is because the module was not prepared by the teacher himself. 3) 57, 14% disagree with the assessment method, the material being tested is more difficult than what is taught, and this is the cause of low learning outcomes. 4) Difficulty operating media, writing symbols, proving, explaining concepts, internet network, and correcting assignments. In conclusion, the difficulty lies in teachers with pedagogical competence with minimal learning aids and professional competence who cannot explain concepts in the media and are not assisted by self-made modules
A mathematical problem-solving framework-based Integrated STEM: Theory and practice
Get PDFSTEM problem-solving is a core standard in education to tackle the 21st-century challenge. However, the under-represented mathematics in STEM assessment has become an issue. Moreover, the existing frameworks of STEM problem-solving are suitable for assessing activity during teaching and learning. This study covers the limitations by developing a new mathematical problem-solving-based integrated STEM framework and applying it into practice. The new framework combines and integrates frameworks in every STEM discipline. It applies in developing scenario based-test with prompting questions to show the practical use of the framework. The test was administered to 31 of 7th graders students (M=12.29, SD=.46) to prove the consistency of the new framework and the effective role of scenario and prompting questions. The results revealed four types of flows in the problem-solving process posed by students with different in evaluating, representing, and designing phases. The flow of problem-solving and the indicators in a new model were consistent but shown as a dependent process. The scenario and prompting questions worked effectively regardless of a multidimensional prompting question. Several recommendations for developing a test based on the new framework are discussed. Quantitative analysis with large sample size is required for future study
Mathematics teaching materials of set integrated with Islamic values
Get PDFThis study is a research and development (RD) to compile and develop teaching materials for mathematics an integrated set of Islamic values. The development of teaching materials is motivated by the low learning outcomes of students at the set with one cause, namely the behavior or morals of students in learning and outside learning is not good. The subjects of the study were VII grade students of SMP Muhammadiyah 1 Ambarawa. The research method is development research by adopting the Thiagarajan steps which are known as the 4D development model, namely: Define, Design, Develop and Disseminate. The results of the validation from the experts show that the feasibility level of teaching materials is in the quite feasible category or can be used but it needs to be revised slightly, with the percentage acquisition for material experts at mathematics 84.52%, material experts at Islamic values 80%, experts learning media 77.86%. The results of student responses showed that students gave a positive response to the teaching materials shown by the percentage of acquisition of responses that strongly agreed with the mathematics learning module on the interest indicator 61.59%, material indicator 53.91%, and language indicator 68.11%. In conclusion, the integrated set of mathematics teaching materials of Islamic values is feasible to use with an average percentage of validation results of 80.79% and an average percentage of student positive response results of 61.20%
Analysis of Santri's critical thinking with Problem Solving approach
Get PDFThis study aims to describe the students' thinking ability in solving mathematical problems with Islamic nuances on the subject of the 7th grade set of MTs Darul Ulum Banyuanyar. Before conducting the research, the subject was given learning or knowledge about mathematics with Islamic nuances, more specifically the set material. The technique of taking research subjects is done by using purposive sampling technique. The selected subjects were 3 respondents. In checking the validity of the research using triangulation, the triangulation used is time triangulation. The results of this study indicate that high-ability students can pass all indicators in the indicators of critical thinking, creative and inductive reasoning. Meanwhile, for students with moderate abilities (second and third subjects) in critical thinking, the two subjects go through elementary clarification indicators, not through basic support indicators and determine strategies and tactic. Indicators for drawing conclusions (inference) and further clarification (advances clarification) can be passed, but in the work carried out, it is not done correctly. In creative thinking, students with moderate ability are both through the indicators of fluency and flexibility, and not through indicators of originality and elaboration. Whereas in inductive reasoning the second subject only met two of the 3 indicators of inductive reasoning, namely, fulfilling the indicators of identifying mathematical processes/concepts and their tendencies from the given situation, and compiling estimates relevant to the statement. Meanwhile, in inductive reasoning, the third subject only fulfills one indicator, namely identifying mathematical processes/concepts and their tendencies from the given situation
Development of Square and Triangle Surface Area Pocket Books as Learning Media for Junior High Schools
Get PDFThis study was conducted at SMP Negeri 8 Lhokseumawe about the development of rectangular and triangular pocket books against the background of the lack of availability of textbooks in schools, coupled with inadequate learning media that supports students to study independently, thus causing low learning motivation of students. and learning outcomes have not increased. The aims of this study: (1) To determine the validity of the development of rectangular and triangular surface area pocket books as learning media for junior high schools, (2) to determine the feasibility of developing square and triangular surface area pocket books as learning media for junior high schools, (3) to find out responses teachers and students on the development of rectangular and triangular surface area pocket books as learning media for junior high schools. The design of this research is research and development called Research and Development (R D) using the Borg and Gall model modified into 7 stages according to Sugiyono. Data collection techniques using validation sheets and questionnaires. The results obtained from the validation of media experts obtained a percentage of 91.48% and material experts obtained a percentage of 83.52% with a very valid category. The results of the feasibility of pocket books obtained a percentage of 84.69% with a very decent category, and teacher responses to pocket books obtained a percentage of 89.52% in a very good category, and students' responses to pocket books obtained a percentage of 80% in a good category. So it can be concluded that pocket books can be well received at SMP Negeri 8 Lhokseumawe. Recommendations from the research are expected to schools, institutions related to educational practitioners to conduct trials on a broad group so that the level of effectiveness can be known to support learning