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Analisis defragmentasi struktur berpikir dalam menyelesaikan masalah spldv berdasarkan teori newman pada siswa smp kelas viii
Full text linkThis study aims to describe the defragmentation of thinking structures in solving two-variable linear equation system problems based on Newman\u27s theory in class VIII students of UPTD SMP Negeri 5 Sinjai. This type of research is descriptive research with a qualitative approach. There are 2 research subjects selected based on the most errors according to Newman\u27s theory on the error test, namely reading errors, understanding errors, transformation errors, process skill errors, and errors in writing the final answer. The two subjects are class VIII students of UPTD SMP Negeri 5 Sinjai in the 2024-2025 academic year. Data collection techniques are by test methods and interview methods. Furthermore, checking the validity of the data using source triangulation. The results of the study obtained that the first subject in reading errors after being given the stages of defragmentation Repairing, giving a chance to re-work, and certain the result there was error correction, in understanding errors after being given the stages of defragmentation Repairing, giving a chance to re-work, and certain the result there was improvement, in process skill errors after being given the stages of defragmentation Repairing, giving a chance to re-work, and certain the result there was no improvement so that inwriting errors in the final answer after being given the stages of defragmentation Repairing, giving a chance to re-work, and certain the result there was also no improvement because in process skill errors there was also no improvement. Furthermore, in the second subject, there was error correction in reading after being given the defragmentation Repairing stage, giving a chance to re-work, and certain the result, there was error correction, in understanding errors after being given the defragmentation Repairing stage, giving a chance to re-work, and certain the result, there was improvement, in process skill errors after being given the defragmentation Repairing stage, giving a chance to re-work, and certain the result, there was improvement and in writing the final answer errors after being given the defragmentation Repairing stage, giving a chance to re-work, and certain the result, there was no improvement. And it was concluded that defragmentation can improve the thinking structure in solving problems of a two-variable linear equation system material, although there were still errors in the process and writing the final answer.
Penelitian ini bertujuan untuk mendeskripsikan defragmentasi struktur berpikir dalam menyelesaikan soal sistem persamaan linear dua variabel berdasarkan teori Newman pada siswa kelas VIII UPTD SMP Negeri 5 Sinjai. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Terdapat 2 subjek penelitian yang dipilih berdasarkan kesalahan terbanyak menurut teori Newman pada tes kesalahan yaitu kesalahan membaca, kesalahan memahami, kesalahan transformasi, kesalahan keterampilan proses, dan kesalahan penulisan jawaban akhir. Kedua subjek tersebut adalah siswa UPTD SMP Negeri 5 Sinjai kelas VIII tahun ajaran 2024-2025. Teknik pengumpulan data yaitu dengan metode tes dan metode wawancara. Selanjutnya pengecekan keabsahan data menggunakan triangulasi sumber. Hasil penelitian diperoleh bahwa subjek pertama pada kesalahan membaca setelah diberikan tahapan defragmentasi Repairing, Give a chance to re-work, dan certain the result terdapat perbaikan kesalahan, pada kesalahan memahami setelah diberikan tahapan defragmentasi Repairing, Give achance to re-work, dan certain the result terdapat perbaikan, pada kesalahan keterampilan proses setelah diberikan tahapan defragmentasi Repairing, Give achance to re-work, dan certain the result tidak mendapatkan perbaikan sehingga pada kesalahan penulisan jawaban akhir setelah diberikan tahapan defragmentasi Repairing, Give a chance to re-work, dan certain the result juga tidak mendapatkan perbaikan sebab pada kesalahan keterampilan proses juga tidak terdapat perbaikan. Selanjutnya pada subjek kedua pada kesalahan membaca setelah diberikan tahapan defragmentasi Repairing, Give a chance to re-work, dan certain the result terdapat perbaikan kesalahan, pada kesalahan memahami setelah diberikan tahapan defragmentasi Repairing, Give a chance to re-work, dan certain the result terdapat perbaikan, pada kesalahan keterampilan proses setelah diberikan tahapan defragmentasi Repairing, Give a chance to re-work, dan certain the result mendapatkan perbaikan dan pada kesalahan penulisan jawaban akhir setelah diberikan tahapan defragmentasi Repairing, Give a chance to re-work, dan certain the result tidak dapat perbaikan. Dan disimpulkan bahwa defragmentasi dapat meningkatkan struktur berpikir dalam menyelesaikan masalah materi sistem persamaan linear dua variabel walaupun masih terdapat kesalahan pada kesalahan proses dan penulisan jawaban akhir
Systematic literature review: model pembelajaran matematika untuk meningkatkan kemampuan penalaran dan pembuktian matematis
Full text linkResearch on the implementation of mathematics learning models to enhance students’ mathematical reasoning and proof abilities has been widely conducted. There is a need to identify and analyze the development of such studies to draw conclusions and provide recommendations for future research in mathematics education. This study aims to examine the research trends and analyze the findings of studies related to mathematics learning models that aim to improve students\u27 reasoning and proof skills in Indonesia from 2012 to 2023. The research method used is a Systematic Literature Review (SLR). A total of 54 articles were analyzed based on inclusion criteria. The findings indicate that various mathematics learning models, particularly Problem Based Learning is effective in enhancing students’ mathematical reasoning and proof abilities. This success is influenced by approaches that promote active engagement, real-world problem solving, and contextual learning.
Penelitian tentang penerapan model pembelajaran matematika untuk meningkatkan kemampuan penalaran dan pembuktian matematis siswa telah banyak dilakukan. Perlu dilakukan identifikasi dan analisis terhadap perkembangan penelitian tersebut untuk menarik simpulan dan memberikan rekomendasi bagi penelitian selanjutnya dalam bidang pendidikan matematika. Penelitian ini bertujuan untuk mengkaji kecenderungan penelitian dan menganalisis temuan penelitian terkait model pembelajaran matematika yang bertujuan untuk meningkatkan kemampuan penalaran dan pembuktian siswa di Indonesia tahun 2012 sampai dengan 2023. Metode penelitian yang digunakan adalah Systematic Literature Review (SLR). Sebanyak 54 artikel dianalisis berdasarkan kriteria inklusi. Temuan penelitian menunjukkan bahwa berbagai model pembelajaran matematika, khususnya Problem Based Learning efektif dalam meningkatkan kemampuan penalaran dan pembuktian matematis siswa. Keberhasilan ini dipengaruhi oleh pendekatan yang mengutamakan keterlibatan aktif, pemecahan masalah dunia nyata, dan pembelajaran kontekstual
APPLICATION OF AUGMENTED REALITY (AR) MEDIA BASED ON LOCAL WISDOM TO IMPROVE DIGITAL LITERACY SKILLS IN SOCIAL SCIENCES LEARNING
No full textThe problem of low student motivation to learn is an educational problem currently faced by Indonesia, namely low quality in various educational institutions. School changes need to be made to improve the quality of education. Teachers at driving schools are required to be able to provide enjoyable learning for students in one direction but with a variety of encouraging activities. The aim of this research is to identify competencies for increasing digital literacy skills through local wisdom content in social studies learning. The research method used is a quantitative method with a quasi-experimental design. Data collection techniques were carried out through pretest and posttest, observation and documentation studies. The data analysis technique uses the Winistep Rasch model analysis. The results of this research show that there is a significant increase in data on the digital literacy of students who use Augmented Reality (AR) media. From these data it can be concluded that there is an increase in students\u27 digital literacy using Augmented Reality (AR) media. It can be identified that the item mean correlation is 1.00 with a reliability percentage level of 0.77 so that from the standard item of 50 items it can be increased to be at a separation level of 1.64. -167. Therefore, learning social studies using Augmented Reality (AR) media based on local wisdom content can increase students\u27 digital literacy
Metacognition and Achievement Emotions in Mathematical Modelling Competency: A Confirmatory Factor Analysis of Their Interplay
No full textPenelitian ini menyelidiki hubungan antara metakognitif dan pencapaian emosi dalam pemodelan matematis pada siswa di sebuah SMA Negeri yang berlokasi di Kabupaten Karawang. Penelitian ini melibatkan 200 siswa. Penelitian ini menggunakan desain penelitian korelasional untuk mengetahui hubungan antara metakognitif dan pencapaian emosi dengan menggunakan teknik analisis yaitu analisis faktor konfirmatori. Selain itu, terdapat empat faktor metakognitif termasuk awareness, cognitive strategy, planning, dan self-checking serta dua faktor pencapaian emosi Joy dan Pride yang memiliki hubungan signifikansi sebesar 0,72 sehingga terdapat hubungan yang signifikan antara metakognitif dan emosi. Terdapat faktor planning sebagai faktor dominan metakognitif dan faktor pride sebagai faktor dominan pencapaian emosi yang memiliki hubungan antar satu sama lain.
This study aims to examine the relationship between metacognition and achievement emotions in the context of mathematical modeling among students at a public senior high school in Karawang Regency. A total of 200 students participated in the study. The research employed a correlational design, utilizing confirmatory factor analysis (CFA) to analyze the relationship between the two constructs. Metacognition was measured through four factors: awareness, cognitive strategy, planning, and self-checking. Achievement emotions were represented by two factors: joy and pride. The analysis revealed a significant correlation of 0.72 between metacognition and achievement emotions. Furthermore, planning was identified as the most dominant factor within the metacognitive domain, while pride emerged as the dominant factor within the domain of achievement emotions. These two dominant factors were also found to have a significant relationship with one another
Analyzing Learning Obstacles in Differential Calculus: A Case Study of Pre-Service Mathematics Teachers in Indonesian Regional University
No full textMahasiswa sering mengalami kesulitan dalam perkuliahan kalkulus diferensial. Tujuan penelitian ini adalah menganalisis karakteristik dari kesulitan belajar kalkulus diferensial pada mahasiswa calon guru matematika. Metode penelitian adalah kualitatif deskriptif dengan 39 mahasiswa dari dua Perguruan Tinggi Swasta di Banten, Indonesia. Data dikumpulkan melalui tes kesulitan belajar, wawancara, fokus grup diskusi (FGD) dan studi dokumen, dianalisis dengan teknik identifikasi, klarifikasi, reduksi, dan verifikasi secara naratif. Temuan penelitian menunjukkan 81% mahasiswa mengalami kesulitan pada aspek ontologis, 86% pada aspek didaktis, dan 73% pada aspek epistemologis. Solusi yang muncul dari wawancara dan FGD berupa kebutuhan mahasiswa terhadap buku sumber belajar yang interaktif dengan adanya elemen digital seperti video pembelajaran dan akses barcode. Pengembangan desain e-didaktis yang mengintegrasikan media digital ini tidak hanya membantu mengurangi hambatan belajar mahasiswa, tetapi juga berpotensi meningkatkan pemahaman konseptual sekaligus kemampuan aplikatif mereka dalam kalkulus diferensial. Learning obstacle ini menjadi pertimbangan bagi dosen dalam merancang desain e-didaktis pada kalkulus diferensial.
Students often face challenges in differential calculus lectures. The purpose of this study was to analyze the characteristics of learning obstacles in differential calculus. The research employed a qualitative descriptive approach involving 39 students from two private universities in Banten, Indonesia. Data were collected through learning obstacle tests, interviews, focus group discussions (FGDs), and document studies, then analyzed using identification, clarification, reduction, and verification techniques in a narrative manner. The findings revealed that 81% of students experienced difficulties in the ontological aspect, 86% in the didactic aspect, and 73% in the epistemological aspect of differential calculus. Interviews and FGDs further confirmed the existence of these obstacles and explored potential solutions. One solution that emerged was the need for interactive learning resources incorporating digital elements such as instructional videos and barcode access. The implication of these findings indicates that developing an e-didactic design integrating digital media not only helps reduce students’ learning obstacles but also has the potential to enhance their conceptual understanding and applicative skills in differential calculus. Overall, these learning obstacles provide important considerations for lecturers in designing effective e-didactic materials for differential calculus courses
Unravelling the Evolution of Mathematics Problem-Solving Research: A Bibliometric Analysis Using VOSviewer
Full text linkKeterampilan pemecahan masalah merupakan bagian yang sangat mendasar dalam pendidikan matematika karena mengembangkan kemampuan penalaran dan berpikir kritis siswa. Dalam dua dekade terakhir, pengetahuan dan kesadaran di bidang ini telah berkembang pesat hingga literatur yang ada menjadi kaya, beragam, dan seringkali sulit untuk dipahami. Dengan demikian, penelitian ini membahas perlunya pemetaan sistematis tren penelitian dan kerangka kerja intelektual dalam pemecahan masalah matematika. Penelitian ini bertujuan untuk mengidentifikasi perkembangan tema-tema utama, publikasi yang berpengaruh, dan jaringan kolaboratif di bidang ini. Sejumlah publikasi dari tahun 2000-2004 digunakan, yang diterbitkan dalam basis data ScienceDirect, dan dibatasi oleh kebijakan akses terbuka. Data yang digunakan dalam penelitian ini dianalisis melalui VOSviewer untuk menilai jaringan dalam kepenulisan bersama, sitasi bersama, dan kemunculan bersama kata kunci. Penelitian ini menunjukkan bahwa jumlah publikasi meningkat secara signifikan selama bertahun-tahun, topik penelitian yang sedang hangat diidentifikasi, serta area penelitian baru yang muncul, seperti pemodelan matematika dan optimasi. Temuan-temuan tersebut diprediksi akan memberikan informasi tentang arah penelitian di masa depan dan pendekatan pengajaran lainnya.
Problem solving skill is a very fundamental part of mathematics education since it develops students’ reasoning and critical thinking abilities. In the past 2 decades, knowledge and awareness of this field have expanded dramatically to the extent that the literature is now rich, diverse, and often difficult to wade through. Thus, this research addresses the necessity to systematically map the research trends and intellectual framework in mathematics problem-solving. This research aims to identify the development of key themes, influential publication, and collaborative networks within the area. A range of publications 2000-2004 was used, published in the ScienceDirect database, and was restricted by the open access policy. The data used in the study are analysed through VOSviewer to assess networks in co-authorship, co-citation and keyword co-occurrence. This research work demonstrates that the number of publications grows significantly over the years, that hot research topics are identified, as well as that new research area that emerge, such as mathematical modelling and optimization. Such revelations are predicted to inform future directions of research and other instructional approaches
Math Communication Growth through Two Stay Two Stray Approch
Full text linkKemampuan komunikasi matematika siswa masih sangat rendah. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Two Stay Two Stray terhadap kemampuan komunikasi matematis siswa kelas XI. Sampel penelitian adalah siswa kelas XI Sains A2 dan A4 yang berjumlah 72 siswa. Metode yang digunakan adalah quasi eksperiment dengan desain penelitian pretest-posttest control group design. Instrumen penelitian berupa lima tes uraian untuk mengukur kemampuan komunikasi matematis. Data dianalisis menggunakan Independent Sample T-Test dengan nilai signifikansi yang diperoleh yaitu 0,000, dari hasil tersebut diketahui bahwa nilai signifikansi 0,000 < 0,05. Adapun nilai effect size sebesar 1,7 yang menunjukkan bahwa terdapat pengaruh model Two Stay Two Stray sebesar 95,5% terhadap kemampuan komunikasi matematis siswa kelas XI. Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Two Stay Two Stray terhadap kemampuan komunikasi matematis siswa kelas XI.
Students\u27 mathematical communication ability in schools are still very low. This study aims to analyze the effect of the two stay two stray learning model on the mathematical communication ability of grade XI students. The research sample was 72 grade XI A2 and A4 Science students. The method used was a quasi-experimental study with a pretest-posttest control group design. The research instrument was five essay tests to measure mathematical communication ability. The data were analyzed using the Independent Sample T-Test with a significance value of 0,000, from these results it is known that the significance value of 0,000 < 0,05. The effect size value of 1,7 indicates that there is an influence of the Two Stay Two Stray model of 95,5% on the mathematical communication ability of grade XI students. Thus, it can be concluded that there is an influence of the Two Stay Two Stray learning model on the mathematical communication ability of grade XI students
Analyzing Student Difficulties on Geometric Translation through Polya’s Stages
Full text linkAbstrak
Rendahnya kemampuan pemecahan masalah siswa dalam translasi geometri ditunjukkan oleh kesulitan memahami arah pergerakan, representasi koordinat, dan strategi penyelesaian. Penelitian ini bertujuan menganalisis jenis dan penyebab kesulitan siswa berdasarkan tahapan Polya. Metode yang digunakan adalah kualitatif deskriptif dengan subjek 20 siswa kelas IX SMP Negeri di Tasikmalaya. Instrumen penelitian berupa dua soal tes uraian berbasis translasi geometri yang divalidasi ahli serta wawancara semi-terstruktur. Analisis data dilakukan melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil menunjukkan kesulitan dominan pada tahap memahami masalah (65%) dan memeriksa kembali (65%), diikuti merencanakan penyelesaian (25%) dan melaksanakan rencana (17,5%). Temuan ini menegaskan perlunya pembelajaran berbasis soal kontekstual dan strategi reflektif. Penelitian ini berkontribusi dengan memberikan gambaran terarah mengenai letak kesulitan siswa yang dapat dijadikan dasar perbaikan pembelajaran translasi geometri.
Abstract
Students’ low problem-solving ability in geometric translation is reflected in their difficulties in understanding movement direction, representing coordinates, and applying solution strategies. This study aims to analyze the types and causes of students’ difficulties based on Polya’s problem-solving stages. A qualitative descriptive method was employed with 20 ninth-grade students from a public junior high school in Tasikmalaya as subjects. The research instruments included two essay-based problem-solving tests on geometric translation, validated by experts, and semi-structured interviews. Data were analyzed through reduction, display, and conclusion drawing. The findings revealed that the dominant difficulties occurred in understanding the problem (65%) and looking back (65%), followed by devising a plan (25%) and carrying out the plan (17.5%). These results highlight the need for contextual problem-based tasks and reflective strategies. The study contributes by providing a structured overview of students’ difficulties, which can serve as a foundation for improving instructional practices in teaching geometric translation
Bilingual Pop Up Mathbook Based on Bangka Belitung Culture: An Innovative Learning Media of Geometry
No full textTiga jenis literasi yang baiknya dikuasai adalah literasi matematika, bahasa, dan science. Sayangnya, laporan PISA tahun 2022 menunjukkan ketiga literasi tersebut menurun. Ditambah minimnya media ajar inovatif yang mampu memvisualisasikan konsep dan pemahaman abstrak matematika. Siswa Sekolah Dasar memerlukan integrasi pembelajaran yang meningkatkan kreatifitas, kolaborasi, komunikasi, serta cara berpikir yang kritis sesuai dengan keterampilan abad 21. Penelitian bertujuan mengembangkan pop up mathbook bilingual dengan sajian budaya Bangka Belitung yang valid pada materi bangun ruang. Penelitian menggunakan model Pengembangan ADDIE dengan lima tahapan penelitian yang terdiri dari tahap Analyze, Design, Development, Implementation dan Evaluation. Instrumen menggunakan lembar validasi, dan angket. Hasil validitas instrumen didapat bahwa bilingual pop up mathbook berbasis budaya Bangka Belitung sangat valid dengan nilai konten 100%, konstruk 96,59% dan Bahasa 90,63%. Sehingga pop up mathbook dapat diimplementasikan kepada siswa untuk menyiapkan generasi abad 21. Adapun hasil respon siswa didapat bahwa media dinyatakan sangat praktis digunakan dengan nilai 87,23%. Media yang dihasilkan memiliki karakteristik khas menggunakan bentuk bangun rumah adat, jembatan, makanan, alat transportasi serta produk pangan khas Bangka Belitung.
Three types of literacy that should be mastered are mathematical, linguistic, and scientific literacy. The 2022 PISA report shows that three types of literacy have declined. Lack of innovative teaching media capable of visualizing abstract mathematical concepts and understanding. Students need learning that enhances creativity, collaboration, communication, and critical thinking to 21st-century skills. This study aims to develop a valid bilingual pop-up mathbook with Bangka Belitung cultural. Research uses the ADDIE development model with steps of the Analyze, Design, Development, Implementation, and Evaluation. The results showed that Bangka Belitung culture-based bilingual pop-up mathbook was very valid, with a content score of 100%, a construct score of 96.59%, and a language score of 90.63%. Therefore, the pop-up mathbook teaching book can be implemented for students to prepare the 21st-century generation. The results of student responses showed that the media was stated to be very practical to use with a value of 87.23%. The resulting media has unique characteristics using the forms of traditional houses, bridges, food, means of transportation and typical Bangka Belitung food products
The Influence of Perceived Mathematical Literacy on Accounting Self-Efficacy
No full textPenelitian ini bertujuan untuk menginvestigasi pengaruh persepsi literasi matematis terhadap efikasi diri mahasiswa akuntansi. Pendekatan kuantitatif korelasional digunakan dalam penelitian ini dengan melibatkan 65 responden yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan kuesioner berskala Likert. Uji validitas dan reliabilitas mengonfirmasi bahwa seluruh butir instrumen persepsi literasi matematis dan efikasi diri layak digunakan. Uji prasyarat menunjukkan bahwa data berdistribusi normal dan memiliki hubungan linear yang signifikan. Analisis korelasi Pearson menunjukkan hubungan yang kuat dan positif antara persepsi literasi matematis dan efikasi diri. Lebih lanjut, regresi linear sederhana menghasilkan persepsi literasi matematis berpengaruh secara signifikan terhadap efikasi diri. Temuan ini mengindikasikan bahwa persepsi literasi matematis yang lebih tinggi dapat meningkatkan kepercayaan diri mahasiswa dalam menyelesaikan tugas-tugas akuntansi. Penelitian ini menyiratkan bahwa pengintegrasian persepsi literasi matematis ke dalam desain kurikulum dapat memperkuat efikasi diri, motivasi, dan kompetensi mahasiswa. Dengan demikian, persepsi literasi matematis tidak hanya berfungsi sebagai landasan untuk memahami konsep akuntansi, tetapi juga sebagai faktor psikologis yang mendukung pembelajaran yang efektif.
This study investigates the influence of mathematical literacy perception on the self-efficacy of accounting students. A quantitative correlational design was employed, involving 65 respondents selected through purposive sampling. Data were collected using a Likert-scale questionnaire. Instrument testing confirmed that all items were valid and reliable for mathematical literacy perception and for self-efficacy. Prerequisite analyses demonstrated that the data were normally distributed and exhibited a significant linear relationship. The Pearson correlation analysis revealed a strong, positive relationship between the two variables. Furthermore, simple linear regression yielded that mathematical literacy perception significantly predicts self-efficacy. These findings suggest that a higher perception of mathematical literacy enhances students’ confidence in completing accounting tasks. Consequently, integrating mathematical literacy perception into the curriculum is recommended to strengthen students’ self-efficacy, motivation, and competence. Thus, mathematical literacy perception serves not only as a cognitive foundation for understanding accounting concepts but also as a crucial psychological factor supporting effective learning