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Hutami, Erma Wahyu, Layli Umaya Sari, Ririn Nur Vitasari, and Bintang Wicaksono. "IDENTIFIKASI INDIKATOR KEMAMPUAN KOMUNIKASI MATEMATIS PADA SOAL USBN MATEMATIKA SD/MI TAHUN AJARAN 2018/2019." Delta: Jurnal Ilmiah Pendidikan Matematika 7, no. 2 (November 27, 2019): 1. http://dx.doi.org/10.31941/delta.v7i2.924.
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Mathematic communication skills is one of the critical indicator in learning and evaluation of mathematic lesson. But in reality, not all tests accepted by students can upgrade their mathematic communication skills. Meanwhile based on Regulation from National Education Minister Number 22 Year of 2006 it is mentioned that one of the goals of mathematic learning is for students have capability to communicate ideas with symbols, tables, charts, and any other media to clarify the conditions or problems. Based on that it is necessary to identify mathematic communication skills indicator on mathematic tests. Moreover on the mathematic USBN, where the results determine the students’s final score. The mathematic communication skills indicator which would be identified were: 1) connects the real things, picture and charts to the mathematic ideas, 2) explains ideas, situations and mathematic relations with speech or texts with real things, pictures, graphs and algebra, 3) listens, discusses and writes about mathematics, 4) states daily activity in mathematic languace, 5) reads with understanding about written mathematic presentation, 6) makes mathematic statement which is relevant with problem situation, and 7) makes conjectures, arguments, determines definition and generalisation. In here the mathematic communication skills that would be analyzed was students capability to solve contextual problems. On Mathematic .USBN for Elementary School in the year 2018/2019 there were 35 problems, where 30 problems were multiple choice and 5 were essay. There were few problems contains mathematic communication skills indicator which were number 31, 32, 33, 34, 35
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Triyana, Vina. "PENERAPAN MODEL CYCLE LEARNING 5E DAN METODE BRAINSTORMING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DITINJAU DARI MOTIVASI BELAJAR SISWA PADA MATERI SEGI EMPAT." Delta: Jurnal Ilmiah Pendidikan Matematika 7, no. 1 (November 26, 2019): 57. http://dx.doi.org/10.31941/delta.v7i1.923.
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<p>The purposes of this research were: (1) to understand does Cycle Learning 5E and Brainstorming Methods learning method produce the better mathematics communication capability rather than direct learning method, (2) to understand are students with high motivation have better mathematic communication skills than students with average motivation, are students with average motivation have better mathematic communication skills than students with low motivation, (3) to understand for students with high and average motivation does Cycle Learning 5E and Brainstorming method produce mathematic communication skills better than direct learning and for low motivation students does it produce the same mathematic skills with direct learning. (4) to compare on high with average motivation students, also both the average with low motivation students and high with low motivation students about how Cycle Learning 5E and Brainstorming methods gives them the better mathematic communication skills. This is a quantitative research with pseudo-experiment methods. The population of this research was all the VII grade students of Batang State 1 Junior High School. Sampling method was by Cluster Random Sampling technique. The data collection was using test method and questionnaire method. Data was analyzed by two ways Annova.</p>Result shows that: (1) Cycle Learning 5E and Brainstorming method gives better mathematic communication skills for students rather than direct learning; (2) students with high motivation have better mathematics communication skills than low motivation students, while high and average motivation students have the equal level of mathematic communication skills, and same goes to students with average and low motivation; (3) for all students with high, average and low motivation, the Cycle Learning 5E and Brainstorming method gives better mathematics communication skills than direct learning; (4) on teaching with Cycle Learning 5E and Brainstorming method, high motivation students have better mathematic communication skills rather than low motivation students, while they have equal communication skills with average motivation students. This condition happens also to the average and low motivation students.
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Arnanda, Alvias Noviantika, Dafik Dafik, Ervin Oktavianingtyas, Harmi Harmi, and Indyah Firmani. "Analisis Penerapan Media Pembelajaran Geogebra dalam Mengembangkan Kemampuan Komunikasi Matematis Siswa Pokok Bahasan Sistem Persamaan Linier Dua Variabel." Journal of Mathematics Education and Learning 1, no. 1 (March 16, 2021): 38. http://dx.doi.org/10.19184/jomeal.v1i1.24374.
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Abstract: The objective of this research was to find out students’ learning activity on Linear Equation System of Two Variables subject using Geogebra learning media, to find out if there was an increase in the students’ mathematic communication skills on Linear Equation System of Two Variables subject using Geogebra learning media, and to describe the students’ mathematic communication skills on Linear Equation System of Two Variables subject using Geogebra learning media. This research was conducted at SMP Negeri 1 Ngusikan. Based on the data in the school, the students’ mathematic communication skills was still low, so the use of Geogebra media was expected to increase students’ mathematic communication skills. This research applying qualitative research. The data were collected by tests and interview. To analyzing the students’ mathematic communication skills, the researcher did pre-test and post- test. The result showed that the application of Geogebra learning media can increase the students’ mathematic communication skills on Linear Equation System of Two Variables subject. It proved from the students work process in accordance with the indicators of students’ mathematic communication. Furthermore, the students’ mathematic communication skills will be described by the factors which include the learning process, students’ attitudes and comprehension, also giving question that can measure mathematical communication skills continuously.
Keywords: Mathematic communication skills, Geogebra, Linier Equation System of Two Variable
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Fasha, Eka Farida. "PEMBELAJARAN MATEMATIKA DENGAN PENDEKATAN MATHEMATICS IN CONTEXT PADA KEMAMPUAN DAN KETERAMPILAN BERPIKIR KREATIF." JES-MAT (Jurnal Edukasi dan Sains Matematika) 3, no. 1 (April 15, 2017): 87. http://dx.doi.org/10.25134/jes-mat.v3i1.472.
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Abstract The purpose of this study is to determine the increase of creative thinking ability and creative thinking skill in mathematics learning with mathematic in context approach. The technique analisys used is the average comparative test for pretest and posstest data. To see an increased creative thinking skill, researcher compare the average value of creative thinking skills from the first meeting, the meeting II and III meeting. The result showed that there is an increasing of creative thinking ability and crtative thinking skill in mathematics learning with mathematic in context approach.
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Febriantika, Afrida Adis. "Kemampuan Pemahaman Konsep Matematis Ditinjau dari Kompetensi Keahlian." AlphaMath : Journal of Mathematics Education 5, no. 2 (May 10, 2020): 1. http://dx.doi.org/10.30595/alphamath.v5i2.7329.
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This research aimed to describe the mathematic conceptual understanding skills based on the expertise competency of grade X students of SMK Negeri 3 Purwokerto. This research applied the descriptive qualitative method. The sample was collected through the purposive sampling technique. This research collected two subjects from each of high and low achieving category in each expertise competency. The categories of high and low achieving students were based on the minimum required score. The data were collected through a test of mathematics conceptual understanding skills and interviews. The data were validated using the triangulation technique. The results of the research showed that (1) students of hotel accommodation department had a better mathematics conceptual understanding skill than students of the catering management department. It happened because the category of high achieving students of accommodation department fulfilled all indicators of mathematics conceptual understanding skills and the category of low achieving students of accommodation department only fulfilled the indicators of giving examples and non-examples from the concept being learned. (2) Students of catering management department had a better mathematic conceptual understanding skill than students of the fashion design department. It happened because the category of high achieving students of catering management department did not fulfill one indicator of presenting the concept in some forms of mathematic representations and the category of low achieving students of catering management department did not master all of the indicators. (3) The category of high achieving students of the fashion design department mastered all indicators of mathematics conceptual understanding skills of giving examples and non-examplesform the concept being learned and presenting the concept in some forms of mathematic representation. Meanwhile, the category of low achieving students of the fashion design department only mastered the indicator of applying concept or algorithm to problem-solving.
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Rainboth, Lynde, and Chris DeMasi. "Nursing students’ mathematic calculation skills." Nurse Education Today 26, no. 8 (December 2006): 655–61. http://dx.doi.org/10.1016/j.nedt.2006.07.022.
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Rainboth, Lynde, and Chris DeMasi. "Nursing students’ mathematic calculation skills." Nurse Education in Practice 6, no. 6 (December 2006): 347–53. http://dx.doi.org/10.1016/j.nepr.2006.07.017.
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Anggaraini, Novita, Nur Indah Pertiwi, and Muhammad Afrilianto. "PENENERAPAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIK SISWA MTS." JPMI (Jurnal Pembelajaran Matematika Inovatif) 2, no. 5 (August 13, 2019): 283. http://dx.doi.org/10.22460/jpmi.v2i5.p283-292.
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This research was motivated by the still low mathematical communication skills of MTs Nihayatul Amal Purwasari students. This the purpose of this study is to examine the research of mathematical communication skills of students who learn to use RME.The population in this study were all students of class VIII A MTs Nihayatul Amal Purwasari in Karawang Regency. Data that is processed using SPSS software. So it can be concluded that the results of this study indicate that the Application of the Realistic Mathematic Education (RME) Approach is more effective in improving mathematics learning outcomes, especially in students' mathematical communication skills.
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LeBlanc, John. "By Way of Introduction." Arithmetic Teacher 32, no. 6 (February 1985): 2–3. http://dx.doi.org/10.5951/at.32.6.0002.
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The decription of the goal of elementary chool mathematics is often made using a two-dimensional model. One dimension include the content objectives, the other, the process objectives. Content objectives include the topics in mathematics that are studied. whereas proce objectives are the behaviors, the procees that student hould develop and use as the content objectives are studied and mastered. One such model used in the 1981–82 National Assessment of Educational Progress (NAEP 1981) is shown in figure 1. As an alternative to thi framework. some groups have identified a set of basic-skill area to be studied in elementary school mathematics. The ten areas listed by the National Council of Supervisors of Mathematic (1977) arc as follow: (1) problem solving: (2) applying mathematics to everyday situations: (3) alertness to the reasonableness of result; (4) estimation and approximation; (5) appropriate computational skills; (6) geometry: (7) measurement: (8) reading, interpreting. and contructing tables; (9) using mathematics to predict; and (10) computer literacy. One important goal not specifically mentioned in either of these two cheme is that of mathematical thinking. yet the development of mathematical thinking in students should be a central goal of any mathematic program.
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Cutietta, Robert A. "Does Music Instruction Aid Mathematic Skills?" General Music Today 9, no. 3 (April 1996): 28–30. http://dx.doi.org/10.1177/104837139600900309.
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Yustinawati, Rina, and Jozua Sabandar. "IMPROVING STUDENTS' MATHEMATICAL UNDERSTANDING AND PROBLEM SOLVING SKILLS AND THEIR LEARNING INTERESTS IN MTS THROUGH CONTEXTUAL TEACHING AND LEARNING LEARNING (CTL)." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 2 (July 14, 2018): 130. http://dx.doi.org/10.22460/jiml.v1i2.p130-135.
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This article is derived from the results of research entitled "Improving Students' Mathematical Understanding and Problem Solving Skills and Their Learning Interests in MTs through Contextual Teaching and Learning Learning (CTL)" which aims to see not only the influence of Contextual Teaching and Learning (CTL) in increasing students' mathematical understanding and problems solving skills, but also to see their interests in learning mathematic as well. This research is a quasi-experiment study. The population in this study is all students of MTs Cianjur district. The sample in this research are 36 students of class VII A as experiment class and 36 students of class VII B as control class. The data in this study was analyzed using parametric and non parametric statistics. The results of this study indicate that students' mathematical understanding and problem solving skills, as well as their learning interests when using the approach of Contextual Teaching and Learning Learning (CTL), is better than the students using conventional learning. There is an association between the quality of students' mathematical understanding skill and their mathematical problem solving skill with high enough criteria. There is an association between the quality of students' understanding and their interest in learning mathematic with high criteria. There is an association between students' problem-solving skill and learning interests with fairly high criteria.
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Callahan, Leroy, Robert F. Nicely, Helen R. Fiber, and Janet C. Bobango. "Research Report: The Cognitive Content of Elementary School Mathematics Textbooks." Arithmetic Teacher 34, no. 2 (October 1986): 60–61. http://dx.doi.org/10.5951/at.34.2.0060.
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Students' acquisition of higher-order thinking skills has long been a goal of mathematics educators. The National Council of Teachers of Mathematic (1980). in recommending that “problem solving be the focus of school mathematics in the 1980s.” noted that students must learn to “formulate key questions, analyze and conceptualize problems, define the problem and the goal, discover patterns and similarities, seek out appropriate data, experiment, transfer skills and strategies to new situations, and draw on background knowledge to apply mathematics” [emphasis added]. It is imperative that the reource teachers use to teach tho e skill be equal to the challenge of this goal.
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Dewi, Dara Puspita, Dinar Mediyani, Wahyu Hidayat, Euis Eti Rohaeti, and Tommy Tanu Wijaya. "ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA SMP PADA MATERI LINGKARAN DAN BANGUN RUANG SISI DATAR." JPMI (Jurnal Pembelajaran Matematika Inovatif) 2, no. 6 (September 4, 2019): 371. http://dx.doi.org/10.22460/jpmi.v2i6.p371-378.
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The skill to think critically and mathematics is the basic essential mathematic skills and need to owned by students who study math. This research method use qualitative descriptive research which aims to analyze the student’s mistakes when they do mathematic critical thinking questions on the discussion of circle and flat side geometry. This research subject is 8th grade student who study at one of public junior high school in the city of Purwakarta, Indonesia. The test instrument was 5 essay questions. The research result show that more students have their own difficulties when they do question number 2,3 and 5. I suggested the learning strategy which can upgrade their mathematics critical thinking skill should be used as the learning process.
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Salafudin, Salafudin, Muhamad Sugeng Sholahuddin, Heni Lilia Dewi, and Alimatus Sholikhah. "Character Education Through Realistic Mathematics Learning Based On Ethnomathematics." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (July 19, 2021): 211. http://dx.doi.org/10.31331/medivesveteran.v5i2.1623.
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Mathematics is a discipline that can improve thinking skills. However, in reality, the mathematics thinking skills of elementary school students are still low. This is because the mathematics learning used is not optimal and still uses conventional learning. In the process of mathematics learning, there is an integration of character values with mathematics material. Character building through mathematics learning has not been done relatively. The current mathematical concept can be related to cultural activities called ethnomathematics. Through ethnomathematics, mathematics learning becomes more realistic. The purpose of this research is to build students’ character and improve student’s mathematic learning achievement through developing student worksheets with a mathematical approach based on ethnomathematics. The methods of the research were research and development by using steps including preliminary study, design, development, and dissemination. The result of the research is student's worksheets fulfill valid, practical, and effective criteria. The result of the validity of teaching media shows that the average number is 96 % with very good criteria. The effectiveness test shows that there is a distinction of student’s achievement before and after the treatment and the student’s achievement on average is increased. Based on the analysis of student's answers on student worksheets, four characters are built through the learning process with a realistic mathematic approach based on ethnomathematics, such as creativity, independence, curiosity, and nationality.
Keywords: character building, realistic mathematics learning, ethnomathematics.
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Kuswardi, Yemi, Budi Usodo, Sutopo Sutopo, Henny Ekana Chrisnawati, and Farida Nurhasanah. "Advanced Mathematic Thinking Ability Based on The Level of Student's Self-Trust in Learning Mathematic Discrete." Journal of Mathematics and Mathematics Education 10, no. 2 (December 25, 2020): 12. http://dx.doi.org/10.20961/jmme.v10i2.47080.
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<p class="BodyAbstract">Mathematical thinking and self-confidence are indispensable aspects of learning mathematics and are influential in solving mathematical problems. In higher education mathematics learning, advanced mathematical thinking skills are required (Advance Mathematical Thinking. Advanced mathematical thinking processes include: 1) mathematical representation, 2) mathematical abstraction, 3) connecting mathematical representation and abstraction, 4) creative thinking, and 5) mathematical proof. Discrete mathematics is one of the courses in mathematics education FKIP UNS. The problems in Discrete Mathematics courses are usually presented in the form of contextual problems. Students often experience difficulties in making mathematical expressions and mathematical abstractions from these contextual problems. In addition, students also experience difficulties in bookkeeping. Most students often prove by using examples of some real problems. Even though proof in mathematics can be obtained by deductive thinking processes or inductive thinking processes, the truth is that mathematics cannot only come from the general assumption of inductive thinking. Based on this, a qualitative descriptive study was carried out which aims to determine the advanced mathematical thinking skills based on the level of student self-confidence. Research with the research subjects of FKIP UNS Mathematics Education Students in Discrete Mathematics learning for the 2019/2020 school year gave general results that the student's ability in advanced mathematical thinking was strongly influenced by the level of student confidence in learning. The higher the student's self-confidence level, the better the student's advanced mathematical thinking ability, so that high self-confidence has a great chance of being successful in solving math problems.</p>
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Helsa, Yullys, Darhim Darhim, Dadang Juandi, and Turmudi Turmudi. "BLENDED LEARNING IN TEACHING MATHEMATICS." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 10, no. 2 (July 7, 2021): 733. http://dx.doi.org/10.24127/ajpm.v10i2.3447.
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The background of this research was the development of blended learning in teaching mathematics. This study aimed to determine the benefits of blended learning in teaching mathematics by analyzing previous research. The method in this study is a systematic literature review (SLR), it descriptive based survey in the form of an analysis of 25 articles from the Science Direct database in the 2010-2020 period. The results showed that there are many benefits of blended learning in mathematic, which includes: to improve mathematical thinking skills, develop good perceptions, improve learning outcomes, increase self-regulation, increase thinking/problem-solving skills, improve communication skills, increase student participation, simplify the assessment process, increase computational thinking skills, and critical thinking skills. The most significant benefit of blended learning is student learning outcomes, shown in 52% of the articles. The research implies the importance of supporting teachers in identifying the objectives of blended learning.
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Reni Astuti, Ningrum, Gunarhadi ., and Mintasih . "The Effect of RME on Mathematics Learning Outcomes Viewed Mathematic Communication Skills." International Journal of Educational Research Review 5, no. 1 (January 1, 2020): 43–53. http://dx.doi.org/10.24331/ijere.650864.
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Rosalina, Elya, and Harumi Citra Pertiwi. "Pengaruh Model Pembelajaran SAVI (Somatis, Auditori, Visual, dan Intelektual) terhadap Kemampuan Komuniasi Matematika Siswa." Jurnal Pendidikan Matematika (JUDIKA EDUCATION) 1, no. 2 (September 2, 2018): 71–82. http://dx.doi.org/10.31539/judika.v1i2.313.
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The purpose of the study is to determine the significant effect of SAVI learning model on mathematic communication skill of the eighth grade students of Karang Dapo State Junior High School in academic year 2016/2017. The study used True Experimental Method with design of control group pretest posttest. The Data analysis techniques used include normality test, homogeneity test and t-test. This research was carried out in class VIII Karang Dapo state Junior High School in academic year 2016/2017. This study was conducted in 5 (five) meetings, including 3 (three) learning meetings, 1 (one) pretest and 1 (one) posttest. 103 students as the members of 4 groups of eighth grade randomly selected to have equal opportunities to be the sample. Based on the results of data analysis with a significant level of α = 0.05 it can be concluded that there is a significant effect of SAVI learning model on the mathematic communication skills of eighth grade students of Karang Dapo State Junior High School in Academic Year in 2016/2017.The average score of students' mathematic communication skills in the experimental class was 25.64 and the control class was 17.02.
Keywords: SAVI, communication, mathematics
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Astuti, Desi Puji, Sutopo Sutopo, and Farida Nurhasanah. "An Analysis of Students Geometry Skills with Different Visual-Spatial and Logic-Mathematic Intelligence in Solving the Problem of Solid Plane Geometry." Journal of Mathematics and Mathematics Education 10, no. 1 (June 20, 2020): 19. http://dx.doi.org/10.20961/jmme.v10i1.37732.
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<div class="WordSection1"><p class="BodyAbstract">This paper aims to find out the geometry skills of students with different levels of visual-spatial and logic-mathematic intelligence in solving the problem of solid geometry plane surfaces. It is qualitative descriptive research. Interview and test were employed to get data about students’ geometry skills in solving the problem of solid geometry plane surfaces. To maintain the worthiness of the data, the researcher implemented the time triangulation method. The data analysis comprised of data reduction, data display, and verification. This research used purposive sampling to determine the subjects. The results of this research indicated that the students with low visual-spatial intelligence and low logic-mathematic intelligence had visual skills level 0, the verbal skills did not reach level 0, the logical skills did not reach level 0, drawing skills of subject RR1 was level 0 and subject RR2 did not reach level 0, and applied skills level 1. The students with low visual-spatial intelligence and high logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 1, drawing skills level 1, and applied skills level 1. The students with high visual-spatial intelligence and low logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 0, drawing skills level 0, and applied skills level 1. The students with high visual-spatial intelligence and high logic-mathematic intelligence had visual skills level 0, verbal skills level 2, logical skills level 1, drawing skills level 1, and applied skills level 1..</p></div>
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Tsani, Dyan Falasifa. "ANALISIS SOAL-SOAL PADA BUKU TEKS MATEMATIKA KURIKULUM 2013 EDISI REVISI TAHUN 2014 KELAS XI BERDASARKAN KEMAMPUAN PENALARAN MATEMATIKA." Delta: Jurnal Ilmiah Pendidikan Matematika 6, no. 2 (November 25, 2019): 33. http://dx.doi.org/10.31941/delta.v6i2.914.
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<p>The process of reasoning has a very strong connection with mathematic world, especially on problem solving skills. But in real life, teachers usually use textbook to measure how much do their students understand materials taught by the teachers. Hence, it is necessary to understand completely do the widely used mathematic textbook has led students to increase their mathematic reasoning skills. The method used were descriptive qualitative, with Competency Test’s problems in 2013 Curriculum text book revised in 2014 for 1 th grade used for research subjects. Documentation method was used as data collection method. Problems analysis guide was based on mathematic reasoning skills indicator according to NCTM. The analysis result tells that from 225 problems analyzed there were 76 problems fulfilled the indicator 1, 110 problems fulfilled the indicator 2, 30 problems fulfilled the indicator 3 and 183 problems fulfilled the indicator 4. Analysis also shows that based on mathematic reasoning skills, from 225 problems there were only 8 problems haven’t fulfilled the mathematic reasoning skills with 3,56% presentation number. While the rest there were 217 problems have fulfilled the mathematic reasoning skills with 96,45% presentation number with 49 problems with 21,78% presentation number have a good criteria, 80 problems with 35,56% have an average criteria and 88 problems or 39,11% have a low criteria.</p>
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Lanya, Harfin, Moh Zayyadi, Septi Dariyatul Aini, and Haris. "MATHEMATIC COMMUNICATION SKILLS IN SENIOR HIGH SCHOOL BASED ON GENDER DIFFERENCES." Pi: Mathematics Education Journal 3, no. 2 (November 3, 2020): 15–21. http://dx.doi.org/10.21067/pmej.v3i2.4718.
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This study aims to describe and analyze the written mathematical communication of high school students on linear program questions based on gender. This research was conducted at SMAN 3 Pamekasan class XI MIPA I. The subjects in this study were 2 students out of 32 students of class XI MIPA I who were the superior class of mathematics selected by purposive sampling. This research uses descriptive research with a qualitative approach. The instruments used were Mathematics Ability Test, written Mathematical Communication Test and Interview Guidelines. Data were analyzed descriptively in the form of qualitative data obtained from the results of the Written Test to describe students' written mathematical communication. The results showed that female students were more dominant than male students in the cognitive domain and completed written math problems in full.
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Jamiah, Yulis. "DISPOSISI MATEMATIS DAN PEMBELAJARAN MATEMATIKA HUMANIS BAGI MAHASISWA PENDIDIKAN MATEMATIKA." Jurnal Pendidikan Matematika dan IPA 9, no. 2 (July 20, 2018): 12. http://dx.doi.org/10.26418/jpmipa.v9i2.26768.
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ABSTRAKThis research purposed to obtain the overview of mathematical disposition of student mathematics education, especially the students who took number theory subject. In obtaining these overview will be applied by humanis mathematics learning model. The specific purpose of this research are: 1) describe mathematics disposition of the students; 2) describe the process of application model to increase mathematic dispositions of the student; 3) describe the effectiveness of application model. The purposes are achieved through several stages, including: 1) analyze the theoretical; 2) explore the characteristics of a mathematical disposition; (3) identify and analyze problems; (4) reviewing the learning model; (5) applying model to increase mathematic dispositions that based on observation; 6) gives a questionnaire about mathematical disposition; and 7) analyzing the data. The method used in this research is descriptive method. Based on the purpose that disclosed, the results of research: 1) mathematical disposition of the students after the application model, shows 74% very positive attitude; 24% positive attitude; and 2% doubtful attitude; 2) the process of application model that facilitates appearance of a mathematical disposition of the students based on ability cognitive domain, affective domain, and domain skills, showing the criteria very well and good; and 3) the application of humanis mathematics learning model effective to increase mathematics disposition of the students in Number theory subject. Keywords: Humanis Mathematics Learning Model, Mathematical Dispositions
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Evans, Lesley Anne, and Lindsay A. Gold. "Pre mathematics skills in infants: Numerosity as a game." Contemporary Issues in Early Childhood 21, no. 1 (April 9, 2019): 83–86. http://dx.doi.org/10.1177/1463949119840755.
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Pre literacy skills in young children have been well established. Explorations of the parallel concept of pre mathematic skills in young children are minimal. Recommendations for how to engage young children, specifically infants, in math have been limited to caregiver counting games. This colloquium presents an example of how an 11-month-old is able to demonstrate pre mathematics skills. This raises the question of beyond caregivers counting, what are early numerosity activities for preverbal infants?
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Putra, Army Al Islami Ali, Nonoh Siti Aminah, and Ahmad Marzuki. "Analysis of Students’ Multiple representation-based Problem - solving Skills." Journal of Educational Science and Technology (EST) 6, no. 1 (February 27, 2020): 99. http://dx.doi.org/10.26858/est.v6i1.11196.
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This study aims to analyze the profile of students’ problem - solving skills based on multiple representation in senior high school. Problem - solving skills in solving multiple representation are very important in learning Physics. The subjects of this study were 101 students of class XII MAN 1 Ngawi. The method used in this research was quantitative descriptive method. Indicators of the problem - solving abilities that were used included approaches, visuals, applications, and procedures. The types of representation in this research instrument were verbal, figures, graphic and mathematic. The results showed that the problem - solving skills related to the indicator of approach with the form of multiple representation questions got percentages of 36% (verbal), 42% (figural), 24% (graphical), and 43% (mathematical). The visual indicators showed the percentages of 44, 29, 38, and 0 for verbal, figural, graphical, and mathematical respectively. Then the indicators of procedures obtained 36% for the verbal, 30% for the figures, 35% for the graphics, and 0% for the mathematics. Thus, it can be concluded that problem - solving skills possessed by students are different in terms of the percentage each indicator got in the multiple representation test.
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Purwati, Ratna. "Potensi Pengembangan Komunikasi Matematis Siswa Sekolah Dasar Melalui Pendekatan Realistic Mathematic Education." EduBase : Journal of Basic Education 1, no. 2 (August 31, 2020): 1. http://dx.doi.org/10.47453/edubase.v1i2.168.
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Elementary school students' mathematical communication is still low, this can be seen from the inability of students to apply the knowledge they have acquired at school to solve problems in real life. The TIMSS report states that the ability of Indonesian students in mathematics communication is far below that of other countries. For example, for math problems involving mathematical communication skills, only 5% of Indonesian students were successful and far below countries such as Singapore, Korea and Taiwan, which reached more than 50%. This condition is probably influenced by the method of learning mathematics in elementary schools today, which mostly tends to emphasize the cultivation of procedural skills alone, is not contextual and does not equip students to be able to apply these concepts in solving math problems in life. Realistic Mathematic Education (RME) is an approach that has main characteristics, namely linking the mathematics content presented to the real life context, emphasizing the mathematical process, involving students' contributions in constructing conceptual understanding, interactive learning processes, and linking between concepts in mathematics. Students' mathematical communication that must be mastered by students involves oral and written communication. written communication skills are carried out with indicators, namely: the ability to express and illustrate mathematical ideas in the form of mathematical models, namely equations, notations, pictures and graphics, or vice versa. Based on its characteristics, RME has the potential to make a good contribution to communication development. Mathematical elementary school students.
Abstrak
Komunikasi matematis siswa SD masih rendah, hal ini tampak dari kekurangmampuan siswa dalam menerapkan pengetahuan yang diperolehnya di sekolah untuk menyelesaikan masalah dalam kehidupan nyata. Laporan TIMSS menyebutkan bahwa kemampuan siswa Indonesia dalam komunikasi matematika sangat jauh di bawah Negara-negara lain. Sebagai contoh, untuk permasalahan matematika yang menyangkut kemampuan komunikasi matematis, siswa Indonesia yang berhasil benar hanya 5% dan jauh di bawah Negara seperti Singapura, Korea, dan Taiwan yang mencapai lebih dari 50%. Kondisi tersebut kemungkinan dipengaruhi oleh metode pembelajaran matematika di sekolah dasar dewasa ini yang sebagian besar cenderung menekankan pada penanaman keterampilan prosedural semata, tidak kontekstual serta kurang membekali siswa untuk mampu menerapkan konsep tersebut dalam menyelesaikan masalah matematika dalam kehidupan. Realistic Mathematic Education (RME) merupakan pendekatan yang memiliki karakteristik utama yaitu mengaitkan konten matematika yang disampaikan dengan konteks kehidupan nyata, menekankan pada proses matematisasi, melibatkan kontribusi siswa dalam mengkonstruksi pemahaman konsep, proses pembelajaran interaktif, serta mengaitkan antar konsep dalam matematika. Komunikasi matematis siswa yang harus dikuasai siswa melibatkan komunikasi lisan dan tertulis. kemampuan komunikasi secara tertulis dilakukan dengan indikator-indikator yaitu: kemam puan menyatakan dan mengilustrasikan ide matematika ke dalam bentuk model matematika yaitu bentuk persamaan, notasi, gambar dan grafik, atau sebaliknya Berdasarkan karakteristik yang dimilikinya, RME sangat berpotensi memberikan kontribusi yang baik bagi pengembangan komunikasi matematis siswa sekolah dasar.
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Iljazi, Teuta. "PEDAGOGICAL PRACTICE AS A LINK FOR CONNECTING THEORY AND PRACTICE IN TEACHING ELEMENTARY MATHEMATICS." KNOWLEDGE INTERNATIONAL JOURNAL 31, no. 6 (June 5, 2019): 1905–10. http://dx.doi.org/10.35120/kij31061905i.
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Mathematics as a subject has been taught since the early years of the education. Elementary school teachers take great responsibility to teach this difficult, abstract, but sometimes boring subject. Hypothetically privilege of understanding this subject is a certain number of students. Teachers not only need to be a professional of the subject, but at the same time they must be artists also. This requires much work, patience, determination, and much love for children and the profession. Students of the Pedagogy Faculty of University of Tetovo are getting prepared for teaching Mathematics in elementary schoolsfirst in the theoretical part and then in the practical part. Pedagogical practice is realized in elementary schools, observing Mathematic teaching by teachers with experience and realizations of Mathematics classes by students themselves. Mathematical observations enable students to benefit from the experience of other teachers. This observation develops students observation skills, develops communication skills with colleagues of the same profession. Observation also makes it possible for students to observe application in practice of knowledge in the pedagogical content. This research evaluates the impact of Mathematic teaching practice on Pedagogy Faculty students of Tetova University. Questionnaire collects data of 46 students. Results showes that PedagoyFacullty students benefited greatly from participating in Mathematics teaching practice because they were able to build proper confidence and competence in lesson preparation and developed skills and attitude of a teacher during the practice. It was also revealed that teaching practice helps students to learn how to participate in school activities. This study proves (Pearson coefficient) the hypothesis that students’ opinion is not depended by students general success and students’ Mathematics success. According the hypothesis Mathematics teaching practice benefits all students and it should be practiced without hesitation in the subject Didactics of Teaching Mathematics as well as in other subjects where didactic theories are studied.
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Nida Nurhanifa, Budi Hendrawan, and Anggia Suci Pratiwi. "The Effect of Realistic Mathemathic Education (RME) Assisted by Number Hours on Learning Achievement in The Summing Operations Material in Class I SDN Batulawang." Jurnal Sekolah Dasar 5, no. 2 (September 9, 2020): 67–74. http://dx.doi.org/10.36805/jurnalsekolahdasar.v5i2.1065.
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Mathematics learning is learning that develops student creativity to improve thingking skills, construct new knowledge to increase good mastery of mathematical material. In learning mathematics there are several obstacles, namely low student achievement, lack of student motivation and students still think that mathematics is difficult and difficult to learn. To overcome these obstacles there is a solution for learning mathematics that is using Realistic Mathematic Education (RME) assisted by the number of hours in the addition operation material. By using Realistic Mathematic Education (RME) assisted by number hours, it is expected to be able to improve student learning achievement in the addition operation material at SDN Batulawang. This research uses quantitative research using quasi experimental methods with the Nonequivalent Control Group Design. This research was conducted in SDN Batulawang with a population of thirty people and used a systematic sample that divided students into two classes using even odd numbers, so that the control class was fifteen people and the experimental class fifteen people. Data collection techniques were carried out through pretest and posttest. Data were analyzed using SPSS.
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Gradini, Ega, and Firmansyah Firmansyah. "Measuring Students’ Mathematical Literacy in Culturally Responsive Mathematics Classroom." Al-Ta lim Journal 26, no. 3 (February 19, 2020): 233–42. http://dx.doi.org/10.15548/jt.v26i3.551.
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This paper aims to discuss students’ mathematics literacy in culturally responsive mathematics classroom. Students were taught by culturally responsive mathematics material and examined with a series of test in order to measure their mathematics literacy level. The data collected in this study are quantitative data in the form of scores on students' mathematical abilities that indicate the level of student mathematics literacy. The research was conducted at MAN 1 Takengon with the two groups pre-test and post-test design to determine the differences in mathematical literacy skills of one experimental group and then compare the results with one control group that was not subjected to treatment. The test consists of 6 problems and designed by based on the domain of PISA 2015 questions on every level of mathematical proficiency skills. The research finds that (1) culturally responsive mathematic teaching gives positive effect to students’ mathematical literacy; (2) the level of mathematical literacy of MAN 1 Takengon students lies from level 1 to level 5. There was no student who able to achieve 6thlevel of mathematical literacy; and (3) After culturally responsive mathematics teaching was implemented, from 24 students, there were 4 students at 1st level, 7 students at 2nd level, 10 students at 3rd level, and 2 students at 4th level, and 1 student at 5th level of mathematical literacy.
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Istiqomah, May Nisa, and Sufyani Prabawanto. "THE DIFFICULTIES OF FIFTH GRADE STUDENTS IN SOLVING MATHEMATIC FRACTIONS WORD PROBLEMS." AL-ASASIYYA: Journal Of Basic Education 3, no. 2 (June 19, 2019): 152. http://dx.doi.org/10.24269/ajbe.v3i2.1835.
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Mathematics is often become the frightening subjects for students. Mathematics is considered as something which is difficult to solve. One of the elementary schools mathematics materials which is considered difficult is fractions. Not only students who consider fractions as difficult material but also teachers admit it as well. Teachers feel difficult in teaching fractions to students. Basic concept of fractions which is difficult for the student to grasp, would become even more complex if it is delivered in the form of word problem. In solving word problems students do not only need mathematic skills but also language skills. This research is aimed to analyze students learning difficulties in solving fractions word problem. This research is a qualitative research. The method of analysis used in this research is Newman method. The results of the research show that students faced difficulties in solving fractions word problems because (1) it is difficult for the students to understand the question and to translate it into mathematical sentence, (2) it is difficult for the students to determine the operation used in the word problems, (3) students are not accustomed to, thus they forget to write the conclusion/write the conclusion without the unit in every answers.
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Hitalessy, Merlin, Wilmintjie Mataheru, and Carolina Selfisina Ayal. "REPRESENTASI MATEMATIS SISWA DALAM PEMECAHAN MASALAH PERBANDINGAN TRIGONOMETRI PADA SEGITIGA SIKU-SIKU DITINJAU DARI KECERDASAN LOGIS MATEMATIS, LINGUISTIK DAN VISUAL SPASIAL." Jurnal Magister Pendidikan Matematika (JUMADIKA) 2, no. 1 (July 14, 2020): 1–15. http://dx.doi.org/10.30598/jumadikavol2iss1year2020page1-15.
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One of the skills needed in learning mathematics is the ability to solve mathematical problems. In solving problems in mathematics learning, mathematical representation is needed by students in the problem solving process. Students tend to use mathematical representations, but sometimes they don't understand what they are doing. In general, mathematical representations also play an important role in improving mathematical competence. Beside the ability of representation, students also have intelligence, including mathematical logical intelligence, linguistics and visual spatial. This research is descriptive with qualitative approach that aimed to describe the complete mathematical representation of vocational high school students in solving a quadratic equation in terms. The research phase begins with the selection of research subjects were determined by gender and math skills test results were similar. Having chosen the subject and the continuation of the problem solving quadratic equations and interviews. The validity of the data using a triangulation of time that is giving the task of solving a quadratic equation are equal at different times. The results of this study as the mathematic description shows that vocational high school students in solving quadratic equations problem according to Polya step problem solving
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Baroroh, Ummu, Yuliana Tririnika, and Ida Yuliani. "Mathematic Literation Abilities Based on PISA-Like." Journal of Mathematics and Mathematics Education 9, no. 2 (December 23, 2019): 8. http://dx.doi.org/10.20961/jmme.v9i2.48393.
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<p>Literacy is one of the abilities should be owned by students in prepare competitiveness due to the development of the knowledge and technology in the 21st century. Literacy is a student ability to formulate, application, and interpreted mathematics in various contexts. Mathematics literacy is the one of abilities assessed in the PISA study. The purpose of this research is to determine how the literacy skills of student at SMP 24 Surakarta. The research conducted by descriptive quantitative to seeing the literacy abilities of student. The research was conducted by subtract sample 3 student of IX class and from the result of the test it was found that the literacy skills of student were low. Low literacy skills are due to the inaccuracy of student and a lack of understanding of concept in working on these problems.</p>
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Baroody, Arthur J. "The Value of Informal Approaches to Mathematics Instruction and Remediation." Arithmetic Teacher 33, no. 5 (January 1986): 14–18. http://dx.doi.org/10.5951/at.33.5.0014.
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School mathematic is my terious, foreign, and threatening to many students. For too many children, school mathematics is something that happens to them rather than something that they make happen. Some children are so overwhelmed that they are intellectually and emotionally paralyzed by school mathematics. How can we make school mathematics sensible, familiar, and enjoyable to children—especially those with learning difficulties? Ginburg (1982) suggest that we should relate formal mathematical instruction to a child's informal knowledge and skills, which are often based on counting. This principle is applicable to children across the whole range of abilities, from kindergarten through eighth grade, and to a range of topics in school mathematics. Such an approach may help children feel more in control of their work and, as a result, feel better about themselves and school mathematics.
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Husnah, Nida UL, Mulyono Mulyono, and Asmin Asmin. "The Influence of Autograph Software Aid STAD Learning Model on Mathematic Communication Ability and Mathematic Disposition of Gender." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 28, 2020): 1468–78. http://dx.doi.org/10.33258/birle.v3i3.1215.
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This study aims to determine how the effect of STAD learning model assisted by autograph software on mathematical communication skills and mathematical dispositions in terms of gender. The sample used in this study is Senior High School PAB 4. With the method of data collection literature study. The method used is literature study. The results of this study indicate that the overall STAD learning model assisted by autograph software has an effect on mathematical communication skills and mathematical dispositions, this can be seen from the results of previous studies and strengthened by the theories of experts.
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Perwira Negara, Habib Ratu, Malik Ibrahim, Kiki Riska Ayu Kurniawati, Anisa Firdaus, Risma Maulidina, and Muhammad Saifudin. "The Effect of the Realistic Mathematic Education (RME) Learning Model On Students’ Mathematical Problem Solving Abilities : A Meta-Analysis." Justek : Jurnal Sains dan Teknologi 4, no. 1 (May 6, 2021): 40. http://dx.doi.org/10.31764/justek.v4i1.4517.
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Abstract: Realistic Mathematics Education (RME) learning is a learning approach that uses contextual issues and student-focused learning. This study aims to find out the huge influence of the Realistic Mathematics education learning model on students' mathematical problem-solving skills. The research method used is a meta-analysis with the help of JASP software by collecting data from the results of research indexed indexer databases such as Google Scholar, SINTA, and Garuda Portal. The data were taken in accordance with the criteria of inclusion and exclusion of this study to then be determined by the value of effect size (ES) and standard error (SE). The results of the data analysis using JASP software showed that realistic mathematics education (RME) learning model on mathematical problem-solving skills of students as a whole has a positive influence which is obtained by estimation (ES) of 0.71 or 71% based on RE Models with high category, as well as the p-value (egger's test) of 0.121 which means no publication is indicated bias, as well as the results of moderator variable analysis on classification per education level. This means that realistic Mathematics Education (RME) learning model for students' mathematical problem-solving skills can be said to be appropriate if used for students, especially in junior high and elementary school level.Abstrak: Pembelajaran Realistic Mathematic Education (RME) ini merupakan pendekatan pembelajaran yang menggunakan masalah kontekstual, dan pembelajaran terfokus pada siswa. Penelitian ini bertujuan untuk mengetahui besar pengaruh model pembelajaran Realistic Mathematic education terhadap kemampuan pemecahan masalah matematis siswa. Metode penelitian yang digunakan adalah meta-analisis dengan bantuan software JASP yaitu dengan cara mengumpulkan data dari hasil-hasil penelitian yang terindeks database pengindeks seperti Google Scholar, SINTA, dan Portal Garuda. Data yang diambil sesuai kriteria inklusi dan ekslusi penelitian ini untuk kemudian ditentukan nilai effect size (ES) dan standard error (SE). Hasil analisis data menggunakan software JASP menunjukkan bahwa model pembelajaran Realistic Mathematics Education (RME) terhadap Kemampun Pemecahan Masalah Matematis Siswa secara keseluruhan pengaruhnya positif yang dimana di dapatan nilai Estimasi (ES) sebesar 0.71 atau 71% berdasarkan RE Models dengan kategori tinggi, serta nilai p-value (egger’s test) sebesar 0.121 yang berarti tidak terindikasi publication bias,begitu juga dengan hasil analisis variabel moderator pada klasifikasi per jenjang pendidikan. Ini berarti model pembelajaran Realistic Mahematics Education (RME) terhadap Kemampuan Pemecahan Masalah matematis Siswa bisa dikatakan sudah tepat jika digunakan untuk Peserta didik terutama pada jenjang SMP dan SD.
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Nizham, Hafizh, Suhendra Suhendra, and Bambang Avip P. "Improving ability mathematic literacy, self-efficacy and reducing mathematical anxiety with learning Treffinger model at senior high school students." International Journal of Science and Applied Science: Conference Series 2, no. 1 (December 10, 2017): 130. http://dx.doi.org/10.20961/ijsascs.v2i1.16696.
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<p class="Abstract">This study is a Quasi Experimental study with the design of The Pretest-Post-Test Non-Equivalent Group Design. Population in this research is all student of class X SHS in South Jakarta. Sampling is done by purposive sampling, to obtain an experimental class and control class. In the experimental class, students learn with Treffinger learning model and control, class learning with conventional learning. This study is also to examine the differences of self-efficacy improvement and students literacy skills, and decreased students' mathematical anxiety. Also, this study also examines the relevance of early mathematical abilities (high, medium, low) with improving students' math literacy skills. The instrument used in this research is literacy skill test, self-efficacy scale, mathematical anxiety scale, observation sheet, and student interview. Data were analyzed by t-test, one-way ANOVA, and two lines. From the results of the data, it is found that: (1) The improvement of literacy ability of students who are learned with Treffinger model learning is not significantly higher than students who learn with conventional. (2) The self-efficacy of students who learning with the Treffinger model learning is better than the student that is learning by conventional. (3) The mathematical anxiety of students learning with Treffinger model learning reduces better than students learning with conventional. (4) There is a difference in the improvement of students' mathematical literacy skills learning by learning the Treffinger model and students learning with conventional learning based on early mathematical abilities. (5) Student response to Treffinger model learning is better than students learning with conventional learning. Therefore, learning model Treffinger can be an alternative model of learning to improve students' mathematical literacy skills, and self-efficacy students, and able to reduce mathematical anxiety.</p>
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O'Connell, Susan R. "Math Pairs—Parents as Partners." Arithmetic Teacher 40, no. 1 (September 1992): 10–12. http://dx.doi.org/10.5951/at.40.1.0010.
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The need for students to be effective problem solvers is a primary concern of today's mathematics educators. The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) views problem solving as “a process that should permeate the entire program and provide the context in which concepts and skills can be learned”(p.23). The recognition of the critical role of problem solving in today's mathematics classroom challenges teachers to develop creative and effective ways to bolster students' problem-solving skills. At Hollywood Elementary School in College Park, Maryland, a program titled” Math Pairs—Parents as Partners” was developed in an attempt to tap available resources to meet the challlenge of teaching problem solving in mathematic.
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Indriyana, Riyani Septi, and Susilowati Susilowati. "THE EFFECTS OF MODEL PROJECT-BASED LEARNING APPROACH ON STEM (SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATIC) ON SCIENCE LEARNING TO JUNIOR HIGH SCHOOL STUDENT’S CRITICAL THINKING SKILLS AND COOPERATIVE SKILLS." Journal of Science Education Research 4, no. 1 (September 3, 2020): 5–10. http://dx.doi.org/10.21831/jser.v4i1.34232.
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The research aimed to (1) analyzes the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills, and (2) analyze how the effects of model project-based learning approach on STEM (science, technology, engineering, mathematic) on science learning to junior high school student’s critical thinking skills and cooperative skills. The research was quasi-experimental with a non-equivalent control group design. The population was eighth-grade students of SMP Negeri 1 Berbah. The sample of the study was selected with cluster random sampling techniques and obtained grade-VIII B as an experimental class and grade-VIII C as a control class. Learning in the experimental class with a project-based learning model was STEM-oriented and the control class used a scientific approach. The data were pretest and posttest of critical thinking and observation sheets of cooperation. The analysis used the normality test, homogeneity test, MANOVA test, and effect size. The results showed that (1) there was an effect of project based learning model on STEM approach on critical thinking skills and cooperative skills of students of SMP Negeri 1 Berbah, (2) the effect of science learning project based learning model on STEM approach on critical thinking and collaborative skill was on medium category.
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Hidayat, Angga, Yuliana Friska, Anita Anggraini, Moh Thoyib Syafi’i, and Ani Kusumaningsih. "PENINGKATAN KETERAMPILAN DASAR MATEMATIKA DAN BAHASA INGGRIS SEBAGAI UPAYA DALAM MENGHADAPI TANTANGAN ERA REVOLUSI INDUSTRI 5.0." Abdimisi 1, no. 1 (December 18, 2019): 55. http://dx.doi.org/10.32493/abms.v1i1.3790.
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Problems faced by students living in the Al-Kamilah foundation are a lack of ability to speak English and a lack of basic mathematical calculation skills. The service team decided to provide continuous training for 1 month. This continuity needs to be conducted to provide a deeper effect for the trainees so that the trainees can maximize the training material in preparation for facing the challenges of the industrial revolution era 5.0. Moreover, the material will be given by Pamulang university lecturers who are experienced in teaching mathematics and English. In addition, the determination of trainers is also based on the background of each trainer so that the trainer can provide teaching material in a way that is easily understood by the trainees so that the trainees can grasp concepts in mathematics and apply English speaking skills in everyday life. Provision of teaching materials continuously has not given maximum results as the service team expected. As a result, it was decided that training needs to be held longer and in-depth to have a significant influence on the mathematical and English language abilities of students who live in the Al-Kamilah foundation. Keywords:Basic Mathematic; English; Industrial Revolution 5.0
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Sartika, Nenden Suciyati, and Rusdian Rifai. "Penerapan Model Connected Mathematic Project untuk Meningkatan Kemampuan Berpikir Kreatif Matematis Siswa Madrasah Aliyah." Journal of Mathematics Learning 1, no. 2 (August 30, 2018): 10–17. http://dx.doi.org/10.30653/004.201812.17.
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This study aims to find out (1) whether or not there is an increase in mathematical creative thinking skills of Madrasah Aliyah students; (2) Student activities during mathematics learning with the connected mathematics project Learning model. This research was conducted at the Aliyah Mathla'ul Anwar Madrasah Menes Center in the first semester of the 2017/2018 school year. The research method used is the quasi-experimental method. The population in the study was class XI Madrasah Aliyah Mathla'ul Anwar Pusat Menes Pandeglang District, while the sample was taken randomly from two classes from six classes in the school. Class XI Religion is an experimental class, namely a class that has learned to apply the connected mathematics project and class XI IPS as a control class, namely a class whose learning applies conventional learning. Question test data were analyzed by descriptive and inferential statistics using the average difference test. The results of the study show: (1) There is an increase in mathematical creative thinking skills using the connected mathematics project learning model; (2) Positive student activities during mathematics learning with the connected mathematics project learning model.
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Kusno, Kusno, and Eka Setyaningsih. "Self-Regulated Learning of Mathematics for Teacher Prospectives in the Development of Student E-Worksheets." JTAM (Jurnal Teori dan Aplikasi Matematika) 5, no. 1 (April 17, 2021): 205. http://dx.doi.org/10.31764/jtam.v5i1.3911.
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This research is motivated by demands for mastery of 21st-century skills as a form of educational reform in the 4.0 era. This study aims to explore the understanding and skills of the prospective mathematic teacher in the development of the student e-worksheet as a form of teacher skills in the 21st-century. A total of 27 math teacher candidates in Banyumas Regency, Central Java, Indonesia, who took part in training teaching material development, was formed into 9 Groups (G) and was given the task to develop student e- worksheet of mathematics of junior high school. Data were collected through observation, interviews, self-reflection, open questionnaires, and portfolios and analyzed using content analysis procedures by reading carefully to understand relevant themes. The coding and labeling are then carried out to find the meanings associated with the research objectives and theoretical framework. This study's results indicate that self-regulated learning of prospective mathematics education teachers in the development of student e-worksheet can encourage motivation to learn, self-confidence, experience, and determination to become professional teachers in the 21st century. From this study, an understanding and skill of the century 21can be explored from self-regulated learning during the development of student e- worksheet, namely collaboration and communication skills, problem-solving, creativity and imagination, innovation, and novelty, literacy, and leadership.
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Nassif, M. D. Aizhar Mohammed Majid. "Research Title Making a Program and Measurement for Serious Creation of Female College Students." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 2 (October 28, 2018): 319–56. http://dx.doi.org/10.36473/ujhss.v223i2.348.
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The research's problem, with the necessity to use the serious creativity program in the university to be a part of educational thinking methods that contributes in creating generations of organized thinking and able to make creativity. This research aims to the following:
1- Making an examination for serious creativity skills.
2- Making a program according to the strategies of serious creativity.
3- Identifying the impact of serious creativity programs in developing creativity skills of female students at College of Education for Girls.
The essential sample of research consists of (100) first stage female students/College of Education for Girls/ Tikrit University for the two experimental groups from both (History and Mathematic) departments of (25) female student for each group of the four groups. The sample was chosen in accordance with an exploratory study that was made to identify the level of serious creativity skills. The program of serious creativity was made according to the five serious creativity strategies of De Bono which are (Concentration, Random Access, Alternatives, Challenge and Cropper). The honesty of program was conducted and a test for measuring serious creativity skills was made that consists of five influential and verbal positions, each position represents five skills of serious creativity (new concepts, new perceptions, new ideas, new alternatives and new creativities) and its honesty and affirmation was extracted. The paragraphs of testing serious creativity skills was analyzed in two methods:
a) The method of extremist groups.
b) The method of paragraph relation with the total degree.
This test was applied upon the four groups and the two experimental groups (History and Mathematic) departments and were subjected to the sixteen lessons of two lessons in the week for eight weeks in the first course in the academic year (2012-2013); after applying the post test of serious creativity test and processing data by the statistics case SPss, the researcher has concluded the following conclusions: There are statistical differences between the average of female student degrees in the test of serious creativity skills test between the two experimental groups in the pre and post test for the interest of the two experimental groups, especially the experimental group of mathematics and the skill of generating new concepts and the skill of generating new alternatives.
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Hamdan AL-onizat, Sabah Hasan, and Yahya Hussain Othman AL-Qatawneh. "The Effectiveness of an Educational Program Built on the Brain-Based Learning Theory in Improving Mathematical Skills and Motivation for Learning among Student with Learning Disabilities in Jordan." Modern Applied Science 13, no. 11 (October 3, 2019): 1. http://dx.doi.org/10.5539/mas.v13n11p1.
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This study aimed at investigating the effectiveness of an educational program built on the brain-based learning theory in improving the mathematical skills and motivation among students with learning disabilities. The sample of the study consisted of (60) student enrolled in learning disabilities’ recourses rooms from the third, fourth and fifth grades. The sample was divided randomly into two groups; an experimental group and a control group. In order to achieve the objectives of the study, the researchers have developed three achievement tests in Math for the third, fourth and fifth grades, mathematic motivation scale, and the psychometric properties of the scale in order to apply the pre-post-tests. The researchers also designed the educational program base on the brain-based learning theory. The implementation of the program took two consecutive months; (75) lessons, (2) lessons per day with a duration of (45) minutes for each lesson. After obtaining the results through the appropriate statistical analysis, the study concluded that there were statistically significant differences in the post-test of mathematical skills and its sub-dimensions in favour of the experimental group. There was no statistically significant effect for both gender and grade variables and the interaction between the educational program and grade on the achievement of mathematics skills. There were statistically significant differences on the post-test of motivation to learn mathematics and its sub-dimensions and in favour of the experimental group.
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Rekabdar, Ghasem, and Bahare Soleymani. "Comparison of Basic Mathematic Skills between Students with Different Studying Approaches." Procedia - Social and Behavioral Sciences 8 (2010): 213–18. http://dx.doi.org/10.1016/j.sbspro.2010.12.029.
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Tuohilampi, Laura. "What we evaluate, when we evaluate the level of mathematic skills?" Lumat: International Journal of Math, Science and Technology Education 2, no. 1 (January 30, 2014): 69–78. http://dx.doi.org/10.31129/lumat.v2i1.1083.
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The evaluation of skill-level in mathematics and the proposed activities to improve the skill-level often include only narrow area of the context of learning. Measuring the skill-level and its background variables is often targeted to traits on individual-level, such as liking mathematics, feeling of self-efficacy, or gender. To improve the individual-level traits, measures targeted to individuals, such as the use of games in mathematics teaching to improve the attitudes towards mathematics, have been suggested. However, learning happens on many contexts with different dimensions that cannot be separated from one another. An individual learns and forms concept structures in social interaction, which has been shaped by the prevailing culture. The challenges in learning mathematics should be examined from a perspective that is wider than the individual. When the mechanical increase in skill-level of an individual is scrutinized, we may forget the purpose and benefits of increasing the skill-level in comparison with the prevailing concept.
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Arayathamsophon, Rungnapa, Pornchai Jedaman, and Benjapuk Jongmuanwai. "Developed to Basic Mathematic Instructional Activity of Flipped Mastery Approach Classroom via Selfdirected Learning for Supporting Analytical Thinking Skills and Achievement of 11 Great Students." Volume 5 - 2020, Issue 9 - September 5, no. 9 (September 24, 2020): 490–95. http://dx.doi.org/10.38124/ijisrt20sep341.
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Purpose of this research to developed to basic mathematic instructional activity of flipped mastery approach classroom via self- directed learning for supporting analytical thinking skills and achievement of 11 great students. Participants were 183 students. The collection to synthesis a documentary study, by the basic mathematic instructional activity, by evaluation questionnaire, and the test to the data. The results were summaries of basic mathematic instructional activity of flipped mastery approach classroom via self- directed learning are divided of a preparing for instruction there are six components, content import to four elements, flipped mastery approach classroom via self- directed learning process it is divided to two processes of learning outside classroom with augmented reality to three components, with classroom instruction to two components, evaluation to three components. The efficiency by using basic mathematic instructional activity of flipped mastery approach classroom via self- directed learning have to process efficiency score of 90.56 and output efficiency scores of 93.56. Analytical thinking skills of students and the achievement were to higher than pretest at .05 level of significance. The students to responsible for their own learning efficiency.
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Prasetyo, Herry. "IMPROVING MATHEMATIC CONNECTION AND COMMUNICATION CAPABILITY AND SELF-CONCEPT OF VOCATIONAL SCHOOL STUDENTS THROUGH THE SAINTIFIC APPROACH TO THE SETTINGS OF JIGSAW COOPERATIVE LEARNING MODELS." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 2, no. 3 (October 25, 2019): 121. http://dx.doi.org/10.22460/jiml.v2i3.p121-130.
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This research was aimed at examining the improving mathematical connection and communication ability and self-concept of vocational students through cooperative learning of jigsaw so that they were able to be more motivated in learning mathematics, more understanding mathematics learning itself and to apply it in everyday life. This research method was a quasi-pretest-posttest experiment that applied a jigsaw cooperative learning model. This study involved two groups of students who studied about mathematical connection and communication skills and students' self-concepts. The instruments used were in the form of mathematical connection and communication skills, as well as student self-concept questionnaires. The research instruments were firstly tested for validity (logical and empirical), reliability, distinguishing features and the level of difficulty of the questions. The achievement of mathematical connections and communication skills and the self-concept of students who got learning with a scientific approach to the type of cooperative learning model jigsaw was better than students who only learned the scientific approach. In this study there was also an association between the ability of connections with mathematical communication of students in the high category. There was an association between the ability of connections with students' self-concepts in the high category. There was an association between mathematical communication skills and students' self-concepts in the high category.
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Damayanti, Herry Novis, and Sutama Sutama. "Efektivitas Flipped Classroom Terhadap Sikap Dan Ketrampilan Belajar Matematika Di Smk." Manajemen Pendidikan 11, no. 1 (May 14, 2016): 2. http://dx.doi.org/10.23917/jmp.v11i1.1799.
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The aim of the research is developed attitude resposiility, and skill learning of mathematic teaching based Flipped Classroom. The final result of the research is to taste effectiveness of mathematic teaching model based Flipped Classroom. The research method is research and development that includes introduction, field study of teaching management in the school, planning and preparing Flipped Classroom model, implementation of teaching first cycle, second cycle, and third cycle, and exam of attitude, skill, and learning outcome. The average result of creativity was increased with 1,84 in the eleventh grade student in PM 1 class and 1,30 in TSM 1 class. For the responsibility, in the eleventh grade student in PM 1 class was 1,84 and 1,57 for TSM 1 class in the skill aspect also increased with 1,09 in XI PM 1 class, 1,53 in XI TSM 1 class. The result of the study was determined effectiveness of the model based attitude and skill. The effectiveness was used nnon parametric Man-Whitney test for attitude and skills show that level of significant was smaller from 0,05 to 0,003; 0,008; 0,009. The research concluded that the implementation of mathematic teaching model based Flipped Classroom at the eleventh grade student of SMKN 1 Gedangsari Gunungkidul was effective.
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Riawan, Nova. "Mathematic Thinking Profile Of Students With High Learning Motivation." Journal of Mathematics and Mathematics Education 11, no. 1 (June 30, 2021): 32. http://dx.doi.org/10.20961/jmme.v11i1.52745.
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<p class="BodyAbstract">This study aimed to know about high learning motivation students' in mathematical critical thinking skills. This study used a qualitative method and data collection techniques consisted of written tests and interviews. This study used triangulation techniques that compared data of test and interview data. The qualitative data analysis techniques were data collection, data presentation, and drawing conclusions. The results showed that subject critical thinking skills with high motivation are able to understand the problems in the problem and can use the information obtained appropriately to complete each step in the problem. These conditions, students can also explain what was done in the process and can get conclusions, do not forget the review that students do will help solve the problem.</p>
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Pantow, Edsel Yubil, Debora Suryani Sitinjak, and Kurnia Putri Sepdikasari Dirgantoro. "PENERAPAN METODE THINK-TALK-WRITE UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS X PADA TOPIK LOGARITMA DI SEKOLAH MENENGAH ATAS KUPANG [THE APPLICATION OF THE THINK-TALK-WRITE METHOD TO IMPROVE THE MATHEMATICS COMMUNICATION SKILLS OF GRADE 10 STUDENTS ON LOGARITHM TOPICS AT A SENIOR HIGH SCHOOL IN KUPANG]." JOHME: Journal of Holistic Mathematics Education 4, no. 1 (October 7, 2020): 113. http://dx.doi.org/10.19166/johme.v4i1.982.
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<p>Mathematical communication skills are one of the standard abilities in mathematics learning that students must have. In fact, it was found that the grade 10 students at one of the senior high schools in Kupang were still lacking in communicating both orally and in writing in mathematics learning. They lacked the ability to describe mathematical ideas using written symbols and notations and also lacked the ability to make class presentations using mathematical language. The purpose of this study was to improve students' mathematical communication skills, both written and oral, by applying the Think-Talk-Write method. The method used in this research was classroom action research with the Kemmis and McTaggart model in three cycles. The research instruments used were observation sheets, questionnaires, rubric sheets for oral mathematic communication skills, written mathematical communication skills test sheets, and reflection journals. Based on the results of the analysis, the application of the Think-Talk-Write method can improve mathematical communication ability of grade 10 students at a senior high school in Kupang. In mathematical communication skills written algebraically or graphically using mathematical terms, the appropriate notation and formula symbols increased by 4.76%. Written communication skill with the arrangement of arguments and generalizations increased by 28.57%. Similarly, the ability to convey mathematical thinking using mathematical language increased by 23.81%. The application of the Think-Talk-Write method can improve students' mathematical communication skills with stages starting from the explanation of the model and learning objectives, the distribution of question worksheets and materials, the think stage, the talk stage, and the write stage.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Kemampuan komunikasi matematis merupakan salah satu standar kemampuan dalam pembelajaran matematika yang harus dimiliki siswa. Pada kenyataannya ditemukan bahwa siswa kelas X pada salah satu sekolah menengah atas Kupang masih kurang dalam berkomunikasi baik secara lisan maupun tulisan dalam pembelajaran matematika. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan komunikasi matematis siswa baik secara tulisan maupun lisan dengan menerapkan metode Think-Talk-Write. Metode penelitian yang digunakan adalah penelitian tindakan kelas dengan model Kemmis dan Mc. Taggart dalam tiga siklus. Instrumen penelitian yang digunakan dalam penelitian ini yaitu lembar observasi, lembar angket, lembar rubrik kemampuan komunikasi matematis lisan, lembar tes kemampuan komunikasi matematis tertulis, dan jurnal refleksi. Berdasarkan hasil analisis, kemampuan komunikasi matematis tertulis secara aljabar atau grafik yang menggunakan istilah matematika, simbol notasi dan formula baku yang sesuai mengalami peningkatan sebesar 4,76%. Pada kemampuan komunikasi tertulis dengan susunan argumen dan generalisasi mengalami peningkatan sebesar 28,57%. Begitu juga pada kemampuan menyampaikan pemikiran matematis menggunakan bahasa matematis mengalami peningkatan sebesar 23,81%. Sehingga dapat disimpulkan bahwa penerapan metode Think-Talk-Write dapat meningkatkan kemampuan komunikasi matematis siswa dengan tahapan mulai dari penjelasan model dan tujuan pembelajaran, pembagian lembar kerja soal dan materi, tahap Think, tahap Talk, dan tahap Write.</p>
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Gokkurt, Burcin, Yasin Soylu, and Tugba Ornek. "Mathematical language skills of mathematics teachers." International Journal of Academic Research 5, no. 6 (December 10, 2013): 238–45. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.38.
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