53 research outputs found
KEMAMPUAN PEMAHAMAN DAN PENALARAN MATEMATIKA SISWA SMA DIKAITKAN DENGAN KEMAMPUAN PENALARAN LOGIK SISWA DAN BEBERAPA UNSUR PROSES BELAJAR-MENGAJAR
No full textUnderstanding and mathematics reasoning ability of second grade physics students were tested on 414 senoir high school students. This study evolved from an attempt to determine the relationship among developmental stage or logical reasoning ability of the students, selected aspects of mathemat ics learning-teaching process and understanding and mathematics reasoning ability. In this study , selected aspects of learning-teaching process are restricted to the students' achievement in mathematics, physics, chemistry and in bahasa Indonesia, and also to some students' learning activities and some teaching activities of their teachers.Piaget's theory describes the cognitive structure of an individual which expands with his or her further development- He specifically identifies the cognitive structure of the adolescent as formal operational reasoning. He further characterizes the formal operational child with specific capabilities which have not been possessed by the concrete operational child, these are hypothetico-deductive reasoning, second degree thinking, combinatorial analysis and propositional "reasoning ability. One implication of Piaget's theory in instruction suggests that chidren who do not yet possess the formal operational reasoning should not be taught too abstract materials meaningfully such a
Improving Mathematical Communication Ability and Self Regulation Learning of Yunior High Students by Using Reciprocal Teaching
No full textThis paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students' ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java. The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school cluster and students' prior mathematics ability on students' mathematical communication ability and self regulated learning as well. The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students' prior mathematics ability and teaching approaches on mathematical communication ability and self regulated learning. Moreover, there was association between mathematical communication and self regulated learnin
Rancang Bangun Aplikasi 3D Spare Part Sepeda Motor Untuk Pembelajaran Teknik Otomotif(Studi Kasus di SMK Adi Sumarmo)
No full textAugmented Technology is technology capable of being used for knowledge, learning,
and game. Based on great rewards this is writers developing an application based augmented
as a media learning students Adi Sumarmo with 3D for the introduction of spare parts a
motorcycle. Learning that theory motorcycle still in teaching usual, that require visual
development of learning to facilitate understand that a motorcycle part.
An author in do research uses the observation, interview, research, analysis, planning, design,
testing, and implementation. Software used is Unity, Solid Work, Blender, Vuforia, SDK,
CorelDraw, and Audacity.
The results of the study of learning based the android application. Learning has been
implemented in smk adi sumarmo karanganyar. Testing functionality also have been done by
teachers and students. Tests carried out in terms of the success of application work. System
learning augmented reality can be an impact better for increase the quality of education.
Expected application that has been created can continue to be used in order to support their
experiences in the smk adi sumarmo karanganya
PENGARUH STRATEGI MATHEMATICAL HABITS OF MIND MHM BERBASIS MASALAH TERHADAP KREATIVITAS SISWA
No full textAbstract: The Effects of the Problem-Based MHM Strategy on the Mathematical Creative Thinking Ability and Perception of Creativity. This paper presents findings from a quasi-experimental study with a static group comparison design by using the problem-based MHM instructional strategy conducted to investigate students' mathematical creative thinking ability (MCTA) and perception of creativity (PoC). The study involved 126 students from two junior high schools of high and middle categories in Yogyakarta. The instruments were a test of Mathematical Prior Ability (MPA), a test of MCTA, and a scale of PoC. The data were analyzed using the two-way ANOVA and Chi-Square test. The study found that the problem-based MHM instructional strategy was able to improve students' MCTA better than the conventional instruction, there was association between MCTA and PoC, there was an interaction between the school category and the instructional category on PoC, and there was no such interaction on MCTA. Keywords: problem-based MHM instructional strategy, mathematical creative thinking ability, perception of creativit
KEMAMPUAN KOMUNIKASI DAN BERPIKIR LOGIS MATEMATIKSERTA KEMANDIRIAN BELAJAR
No full textThis paper reports the findings from a postest experimental control group design conducted in 2011 to investigate students’ mathematical communication and logical thinking abilities and self regulated learning. The study involves 76 students of grade-11 from a senior high school in Cimahi. The study employs three kinds of instrument namely mathematical communication and mathematical logical thinking test and self regulated learning scale. The study found that there was no difference grades of mathematical communication and mathematical logical thinking abilities and self regulated learningbetween students taught by problem based learning and think-talk-write strategy (PBL-TTW) and students taught by conventional teaching. Students’ mathematical communication and mathematical logical thinking abilies were classified as medium, and self regulated learning of student were classified as fairly good. The other findings were there were not association among mathematical abilities and self regulated learning.</jats:p
Mathematical Understanding and Proving Abilities: Experiment With Undergraduate Student By Using Modified Moore Learning Approach
No full textThis paper reports findings of  a  post test experimental control group design conducted to investigate the role of modified Moore learning approach  on improving students’ mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students’ opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding  task  for all students, and students still posed some difficulties on constructing mathematical proof task.  The study also found there were not differences  between students’  abilities on mathematical understanding and on proving abilities of  the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive  opinion toward  modified Moore learning approach. They  were  active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer’s explanation. The study also found that there was no interaction between learning approach and students’ prior mathematics ability on mathematical understanding and proving abilities,  but  there were  quite strong  association between students’ mathematical understanding and proving abilities.Keywords:  modified Moore learning approach, mathematical understanding ability, mathematical proving ability. DOI: http://dx.doi.org/10.22342/jme.2.2.751.231-25
High Level Mathematical Thinking : Experiments with High School and Under Graduate Students using Various Approaches and Strategies
No full textMathematical Understanding and Proving Abilities: Experiment with Undergraduate Student by Using Modified Moore Learning Approach
No full textThis paper reports findings of a post test experimental control group design conducted to investigate the role of modified Moore learning approach on improving students' mathematical understanding and proving abilities. Subject of study were 56 undergradute students of one state university in Bandung, who took advanced abstract algebra course. Instrument of study were a set test of mathematical understanding ability, a set test of mathematical proving ability, and a set of students' opinion scale on modified Moore learning approach. Data were analyzed by using two path ANOVA. The study found that proof construction process was more difficult than mathematical understanding task for all students, and students still posed some difficulties on constructing mathematical proof task. The study also found there were not differences between students' abilities on mathematical understanding and on proving abilities of the both classes, and both abilities were classified as mediocre. However, in modified Moore learning approach class there were more students who got above average grades on mathematical understanding than those of conventional class. Moreover, students performed positive opinion toward modified Moore learning approach. They were active in questioning and solving problems, and in explaining their works in front of class as well, while students of conventional teaching prefered to listen to lecturer's explanation. The study also found that there was no interaction between learning approach and students' prior mathematics ability on mathematical understanding and proving abilities, but there were quite strong association between students' mathematical understanding and proving abilities
Mathematical Reasoning Ability and Resilience (Experiment With Senior High Students Using Inductive and Deductive Approach and Based On Student’s Cognitive Stage)
No full textThe background of this study is that the unsatisfactory student’s grade on mathematical reasoning ability (MRA) tasks. Even though MRA is an ability that needs to be possessed by high school students. To overcome this problem, we carried out an experiment for improving students' MRA and mathematical resiliency (MR) through Inductive -deductive approach (IDA) and based on student’s cognitive stage (CS). The research involved 68 eleventh grade students with 16.5 years old from a high school in Bandung Indonesia. The instruments of this study were the MRA, TOLT and MR scale. The study found that as many as 29.4% student were at concrete stage, 51.5 % at transition stage, and 19.1% at formal stage. Overall and based on student’s cognitive stage, the study found that the grades of MRA and MR of students who obtained IDA were better than the grades of students who taught by discovery learning approach (DLA). Based on students' cognitive stages, there was no difference grades of MRA and MR in the two teaching approaches. Beside that, study found that there were no interaction between teaching approaches and cognitive stage on student’s MRAand MR and the IDA took higher role than the cognitive stage on obtaining student’s MRA, and MR. It was also found that students taught by DLA experienced more difficulty in completing MRA tasks. Beside that, there was moderate association between MRA, and MR, but there were no association between MRA and CS and between MR and CS. In addition, students performed active learning during the IDA lessons such as to discuss acitvely, to solve problems enthutiastically, and to present their work in front of the class voluntar
The Development of Problem Based Learning Geogebra-Assisted Teaching Materials to Improve Mathematics Communication Ability of Vocational School Students
No full textThis study aims to produce teaching materials based on the GeoGebra-assisted Problem Based Learning approach that are valid, effective and practical to improve mathematical mathematical communication skills in linear programming material. The subjects in this study werw 30 students for a limited trial, 60 students for a broad trial, and 60 students for product testing including 30 experimental class and 30 control class. The instruments used in this study were interview sheets, student observation sheets on learning, response questionnaires to learning, validation questionnaires, five questions about mathematical communication ability tests, and non-test questionnaires for students' self-confidence. The results of this study indicate that the process of developing teaching materials is carried out well and the product is feasible to use, mathematical communication skills and self-confidence of students who receive learning using the GeoGebra-assisted Problem Based Learning method are better than students who receive learning using the usual approach, difficulties during learning do not indicate a high level of difficulty, in terms of mathematical communication problems students have difficulty in perfoming algebraic operations and more than half of students respond positively to learning
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