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ANALYZING STUDENTS' ABILITIES AS PROSPECTIVE TEACHERS OF MATHEMATICS IN CONSTRUCTING PROOFS: A STUDY OF GEOMETRY AND ALGEBRA
No full textMathematical proof demands accuracy and precision in formulating correct and logical arguments. Students need to develop their ability to produce accurate and precise proofs. This study aims to analyze the ability of prospective mathematics teachers in constructing geometry and algebraic proofs. The research subjects were 8 prospective mathematics teacher students, four male and four female. This descriptive qualitative research begins with giving tests to research subjects, then we conduct interviews. The results showed that male students were better at compiling geometry proofs than compiling algebraic proofs. While female students are better at compiling algebraic proofs than geometry. This is due to the spatial ability of men better than women. When compiling geometry proofs apply procedural proofs, syntactic proofs, and semantic proofs. When compiling algebraic proofs only apply procedural proofs. Female students when compiling geometry proofs only apply procedural proofs. When compiling algebraic proofs, they apply procedural proofs and syntactic proofs
Problem Solving Profile of Students with High Self-Efficacy Levels in terms of Gender
Full text linkThis research is motivated by the low mathematical problem-solving ability of MTs students. The purpose of the study was to describe the problem-solving profile of students with high self-efficacy in terms of students' gender. The research method is qualitative research, where the research subject consists of one male student and one female student with a high level of self-efficacy from MTs students in class VIII-A. The main instrument is the researcher himself, supported by problem-solving tests, self-efficacy questionnaires, and interview guidelines. The data analysis technique was carried out using stages, namely: data reduction, data presentation, and conclusion. The results showed that in solving problems male students with high self-efficacy were superior to female students with high self-efficacy, namely: (1) In The stage of understanding the problem, male and female students with high self-efficacy were able to name all that information known and asked. (2) In the planning stage, male and female students with high self-efficacy are good enough in determining strategies. (3) In the stage of implementing the plan, male and female students with high self-efficacy were following the planned strategy. However, in practice, female students with high self-efficacy make many mistakes, so the results obtained are not correct. (4) In the re-examination stage, male and female students with high self-efficacy re-examine the results of their answers
ANALYSIS OF CRITICAL THINKING OF PROSPECTIVE MATHEMATICS TEACHERS IN SOLVING ASSESSMENT PROBLEMS
Full text linkSimple qualitative descriptive research that describes the critical thinking skills of prospective mathematics teachers based on the percentage of achievement of critical thinking skills test results. we conducted research on 6th semester students of Mathematics Education Study Program consisting of 35 students. The research instrument used critical thinking skills test questions consisting of 5 questions prepared based on indicators of critical thinking skills consisting of identifying and interpreting, analyzing, evaluating, connecting, and solving problems. Data analysis used percentage. The results showed that the critical thinking skills of prospective mathematics teachers had a total average of 70% in the high category. This is supported by the percentage of critical thinking skills in each indicator as follows: interpreting and identifying indicators by 85%, analyzing indicators by 70%, connecting indicators by 82.14%, problem solving indicators by 20%, and evaluating indicators by 92.86%
The Effect of Self Regulated Learning on Learning Outcomes of Mathematics Education Students in Online Lectures
Full text linkSelf Regulated Learning during online lectures plays a very important role in the success of student learning. Activities to determine the effect of Self Regulated Learning on student educational professional learning outcomes is the purpose of this study. The research method used in this study is a survey method using simple linear regression analysis. The sample was obtained using a saturated sample, namely the entire population of 25 students of the mathematics education study program at Ninebelas November Kolaka University in the odd semester of the 2020/2021 academic year. Data collection was carried out by providing self regulated learning questionnaires and essay tests on learning outcomes of the educational profession. Data analysis was carried out using the SPSS program consisting of descriptive analysis analysis, classical assumption test and research hypothesis testing. Classical assumption test in the form of normality test and linearity test. The conclusion of the research that has been carried out is that there is a significant positive effect between self regulated learning on the learning outcomes of the educational profession in students of the mathematics education study program. The large contribution of self regulated learning to the learning outcomes of the educational profession is 23.5% and 76.5% is contributed by variables other than self regulated learning
MATHEMATICS CONNECTIONS VIEWED FROM ADVERSITY QUOTIENT IN LMS ASSISTED PROBLEM BASED LEARNING IN SMA
No full textThe connection between mathematics and adversity quotient (AQ) has an important role in a person's ability to make decisions to solve problems in life. The Problem-based learning (PBL) model assisted by the Learning Management System (LMS) is a learning that utilizes technology combining PBL models and LMS assisted learning. This study aims to (1) examine the effectiveness of LMS-assisted PBL to improve high school students' mathematical connection skills, (2) examine the effect of AQ on students' mathematical connection abilities in LMS-assisted PBL learning. This research is a mixed method research with a sequential explanatory design with a larger quantitative portion than the qualitative one. The population of this study was class XI students of SMA N 1 Ungaran, Semarang Regency. Quantitative data were selected by simple random sampling technique. Qualitative data was taken based on the students' AQ. Quantitative data analysis techniques with parametric statistics such as average test, classical completeness test, and regression test. Qualitative data analysis techniques using data reduction, presentation, and drawing conclusions. The results showed that (1) LMS-assisted PBL learning was effective in increasing students' mathematical connections (2) there was an influence of AQ on students' mathematical connection abilities in LMS-assisted PBL learning
Comparison of CORE and PBL Learning Models Based on Students' Mathematics Learning Outcomes
Full text linkThis study aims to determine (1) students' mathematics learning outcomes in the Connecting, Organizing, Reflecting, and Extending (CORE) model, (2) students' mathematics learning outcomes in the problem-based learning model (PBL), (3) comparison of the effectiveness of the learning model CORE and PBL based on learning outcomes. The type of this research is experimental research. Samples were taken using random cluster sampling in class IX students of SMP Negeri 03 Poleang. The results obtained are class IX.A with 20 students as the class utilizing the CORE model and class IXB with 21 students as the class using the PBL model. Data retrieval is done through a test technique to obtain data on students' mathematics learning outcomes. The research data were analyzed using descriptive and inferential statistical methods. The average value of students' mathematics learning outcomes in the CORE model is 83.9, while the value of PBL class mathematics learning outcomes is 77.3. Inferentially, hypothesis testing using t-test obtained tcount = 2.743 ttable = 1.685 with a significant level = 0.05, indicating a significant difference in mathematics learning outcomes between students taught by the CORE and PBL learning models. Thus, applying the CORE learning model is more effective than applying the PBL model in terms of students' mathematics learning outcome
Development of Numbers Material Test Using the Item Response Theory (IRT) Approach for SD Students
Full text linkThe purpose of the research is to produce a product in the form of a valid and reliable measuring instrument for student numeracy that can be used in schools and in the general public. The research stages will be carried out based on the test development design, namely Preparing Test Specifications, Preparing Test Items, Testing Test Items in the Field, Revision of Test Items, and Test Development. The question grid is based on the 2013 curriculum syllabus. The test was conducted on elementary school students. The response of the test results in the form of dichotomous data and analyzed using the item response theory (IRT) model with two logistical parameters (2PL), namely the level of item difficulty and item discriminating power. Estimation of item parameters and capability parameters using the BILOG MG program. Before doing item analysis with IRT. The results of the study contained 18 items that could be used to measure students' numeracy skills. Among these items are numbered questions 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, and 18. meet the criteria of a good item including having a good difficulty level, then the distinguishing power of the item functions well and has good validity and reliability
ANALYSIS OF STUDENTS' ERRORS OF CLASS XI SMKN 2 PALU IN SOLVING MATRIX STORY PROBLEMS USING NEWMAN
Full text linkThe purpose of this study was to obtain a description of the mistakes made by class XI students of SMK Negeri 2 Palu in solving word problems on matrix material based on Newman's stages. The type of research used is qualitative research. The research design consists of planning, implementation and completion stages. The research subjects were 3 students of class XI at SMK Negeri 2 Palu. The results of this study indicate that DE subjects experienced errors at the stages of understanding the problem, the stage of transformation, the stage of processing skills, and the stage of writing the final answer. The HR subject experienced errors at the stage of transformation, stage of process skills and stage of writing the final answer. The RW subject experienced errors at the stages of understanding the problem, the transformation stage, the process skills stage, and the final answer writing stage. Therefore, it was concluded that all subjects did not experience errors in the question reading stage. Tujuan penelitian ini adalah untuk memperoleh deskripsi mengenai kesalahan siswa kelas XI SMK Negeri 2 Palu dalam menyelesaikan soal cerita pada materi matriks berdasarkan tahapan Newman. Jenis penelitian yang digunakan adalah penelitian kualitatif. Desain penelitian terdiri dari tahapan perencanaan, pelaksanaan dan penyelesaian. Subjek penelitian adalah 3 orang siswa kelas XI SMK Negeri 2 Palu dengan beberapa pertimbangan yaitu; siswa paling banyak melakukan kesalahan, memiliki kesalahan berbeda, kesalahan dapat mewakili kesalahan yang dilakukan oleh siswa lain, siswa tersebut mempunyai kemampuan komunikasi yang baik, kesedian siswa menjadi subjek, dan rekomendasi guru matematika SMK Negeri 2 Palu. Hasil penelitian ini menunjukkan bahwa subjek DE tidak mengalami kesalahan pada tahap membaca soal, akan tetapi subjek mengalami kesalahan pada tahap memahami masalah, tahap transformasi, tahap keterampilan proses, dan tahap penulisan jawaban akhir. Subjek HR tidak mengalami kesalahan pada tahap membaca soal dan tahap memahami masalah, akan tetapi subjek mengalami kesalahan pada tahap transformasi, tahap keterampilan proses, dan tahap penulisan jawaban akhir. Subjek RW tidak mengalami kesalahan pada tahap membaca soal, akan tetapi subjek mengalami kesalahan pada tahap memahami masalah, tahap transformasi, tahap keterampilan proses, dan tahap penulisan jawaban akhir.The purpose of this study was to obtain a description of the mistakes made by class XI students of SMK Negeri 2 Palu in solving word problems on matrix material based on Newman's stages. The type of research used is qualitative research. The research design consists of planning, implementation and completion stages. The research subjects were 3 students of class XI at SMK Negeri 2 Palu with several considerations namely; students make the most mistakes, have different mistakes, mistakes can represent mistakes made by other students, these students have good communication skills, the willingness of students to become subjects, and recommendations for mathematics teachers at SMK Negeri 2 Palu. The results of this study indicate that DE subjects did not experience errors at the stage of reading the questions, but subjects experienced errors at the stages of understanding the problem, the stage of transformation, the stage of processing skills, and the stage of writing the final answer. The HR subject did not experience errors at the stage of reading the questions and the stage of understanding the problem, but the subject experienced errors at the stage of transformation, stage of process skills and stage of writing the final answer. The RW subject did not experience errors at the stage of reading the questions, but the subject experienced errors at the stages of understanding the problem, the transformation stage, the process skills stage, and the final answer writing stage
MATHEMATICAL MODELLING OF BRICK WALLS: A GEOMETRY LEARNING CONTEXT
No full textMathematics learning at the junior secondary school level continues to face challenges related to the limited connection between mathematical concepts and students’ real-life experiences, particularly in geometry and measurement topics. This study aims to explore mathematical concepts embedded in the construction of subsidized house walls and to model the calculation of material volume and cost estimation as a real-world context for mathematics learning at the junior secondary school level. A qualitative descriptive approach with an exploratory design was employed. The object of the study was a subsidized house located in the Citra Latambaga Housing Complex, Latambaga District, Kolaka Regency, with a standardized building size of 6 m × 6 m and uniform room layouts. Data were collected through observation, measurement, and documentation, and analyzed using simple mathematical modeling aligned with the junior secondary school mathematics curriculum. The findings indicate that wall construction activities involve mathematical concepts such as the volume of rectangular prisms, unit conversion, ratio, estimation, and material cost calculation. The cost estimation results reveal significant differences between the use of red bricks and lightweight concrete blocks for the same wall volume, providing opportunities to introduce simple optimization problems in junior secondary school mathematics learning. This study concludes that the construction of subsidized house walls constitutes an authentic and meaningful context for teaching geometry and mathematical modeling, thereby supporting more contextualized and relevant mathematics learning at the junior secondary school level
Development of Digital Worksheets Assisted by GeoGebra on Linear Function Material to Support Students Computational Thinking Skills
No full textThis study aims to develop a valid and practical digital worksheet in GeoGebra on linear functions, with a focus on the dangers of waste, to support students' computational thinking skills. This study uses a development studies design research method, consisting of three stages: preliminary research, development or prototyping phase, and assessment phase. The validation stage was conducted by three mathematics education lecturers and one mathematics teacher, with expert review, to assess content, construction, language, and technology. Meanwhile, practicality was evaluated by student responses during the small-group stage after using the digital worksheet in learning. The results showed that the digital worksheet using GeoGebra had an average validity of 93.81% (very valid) and practicality of 82.18% (practical). Thus, the developed digital worksheet using GeoGebra was declared valid and practical for use in mathematics learning and has the potential to improve students' computational thinking skills through solving contextual problems related to the dangers of waste