Kalamatika: Jurnal Pendidikan Matematika
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UNDERSTANDING COMMON ERRORS IN LINEAR EQUATIONS SYSTEMS AMONG EIGHT GRADE STUDENTS
No full textThis research employs a qualitative descriptive method. The average student score in the first semester final summative assessments indicates that the minimal completion criteria have been met; however, a review of the list of incorrect responses shows that many of the errors are related to two-variable linear equation systems. Additionally, it is common for students to struggle with converting a mathematical model from the problem. The purpose of this study is to describe the errors made by students in solving problems related to two-variable linear systems and to analyze the factors contributing to these errors. We used data analysis of student responses in this study because it allows us to observe the students' thought processes and ensures the accuracy of the information. According to the study's findings, students' errors in answering the questions stemmed from their inability to grasp relevant concepts. One possible solution is for students who struggle with conceptual understanding to focus more on mastering the material, practice answering questions frequently to become accustomed to various question types, and ultimately enhance their comprehension of mathematical concepts
META-ANALYSIS OF CONSTRUCTIVISM’S APPROACHES TO STUDENTS’ MATHEMATICAL ABILITY
No full textThis study examined the effectiveness of the constructivist approach in enhancing students' mathematical abilities through meta-analysis. Data were gathered from 20 journal publications implementing constructivist teaching strategies in mathematics instruction for Indonesian primary and high school students. Cohen's criteria were applied to assess effect sizes on students' mathematical abilities. The findings indicated that 15 studies (75%) demonstrated small effect sizes (0.0–0.20), suggesting a limited influence on students' mathematical skills. However, all studies showed higher average scores between pretests and posttests, highlighting the potential benefits of the approach. The remaining five studies (25%) reported moderate effect sizes (0.51–1.00), indicating a more substantial positive impact of constructivist methods on students' mathematical aptitude
ANALYSIS OF NUMERACY SKILLS IN GRADE VI ELEMENTARY SCHOOL STUDENTS IN SOLVING MINIMUM COMPETENCY ASSESSMENT QUESTIONS
No full textThis piece of writing is inspired by the inadequate numeracy skills of students, leading to their confusion when it comes to creating visual representations and comprehending the analysis related to the problems they are tasked with. The minimum competency assessment serves as a tool to evaluate students' numeracy skills and, in turn, enhances the overall quality of elementary education. The primary objective of this study was to elucidate the numeracy skills of students and to delve into their responses when addressing questions in the minimum competency assessment. For this research, a descriptive qualitative method with a case study approach was employed. The research subjects comprised sixth-grade students at Pondok Cabe Ilir 01 State Elementary School during the odd semester of the 2023/2024 academic year. Data collection methods encompassed observation, numeracy minimum competency assessment tests, interviews, documentation, and data triangulation. Data analysis involved data reduction, data presentation, and drawing conclusions.The findings of this research revealed that students' numeracy skills fell into three categories: high, medium, and low, based on their performance across three specific indicators. The implications of this study are significant for schools, educators, and students, as they provide valuable insights into the preparation and enhancement of numeracy skills when addressing questions in the minimum competency assessment.Tulisan ini terinspirasi dari kemampuan berhitung siswa yang belum memadai sehingga menyebabkan siswa kebingungan dalam membuat representasi visual dan memahami analisis terkait permasalahan yang diberikan. Penilaian kompetensi minimum berfungsi sebagai alat untuk mengevaluasi keterampilan berhitung siswa dan, pada gilirannya, meningkatkan kualitas pendidikan dasar secara keseluruhan. Tujuan utama dari penelitian ini adalah untuk menjelaskan keterampilan berhitung siswa dan untuk mengetahui respon mereka ketika menjawab pertanyaan dalam penilaian kompetensi minimum. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus. Subjek penelitian adalah siswa kelas VI SD Negeri Pondok Cabe Ilir 01 semester ganjil tahun ajaran 2023/2024. Metode pengumpulan data meliputi observasi, tes kompetensi minimal numerasi, wawancara, dokumentasi, dan triangulasi data. Analisis data meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian ini mengungkapkan bahwa keterampilan berhitung siswa terbagi dalam tiga kategori: tinggi, sedang, dan rendah, berdasarkan kinerja mereka pada tiga indikator tertentu. Implikasi dari penelitian ini sangat penting bagi sekolah, pendidik, dan siswa karena memberikan wawasan berharga dalam persiapan dan peningkatan keterampilan berhitung ketika menjawab pertanyaan-pertanyaan dalam penilaian kompetensi minimum
LITERASI NUMERASI PESERTA DIDIK DALAM PENGGUNAAN MEDIA PEMBELAJARAN DENGAN ISPRING 11
No full textThe low level of numeracy literacy in Indonesia is due to the material tested on TIMSS and PISA, which consists of questions in real-life context problems. Students are not accustomed to solving real problems and cannot analyze information in various forms. The lack of engaging learning materials contributes to students' boredom and makes it difficult for them to tackle numeracy and literacy challenges. This study investigates how well students can read and compute after using the iSpring 11 learning resources. Twenty students from class VII at State Junior High School 46 Palembang were the research subjects. The research method used is design research with a development study, which at the prototype stage uses the Tessmer model. The focus of discussion in this research is the results of the field test stage, where data collection techniques include tests and interviews. Data analysis techniques include test data analysis and interview analysis. This research demonstrates that students' numeracy literacy skills are excellent, with an average score of 88 after learning using the iSpring 11 learning media
CRITICAL THINKING SKILLS OF YEAR 10 SANGUINIS STUDENTS IN LEARNING BASED ON NITENI, NIROKKE, AND NAMBAHI
No full textThe study aimed to examine whether Tri-N-based trigonometry instruction improved students' critical thinking skills and sanguine personality. Single-subject research with an ABA design was the method used in this study. The stages of this study were the initial Baseline (A), the Intervention (B), and the second Baseline (A'). Year 10 science students with sanguine personalities who were chosen using a purposive sampling technique served as the study's subjects. This study employed observation methods, testing tests, and documentation for data collection. Data analysis within and between conditions are the methods used to analyze data. The findings of this study revealed that using Niteni, Nirokke, and Nambahi learning on trigonometry improved students' critical thinking skills with sanguine dispositions.Tujuan dari penelitian ini adalah untuk memastikan apakah instruksi trigonometri berbasis Tri-N meningkatkan kemampuan berpikir kritis dan kepribadian optimis siswa. Penelitian dengan subjek tunggal dengan desain ABA merupakan metode yang digunakan dalam penelitian ini. Tahapan penelitian ini adalah Baseline awal (A), Intervensi (B), dan Baseline kedua (A'). Siswa kelas X IPA berkepribadian optimis yang dipilih dengan menggunakan teknik purposive sampling dijadikan sebagai subjek penelitian. Penelitian ini menggunakan metode observasi, tes tes, dan dokumentasi untuk pengumpulan data. Analisis data di dalam dan di antara kondisi adalah metode yang digunakan untuk menganalisis data. Temuan penelitian ini mengungkapkan bahwa pembelajaran berbasis Tri-N (Niteni, Nirokke, dan Nambahi) pada materi trigonometri meningkatkan kemampuan berpikir kritis siswa berwatak optimis
METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION
No full textOne of the levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in this study were metacognition tests, questionnaires, and interviews. The results showed that students with high Mathematics Initial Ability had metacognition knowledge with reflective use and strategic use levels. Learning citizens with medium initial mathematical ability have metacognition knowledge with strategic use level, and learning citizens with low initial mathematical ability are at the aware use metacognition knowledge level. In the indicator of metacognition skills, learning citizens with high initial mathematics abilities are at the strategic use level, learning citizens with moderate initial mathematical ability categories are at the strategic use level, and aware use, learning citizens with low initial mathematical ability categories are at the tacit use level. In general, the metacognitive abilities of learning citizens in the high, medium, and low initial mathematical categories are at the strategic use, aware use
MATHEMATICAL REPRESENTATION ABILITY OF PROSPECTIVE MATHEMATICS TEACHERS IN SOLVING TRIGONOMETRIC PROBLEMS
No full textThis study aims to investigate the proficiency of prospective mathematics teacher students in mathematical representation. To achieve this goal, we used a qualitative research design with a descriptive approach. The research subjects consisted of three undergraduate students from Mathematics Education department at a private university in Yogyakarta. Data were collected using a test for mathematical representation ability and interviews. The data were analysed descriptively using techniques by Miles and Huberman. It shows that the mathematical representation ability of prospective teacher students was in low category. This can be seen from the average achievement of indicators of mathematical representation ability (34.74%). The ability to create and use representations for collecting/organizing, recording, and communicating mathematical ideas is 33.33%. The ability to select, apply and translate various forms of representation mathematics to solve problems is 29.76%. And the ability to use multiple representations is 41.11%
Eksplorasi Etnomatematika Pada Makanan Khas Tumbu’ Bugis
No full textCulture-based education holds significant value as a tool and strategy for individuals and society in the information and technology age. Consequently, the researchers aim to explore ethnomathematics in typical Bugis food called Tumbu' Bugis. This study employed a qualitative method, utilizing an ethnographic approach and involving local communities familiar with the research study, specifically the Bugis tribe. Through observation and interviews, it was found that the typical food of Tumbu' Bugis contains the concept of geometry on the leaves used as Tumbu' wrappers and on the shape of Tumbu'. The concept of 3D shapes was also found, especially tubes (cylinders). In addition, there is also an algebraic concept in Tumbu' regarding the number of leaves needed to make Tumbu' and the number of Tumbu wrappers produced in one banana leaf. Tumbu' can be used as a medium for learning mathematics in plane geometry, including the properties and area of circumference and rectangular shapes. Comparison materials may also involve Tumbu' Bugis specialties. In conclusion, the typical food of Tumbu' Bugis encapsulates mathematical concepts, facilitating the teaching and learning process for teachers and students, ultimately aiding in achieving learning goals
VALIDITY OF GUIDED INQUIRY-BASED LEARNING INSTRUMENT WITH GEOGEBRA APPLETS FOR TEACHING CIRCLES
No full textThe guided inquiry learning model is a student activity that emphasizes maximally training critical thinking skills. The learning instruments developed must be adapted to the syntax/stages of the guided inquiry learning model. Several learning instruments have been developed to assist teachers in making teaching materials. However, many teachers have not mastered technology, especially learning media using applications. Therefore, teachers need learning applications in schools, such as the GeoGebra applet. This study aims to develop valid guided inquiry-based learning instruments using GeoGebra applets for circles. This research is development research employing Plomp’s model and involving preliminary research and prototyping stages. The data was collected by compiling the comments and input from the validator through validation sheets related to learning instruments (lesson plans, worksheets, and GeoGebra applets). The results of the data analysis showed that the learning instruments were declared valid with an average lesson plan score of 4.75, an average student worksheet validation score of 4.60, and an average value of the total validation of GeoGebra applets of 4.94. Further research should assess the practicality and effectiveness of the instruments.Model pembelajaran inquiry terbimbing merupakan aktivitas siswa yang menekankan secara maksimal untuk melatih keterampilan berpikir kritis. Perangkat pembelajaran yang dikembangkan harus disesuaikan dengan sintaks/tahap pada model pembelajaran inquiry terbimbing. Beberapa perangkat pembelajaran telah dikembangkan untuk membantu guru dalam membuat bahan ajar, akan tetapi pada kenyataannya masih banyak ditemukan guru yang belum menguasai atau memahami penggunaan teknologi terutama media pembelajaran dalam bentuk aplikasi. Oleh karena itu, guru membutuhkan aplikasi belajar di sekolah seperti applet geogebra. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran berbantuan applet geogebra yang valid untuk materi lingkaran menggunakan model inquiry terbimbing. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model Plomp, yang melibatkan tahap pendahuluan (preliminary research), dan tahap pembuatan (prototyping stage). Teknik pengumpulan data pada penelitian ini mengandalkan komentar dan masukkan dari validator melalui lembar validasi terkait dengan perangkat pembelajaran berupa RPP, LKPD, dan applet geogebra. Hasil analisis data menunjukkan bahwa perangkat pembelajaran dinyatakan valid dengan nilai rata-rata RPP 4,75, nilai rata-rata total validasi LKPD sebesar 4,60 dan nilai rata-rata total validasi applet geogebra sebesar 4,94. Harapan dari penelitian ini adalah adanya penelitian lanjutan terkait kepraktisan dan keefeketifan dari perangkat pembelajaran yang telah dikembangkan sehingga perangkat tersebut tidak hanya valid tetapi praktis dan juga efektif digunakan dalam proses pembelajaran.  
EFFECT OF GEOGEBRA TOWARDS STUDENTS’ INDEPENDENT LEARNING IN MATHEMATICS
No full textMathematics learning independence can vary among students, with some showing greater initiative than others. This study analyzed the level of independence in learning quadratic functions among junior high school students who were using the GeoGebra application. The study involved 36 Year 9 students and employed a qualitative descriptive method. Data collection techniques included a questionnaire containing 30 positive and negative statements with eight indicators to determine how students respond to independent learning in mathematics using the GeoGebra application. The study found that using the GeoGebra application had a positive impact on learning mathematics, specifically in quadratic functions