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MODIFIKASI METODE HANSEN-PATRICK DENGAN ORDE KONVERGENSI OPTIMAL UNTUK MENYELESAIKAN PERSAMAAN NONLINIER
Full text linkThe Hansen-Patrick method is a third-order iterative method used to solve nonlinear equation. The method requires three evaluation of functions and has an efficiency index 31/3 » 1,4224. This study discusses a modification of the Hansen-Patrick method using the second order Taylor series. The second derivative is reduced using hyperbolic function with one parameter h. The aim of modification is to improve the convergence order of the Hansen-Patrick’s method. Based on the convergence analysis, the method has a fourth-order of convergence and envolve three evaluation of functions. So, its efficiency index is 41/3 » 1,5874. Numerical simulation is given to illustrate performance of the iterative method using six real functions. The performance of the iterative method include : a computational order of convergence, the number of iteration, evaluation of function, absolute error, and value of function, will be compared with Newton’s method, Halley’s method, Newton-Steffensen’s method, and Hansen-Patrick method. The numerical simulation shows that the performance of the method better than other
ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS VIII PADA POKOK BAHASAN HIMPUNAN
Full text linkThe purpose of this study was to determine the students' mathematical problem solving ability in completing the set material. The set is one of the junior high school mathematics subject matter in class VIII. The sample selection was done by purposive sampling and obtained as many as 24 students from class VIII. Data collection was carried out using a test instrument where the researcher was the main instrument and a problem-solving ability test in the form of 4 essay questions with 4 Polya indicators and interviews as a supporting instrument. The data processing technique used is to assess the results of students' answers based on indicators of problem solving abilities. The results of this study indicate that the 4 test questions given, there are still some errors found in the results of student answers in solving problem solving problems, such as: not providing the completion process, lack of understanding of the problem, errors in calculations, and incorrect conclusions due to calculation error
ANALISIS METODE MUTUA DAN APLIKASINYA TERHADAP DIFERENSIAL LINEAR ORDE-N
Full text linkPembahasan persamaan diferensial linier orde-n yang homogen dan tak homogen serta penerapannya dalam beberapa kasus nyata menghadapkan mahasiswa dan peneliti dalam situasi yang rumit. Secara khusus, ketika berhadapan dengan persamaan diferensial linier orde-n dengan koefisien tak tentu dari bentuk Aecx dan Axecx, solusi umum dengan metode koefisien tak tentu yang ada sejauh ini terbukti panjang. Melalui metode Mutua, hal itu menjadi mudah dan sederhana dapat menemukan solusi tanpa melalui semua algoritma yang rumit
THE PROBLEM-SOLVING ANALYSIS IN SOLVING TRIGONOMETRIC PROBLEMS BASED ON BRANSFORD & STEIN STEP OF CAMPERS STUDENTS: This research aims to describe how the problem-solving ability of campers students in solving trigonometry problems.
No full textThis research aims to describe how the problem-solving ability of campers students in solving trigonometry problems. This study uses the problem-solving theory by Bransford & Stein that consists of five steps, namely identifying problems, defining goals, exploring possible strategies, anticipating results and acting, and looking back and learning. The technique of taking the subject in this study used purposive sampling. The research subjects were five students of IPA vocational high school. The instruments used were tests, interviews, and questionnaires. The results showed that campers students in solving trigonometry problems are pretty good. The students can fulfill four indicators of Bransford & Stein's problem-solving: (1) collect information, (2) define goals, (3) find problem-solving strategies, (4) use the correct arithmetic operations, and can find the result
IDENTIFIKASI RAGAM DAN LEVEL KEMAMPUAN REPRESENTASI PADA DESAIN MASALAH LITERASI MATEMATIS DARI MAHASISWA CALON GURU
Full text linkRepresentation is one of the fundamental abilities of mathematics reflected by students understanding of mathematics concepts, principles, or procedures, so it becomes crucial for teachers to develop students' mathematical representation skills. This research was time to describe the representation used in the problem and the level of mathematical representation ability needed to solve mathematical literacy problems. The data was collected through the assignment to design mathematical literacy problems between 3-10 pieces and interview as triangulation on 35 prospective elementary school teacher students. The data are grouped based on various representations and analyzed quantitatively and descriptively. Then one problem is chosen randomly for each type of representation to describe the level of representation ability needed to solve the problem qualitatively. The results show that the mathematical representations used in designed mathematical literacy problems are pictorial-verbal, pictorial-symbolic, verbal-symbolic, pictorial, verbal, symbolic, and pictorial-verbal-symbolic representations. The level of representational ability that tends to be needed to solve problems is levels 0 and 1. This study suggests that prospective teacher students should develop mathematical representation knowledge to improve the quality of their learning in the futur
ANALISIS KEMAMPUAN BERFIKIR KRITIS MATEMATIS SISWA SMA IMMANUEL SINTANG
Full text linkAbstrack This study aims to determine the ability to think critically mathematically based on the learning motivation of high school students. The method in this study uses a descriptive qualitative approach. The population in this study was in one of the Immanues Sintang High Schools and the number of samples was 17 students with heterogeneous abilities. The instrument in this study was a test of critical thinking skills with a total of five test items and a non-test in the form of a questionnaire to determine the characteristics of students consisting of 32 question scales. The results of this study showed that the ability to think critically mathematically based on the results of the test questions showed that the ability to think was lacking, almost 59 % of students got scores below completeness but seen from high learning motivation so that 41 % of students showed a positive attitude and were enthusiastic in working on the questions
Kemampuan Pemecahan Masalah Matematika Menggunakan Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) Pada Siswa
Full text linkThe purpose of this study was to determine whether the ability to solve mathematical problems using the Team Assisted Individualization (TAI) type cooperative learning model is better than conventional learning in class VIII of MTs Negeri 12 Agam in the 2021/2022 academic year. This type of research is a pre-experimental research with the research design of The Static Group Comparison Design. The study used two classes, namely the experimental class which was given treatment using a Team Assisted Individualization (TAI) cooperative learning model and the control class using conventional learning. The population in this study is class VIII MTs Negeri 12 Agam. The research samples were students of class VIII A as the experimental class and class VIII B of the control class. The research instrument used a mathematical problem solving ability test in the form of a description test. Based on the results of data analysis, the student's mathematical problem solving ability test is calculated by using the t-test, it is obtained and because , meaning that and are accepted, while using Minitab software, and . Thus, it can be concluded that students' mathematical problem solving skills using the Team Assisted Individualization (TAI) type cooperative learning model are better than conventional learning in class VIII of MTs Negeri 12 Agam in the 2021/2022 academic year.Keyword : Mathematical Problem Solving, Team Assisted Individualization (TAI) Model
PENERAPAN METODE GUIDED INQUIRY PADA MATA PELAJARAN MATEMATIKA MATERI BANGUN RUANG SISI LENGKUNG UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA
Full text linkThis research is motivated by students who do not understand the concept of learning mathematics and student learning completeness is still low. The aim of the research was to increase the activity and learning outcomes in the Constructed Space Construct material using the guided inquiry method. The research subjects were class IX-D students of SMP Negeri 3 Balung. Actions include the teacher's ability to design lesson plans, implementation of learning, and observation in order to determine the increase in student learning outcomes. In the pre-cycle, it was known that the average learning outcomes were 76.10 and the learning completeness only reached 68.97% with a completeness score of 75. The results showed that there was an increase in student learning outcomes after the action was taken. In the first cycle, an average score of 77.4 was obtained and the learning completeness was 75.86%. In the second cycle, an average score of 81.90 was obtained and the learning completeness reached 89.65%, which means that learning mastery had been achieved
THE PETRI NET SIMULATION OF TEMPEH PROCESSING PROSESS WITH FOUR OPERATORS
Full text linkThe model obtained in this study is expected to be able to describe the dynamics of the resources and processing of soybeans into tempeh. An understanding of the tempeh production process is obtained from direct observation and also from appropriate references. Furthermore, a petri net model and simulation of the tempeh production process was made with several assumptions that have been adjusted to the results of observations in the field. Obtained a petri net consisting of 14 places and 10 transitions. From the simulation results, must be reachable to reach the final state that has been determined with several assumptions
The METRIC COLORING OF RELATED WHEEL GRAPHS
Full text linkIn this paper, graphs are finite and connected graph. Let be a vertex coloring of a graph G where two adjacent vertices may be colored the same color. Consider the color classes . For a vertex , representation color of v is the k-vector , where . If for every two adjacent vertices u and v of G, then f is called a metric coloring of G. The minimum k for which G has a metric k-coloring is called the metric chromatic number of G and is denoted by . In this paper, we study the metric chromatic numbers of related wheel graphs namely double wheel graph, web graph, friendship graph and helm graph