International Journal of Trends in Mathematics Education Research
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Development of Gayo Culture Based Learning Device with Realistic Approach
Get PDFMathematical learning tools that integrate culture are needed to bring the learning of daily life together so that it can improve students' problem solving skills in learning as well as in life. This is a hope to be achieved in the implementation of education in the province of Aceh. But the learning device is not available yet. So it takes effort to help teachers develop the learning device. Gayo is one of the sub ethnic in Aceh Province. This study aims to determine the process and results of the development of learning devices based on Gayo culture with a valid, practical and effective realistic approach. The development model used in this research is the development of Plomp which consists of three stages: initial assessment, design / prototype, and assessment. The subjects of this research are VII grade students of SMP IT Azzahra as small test also big test to judge valid, practical and effective. The results of this study obtained the tools of learning mathematics based on Gayo culture has met the valid, practical and effective criteria
Improving Students’ Learning Outcomes Using 4Me Module with Cooperative Learning
Get PDFBased on the evaluation result on the course of linear algebra, the result of mathematics student’s learning outcome, faculty of teacher training and education, University of Muhammadiyah Surabaya, from 26 students indicate that 30,76 % of students complete learning and 69,24% did not complete the target with average value 55,60. Based on the student's opinion, the course of linear algebra was difficult because has a high difficulty level, the learning system uses direct learning, and it causes the boredom. Furthermore, the reference material does not support completely for linear algebra. Thus we need additional learning models, so the students do not get bored and difficult by direct learning model that we used. In this case, we use “The Cooperative Learning Type TPS” model with 4 Me module in order to help the student to be able to work and shared with their friend to find problem solutions so that the interaction among learners occurs and the learning process becomes more active. We use the classroom action research method in this research. Based on the result of the research, we can improve 30% student’s learning result, 21 % of student’s activity and 95 % positive student’s response
Student Perceptions of Blended Assessment Approach in The Bachelor of Education Degrees in Mathematics And Science Through Open Distance And E–Learning (Odel)
Get PDFBlended assessment approach (BAA) comprising closed book test (CBT) and open book test (OBT) assessment strategies is being used in the Bachelor of Education Degrees in Mathematics and Science ODeL programme offered by a University M in Zimbabwe. Adherents to BAA identify compensating for weaknesses of one strategy by another, as its major strength. Research studies reveal that if assessment strategies are aligned to assessment objectives the gap between the intended and achieved curricula is reduced. This study was conducted to explore how BAA enhanced congruency between the BED Mathematics and Science ODeL intended and achieved curricula based on the perceptions of in– service teachers in the programme. Interviews, focus group discussions (FDGs) and document analysis were used to gather data. Qualitative data analysis techniques were used, since they were consistent with the objectives of the study. Findings reveal that giving a compulsory OPT after the CBT ensured that learners concentrated both on areas they had challenges, as well as consolidating what they got correct in the CBT. This tended to broaden and deepen frontiers of knowledge of the in–service teachers in their respective subject areas (Mathematics, Physics, Biology and Chemistry). All the in–service teachers in the study concurred that the learner–centred nature of the BAA approach was effective in achieving curriculum objectives. They (in–service teachers) could not hide their support for the BAA by showing their preparedness to immediately implement it in teaching and learning at their schools. Further studies on the use of formative (continuous) assessment strategies like presentations, question setting, group projects and exhibitions by learners are recommended, to improve the blend of assessment strategies in the BAA
Development Learning Design Based on Metacognitive Strategies Oriented to Critical Thinking Skill
Get PDFThe purpose of this study is to develop a mathematical learning design based on metacognitive strategies that are oriented to critical thinking skills that are valid, practical and effective in solid geometry. The research was carried out with stages in Nieveen's model that begins with preliminary research, prototyping stage, and assessment stage. The field test design uses the pretest-posttest control group design. Data collection used a validation sheet, student and teacher questionnaire responses, and test instruments of critical thinking skills. Respectively to determine the validity of learning design, the level of practicality, and the effectivity of learning design. Validity and practicality were analyzed by using deskiptif statistics, while effectivity were analyzed by Mann Whitney U. Classical completeness, critical thinking skills, and improving critical thinking skills of students who apply learning based on metacognitive strategies are better than conventional learning. Therefore the design of learning based on metacognitive strategies is feasible because it meets the criteria of valid, practical and effective to improve students' critical thinking skills
Mental Rotation of Junior High School Students in Terms of Differences Sex
Get PDFSpatial ability has been recognized as a significant human skill involving the retrieval, retention, and transformation of visual information in a special context. One type of spatial ability is the skill of performing mental rotations. Mental rotation is is the ability to rotate two or three-dimensional objects rapidly and accurately in the mind. . In other words, by way of rotating objects mentally and thereby solving problems related to space, this test includes the limit of reaction time and the rotation angle, both of which are mutually related to the degree of difficulty. The subject of this research comes from 9th grades students at junior high school in Surabaya were selected from purposive sampling. The volunteer student with high ability in mental rotation based from differences gender were selected from mathematic ability task and interviewed. The result showed that high ability male students able to visualize the result of two-dimensional wake rotation such as right triangle rotated as 45°, 90°, 180° and 360. While high-ability female students are still somewhat difficult to visualize the result of two-dimensional rotational objects such as triangle too but had difficultness when rotated as 45°
Student’s Reversibility in Solving Algebraic Problem
Get PDFReversibility is a mental process to construct two-way correlation from an initial condition to the result, and from result reverse to initial state. The concept of reversibility is a key aspect of the development of mathematics which is often problema for student. Reversible thinking is the primary requirement to solve mathematical problems. The importance of reversibility is one of the reasons in this study. The aimed of this study was to identify student’s reversibility in solving algebaic problems. The subject consisted of 32 junior high school student’s, especially at the eight grade. In this qualitative study, data were collected by a reversibility task and interview. The reversibility task contained simple equation. The result of this study indicate that reversibility aspect of solving algebaic problem can identified were reciprocity and negation, in this case reciprocity was more prominent. This could be seen from 32 junior high school students were able to make equation according to the reversibility aspect, but there were only five students are be able to fulfill two aspect of reversibility, described as negation and reciprocity, the others only fill reciprocity. The result showed that the problem related reversibility on junior high school still exist, especially in the aspect of negation
The Enhancement of Learning Mathematic’s Motivation by Using Application of Quantum Learning Model Teaching
Get PDFThis study aims to describe the effectiveness of Quantum Teaching learning model on mathematics learning in terms of aspects of student learning motivation. The type of experiment in this study was quasi experimental research (quasi alphabets experiment) and experimental design that used up was one-Group Pretest-Posttest-. The population in this research was the whole grade VIII of SMPMuhammadiyah 1 Yogyakarta, which was grade VIII-D as sample. The independent variable in this study was a model of Quantum Learning Teaching and the dependent variable in this study was the studentmotivation mathematic’slearning. The instrument used was the student learning motivation questionnaire. To test the effectiveness of Quantum Learning Teaching model, the data were analyzed by using one sample t-test. The results showed that the model of Quantum Learning Teaching effective motivational aspects of learning math
From Culture to Classroom: Study Ethnomathematics in House of Using Banyuwangi
Get PDFBanyuwangi is a town part of Java island, Indonesia. Cultural of Banyuwangi still run by original society named Using tribe. One of the culture which still defended by Using tribe is custom house. The paper describe about house of Using Banyuwangi and instructional design that made from the result of explore activity. This research joining ethnography method and development research. While the data collecting done with observation method, interview, and documentation. As for study device developed with ADDIE model that limited at development step. The result showed that house of Using’s construction show the existence of mathematics concepts specially geometry two dimension, pythagoras, and similarity. This result used to developed the instructional design based on contextual teaching – learning. Selected items is pythagoras. The instructional design will be implementing at research hereinafter
Scaffolding Based on Problems in Graph Theory Learning
Get PDFScaffolding is assistance provided so students can solve problems or understand concepts that can not be solved independently. When students are considered capable of completing their tasks independently, the assistance is eliminated. In this study, scaffolding was carried out by giving problems about graph theory. Problems given are closed and open contextual problems. The selection of this problem can be seen by students' understanding of graph theory. The results of this study, this problem-based scaffolding can help students who experience difficulties in the problem of graph theory. Students are enthusiastic because through this problem, they can explore and connect blood donation problems and regional tourism with the concept of graph
Student’s Difficulty Identification in Completing the Problem of Equation and Trigonometry Identities
Get PDFThis study aims to identify the types of difficulties experienced by high school students in solving equations and trigonometric identities. The method used in this research is descriptive qualitative research method because researchers want to describe or describe the facts of students' difficulties in solving equations and trigonometric identities. The data collection technique in this study is by using respondents' ability tests and interviews. Based on the results of data analysis, there are three aspects of students 'difficulties in solving trigonometric equations and also there are three aspects of students' difficulties in solving trigonometric identity problems. The difficulties of students in solving trigonometric equations, namely the difficulty of students in deciphering the form of the problem, difficulty in factoring in the form of trigonometric quadratic equations, and difficulties using the basic trigonometric equations. Whereas, the difficulties of students in solving trigonometric identity problems, namely the difficulty of students applying general trigonometry formulas, difficulty describing each of the trigonometric comparison relationships, and difficulties in performing algebraic calculations/computation