Kalamatika: Jurnal Pendidikan Matematika
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ANALYSIS OF STUDENT ERRORS IN SOLVING TRIGONOMETRY PROBLEMS BASED ON THE NEWMAN PROCEDURE
No full textThis study was motivated by student errors in trigonometry. This study aimed to describe the types of student errors in solving trigonometry problems using the Newman error analysis procedure. This research is descriptive qualitative with the subjects of vocational high school students. Data collection involved written tests, depth interviews, and documentation. The results show that most students made comprehension and transformation errors. The comprehension errors consisted of not writing down what was known and asked; immediately writing down the completion process with the wrong formula and incorrect understanding of the concept of the basic trigonometric formula. The transformation errors were not being able to transform information on the problem into the mathematical model, and incorrect in mentioning the formula
DEVELOPMENT OF ONLINE INTERACTIVE LEARNING MEDIA USING GeoGebra APPLET ON PROBABILITY
No full textThis study is intended to determine the feasibility of online interactive learning media using the Geogebra Applet on the probability material developed. The use of the model in this development research is the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research subjects included mathematics teachers and class VIII B students of Gema Nurani Integrated Islamic Junior High School. The data collection technique used was observation in the form of needs analysis and interviews and questionnaires. The results of the study were obtained based on the percentage of validity test scores by two expert validators including material experts and media experts as well as a questionnaire response from mathematics teachers and students to obtain the feasibility of the developed learning media. Based on the results of the assessment by the material expert validator, the percentage is 94.64% in the very appropriate category and media experts at 73.08% in the appropriate category. While the results of the feasibility of the mathematics teacher response questionnaire showed a percentage of 92.5% with a very decent category and a student response questionnaire of 88.04% with a very decent category. Thus, the use of the Geogebra Applet in the probability material is very feasible to be applied as an online interactive learning medium in class VIII.Penelitian ini dimaksudkan untuk mengetahui kelayakan media pembelajaran interaktif online menggunakan Applet Geogebra pada materi peluang yang dikembangkan. Penggunaan model dalam penelitian pengembangan ini yakni model ADDIE (Analysis, Design, Development, Implementation, Evaluation). Subjek penelitian antara lain guru matematika dan siswa kelas VIII B SMP IT Gema Nurani. Teknik pengambilan data yang dilakukan yakni observasi berupa analisis kebutuhan dan wawancara serta angket. Hasil penelitian diperoleh berdasarkan persentase penskoran uji validitas oleh 2 validator ahli diantaranya ahli materi dan ahli media serta angket respon guru matematika dan siswa untuk memperoleh kelayakan dari media pembelajaran yang dikembangkan. Berdasarkan hasil penilaian oleh validator ahli materi menunjukkan persentase sebesar 94.64% dengan kategori sangat layak dan ahli media sebesar 73.08% dengan kategori layak. Sedangkan hasil kelayakan dari angket respon guru matematika menunjukkan persentase sebesar 92.5% dengan kategori sangat layak dan angket respon siswa sebesar 88.04% dengan kategori sangat layak. Dengan demikian, penggunaan Applet Geogebra pada materi peluang sangat layak diaplikasikan sebagai media pembelajaran interaktif online di kelas VIII
ANALISIS KESALAHAN MENURUT MODEL KIAT BERDASARKAN MINAT BELAJAR SISWA PADA MATERI PROGRAM LINIER SISWA SMK PERPAJAKAN RIAU
No full textKIAT categorizes three types of mistakes: conceptual, procedural, and technical errors. This study analyzes student errors in solving mathematical problems on linear programming material based on student learning interests. The subjects of this study were 15 Year 10 students of Taxation Vocational High School majoring in business and management taken based on learning interests. This study employed a descriptive method with tests and questionnaires as the instruments. The outcomes confirmed that students with high interest in learning made 13 mistakes, while 19 and 20 errors were for students with moderate and low interest in learning, respectively. Of all the errors, based on the student's interest in learning, conceptual and procedural errors were the most common errors (20 errors each). It can be concluded that the more positive students’ attitudes, the lower the errors they make, especially on conceptual errors
THE INFLUENCE OF REALISTIC MATHEMATICS EDUCATION ON YEAR 8 STUDENTS' SPATIAL ABILITY OF CUBOIDS AND CUBES
No full textThis study aims to determine the effect of RME on the spatial abilities of Year 8 students concerning cuboids and cubes. Geometry problems often experienced by junior high school students, such as difficulty knowing the difference between cuboids and cubes, difficulties showing elements of cuboids and cubes, and difficulty imagining cuboids and cubes in the case of rotation. The teacher should not underestimate it because it will impact the next level of learning. Besides, spatial abilities are closely related to other mathematical concepts. One alternative is using RME. This research employed the quasi-experimental method, and samples were selected using purposive sampling techniques. The two classes were selected as samples in this study: the experimental and the control classes. Before conducting the main analysis test, the pre-test score students were tested with the t-test. The initial conclusion was that there was no difference in the spatial ability of the experimental class and the control class. The main analytic test in the post-test was done using U-test. The post-test results show that the average score of the experimental class is higher than the control class; RME positively influences students' spatial abilities
QUIZIZZ AS A HOTS-BASED ASSESSMENT MEDIA IN INCREASING STUDENTS' MOTIVATION
Full text linkThis study describes the results of research on the implementation of the Quizizz application in learning with distance learning mode. It has three main objectives 1) to find out how to apply the Quizizz application as an assessment medium based on higher-order thinking skills; 2) the impact of the application of Quizizz as an assessment medium based on higher-order thinking skills on students' learning motivation; and 3) supporting and inhibiting factors for the implementation of Quizizz. This study used a qualitative descriptive approach and data were collected using observation, implementation, interviews, questionnaires, and documentation. The data analysis was carried out by grouping and presenting the data of 69 respondents and drawing conclusions. The use of Quizizz as an assessment medium based on HOT skills is carried out during daily tests, mid-semester, and end-semester tests. Based on the data, it was obtained information that the level of student learning motivation using Quizizz media based on higher-order thinking skills showed an average of 69.91. Furthermore, the supporting factor for the application of Quizizz media is that students are familiar with the use of Quizizz and the many tasks available on Quizizz. The inhibiting factor is that the internet connection at the student's residence still tends to be less supportive of online distance learning
STUDENTS' EPISTEMOLOGICAL BELIEFS IN SOLVING GEOMETRY TRANSLATION PROBLEMS
No full textThe 2018 PISA results show that Indonesian students' numeracy and literacy skills are poor. Epistemological beliefs, beliefs in mathematical knowledge, are one of the factors contributing to poor student literacy skills. This study analyzes epistemological beliefs in solving translation problems of Year 9 students in one of the junior high schools in Manipa Islands, Indonesia. This research employed a descriptive a qualitative approach. The subjects in this study were students who tend to meet the indicators of epistemological beliefs. Data collection techniques were observation, tests, interviews, and documentation. The results showed that students' epistemological beliefs in completing the translation met the requirements. First is being able to solve mathematical problems by taking time, where students needed time to solve the problem. This is because students are not sure that they can solve them. Second, students can solve problems that cannot be solved with simple, step-by-step procedures, where students solve problems using their rules/settlement procedures. The third is understanding essential concepts in mathematics, where students understand and work on translation problems using mathematical concepts well. Fourth, word problems are essential in mathematics, with word problems, students can improve critical thinking skill. Finally, efforts can improve mathematical abilities, where students can try to solve problems to improve their math skills. Efforts include reviewing the lesson and increasing practice questions
MATHEMATICAL PROBLEM SOLVING BASED ON THE CHARACTERISTICS OF THE STUDENT’S THINKING STYLE
No full textThis study aims to analyze the ability to solve mathematical problems based on the characteristics of students' thinking style: Concrete Sequential (CS), Abstract Sequential (AS), Concrete Random (CR), and Abstract Random (AR). This research was carried out at one of the junior high schools in Tangerang, Indonesia. The subjects were 20 Year 7 students, with different thinking style. This research employed a qualitative approach. The instruments used are problem-solving tests and non-problem-solving tests on the characteristics of students' thinking style and a test of mathematical problem-solving ability accompanied by interview results. The data were analyzed descriptively to describe the test results of students' mathematical problem-solving abilities. The results showed that CS-type students could understand the problem in accordance with the indicators. Type AS students can understand but do not write the steps in detail. AR students are as well-understood but less thorough about their calculations. Meanwhile, CR students can understand only a few parts of problem-solving.Penelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah matematika berdasarkan karakteristik cara berfikir siswa yang terdiri dari Sekuensial Konkret (SK), Sekuensial Abstrak (SA), Acak Konkret (AK) dan Acak Absrtak (AA). Penelitian ini dilaksanakan di SMP PGRI 1 KOTA TANGERANG kelas VII-4, subjek dalam penelitian ini adalah 4 siswa dari 20 siswa kelas VII-4 yang masing-masing memiliki karakteristik cara berfikir yang berbeda-beda. Penelitian ini menggunakan pendekatan kualitatif. Instrumen yang digunakan yaitu angket karakteristik cara berfikir siswa dan tes kemampuan pemecahan masalah matematika. Data dianalisis secara deskriptif untuk menggambarkan hasil tes kemampuan pemecahan masalah matematika siswa. Hasil penelitian menunjukkan bahwa siswa Tipe SK dapat memahami masalah dan sesuai dengan indikator-indikator. Siswa Tipe SA sudah dapat memahami juga namun tidak menulis langkah-langkah secara detail. Siswa Tipe AA sedah dapat memahami namun kurang teliti terhadap perhitungannya. Sedangkan siswa Tipe AK mampu memahami namun hanya beberapa bagian pemecahan masalah saj
EFEKTIVITAS MODUL KALKULUS INTEGRAL BERBANTUAN GEOGEBRA
No full textThis research activity was motivated by the low learning outcomes of students in the Integral Calculus course and the unavailability of the GeoGebra-assisted Integral Calculus module in the Mathematics Education study program, Malikussaleh University. The purpose of the study was to determine the effectiveness of the GeoGebra-assisted Integral Calculus module. The type of research is development research with the Plomp development model which includes three stages of preliminary research, prototyping phase, and assessment phase. The test subjects were students of the Mathematics Education Study Program, Malikussaleh University. The instruments of this research are observation sheets of learning activities, student response questionnaires, observer response questionnaires to modules and test instruments. Based on the results of the study, it is known that the GeoGebra-assisted Integral Calculus module meets the effective criteria because the results of the learning activity observation sheets are in the very good category, student and observer responses to the module are in very good criteria and student test results have increased.Kegiatan penelitian ini dilatarbelakangi oleh rendahnya hasil belajar mahasiswa pada mata kuliah Kalkulus Integral dan belum tersedianya modul Kalkulus Integral berbantuan GeoGebra di program studi Pendidikan Matematika Universitas Malikussaleh. Tujuan dari penelitian adalah untuk mengetahui efektivitas modul Kalkulus Integral berbantuan GeoGebra. Jenis penelitian adalah penelitian pengembangan dengan model pengembangan Plomp yang meliputi tiga tahapan preliminary research, prototyping phase, dan assessment phase. Subjek ujicoba adalah mahasiswa Program Studi Pendidikan Matematika Universitas Malikussaleh. Instrumen penelitian ini adalah lembar observasi kegiatan pembelajaran, angket respon mahasiswa, angket respon pengamat terhadap modul dan instrument tes. Berdasarkan hasil penelitian diketahui bahwa modul Kalkulus Integral berbantuan GeoGebra memenuhi kriteria efektif karena hasil lembar observasi kegiatan pembelajaran berada pada kategori sangat baik, respon mahasiswa dan pengamat terhadap modul berada pada kriteria sangat baik dan hasil tes mahasiswa terjadi peningkatan
THE NEED FOR A DIGITAL MODULE TO IMPROVE THE NUMERICAL LITERACY OF DYSCALCULIA STUDENTS
No full textNumerical literacy is the ability to collaborate understanding and knowledge of mathematics effectively in facing life's challenges. This ability is very important for every student to solve everyday problems, including dyscalculia students (having difficulty learning mathematics). This research is a qualitative descriptive describing the need for a digital-based module to improve the numerical literacy of dyscalculia students. The digital-based module is an application to be used anytime and anywhere. The subjects of this study were six teachers and 18 students with dyscalculia, a combination of six primary schools in Kudus Regency, Central Java, Indonesia. The instruments used in this study were interview sheets, observation sheets, and questionnaires for a digital module need. Students were classified as dyscalculia based the dyscalculia screening test and the WISC (Wechsler Intelligence Scale for Children) test. The data analysis involved data reduction, data presentation, and concluding. This study indicates that a digital module is needed by teachers to improve the numerical literacy of elementary school students, especially students with dyscalculia. The development of a digital module can increase students’ motivation and interest in studying abstract mathematical concepts
THE PROJECT-BASED LEARNING FOR GEOMETRY DURING THE COVID-19 PANDEMIC
No full textThe changing system in the current learning process at all levels of education due to the coronavirus pandemic. This study aimed to conduct literature review on project-based online learning during the Covid-19 pandemic and the impact on policies toward home learning activities. A project-based online learning system offers many ways to access learning materials for teachers and students. Many online learning platforms and media can be accessed for free. Some of the free platforms that have proven effective for managing online learning include Google Classroom and Edmodo. At least 12 free online learning resource applications can be used during the Covid-19 pandemic, including Rumah Belajar, ICANDO, Meja Kita, Indonesia X, Kelas Pintar, Google for Education, Microsoft Office 365, Quipper, Ruang Guru, Zenius, Sekolahmu, and Cisco Webex. Some obstacles in implementing online learning include limitations of the Internet and unfamiliar knowledge of teachers and students about the application of online learning media. Therefore, more effort is needed to address these issues, starting with individuals, families, educational institutions, providers, and government services