The purpose of this study was to determine the ability to understand students' mathematical concepts and the responses of students who applied the collaborative teamwork learning model and guided note-taking model, as well as to find out the differences in understanding the mathematical concepts of students who applied the collaborative teamwork learning model and the guided note taking model. This study uses a quantitative approach with experimental methods and a quasi-experimental research design in the form of a posttest-only design. The population of this study were students of class X MAN 1 Cirebon, Cirebon Regency, then selected samples of class X IIS 3 as experimental class II with guided note-taking model and X IIS 4 as experimental class I with collaborative teamwork learning model. Sampling is done by cluster random sampling technique. Through the prerequisite test, namely the normality and homogeneity test, the research data obtained were normally distributed and had homogeneous variance. After conducting the prerequisite test, the researcher tested the hypothesis using the Independent Sample T-Test with the asymp value. Sig (2-tailed) of 0.000. This value is smaller than 0.05, so Ha is accepted. In other words, there are differences in the understanding of mathematical concepts between classes that apply the collaborative teamwork learning model with guided note-taking models on the subject of the sine and cosine rules in class X IIS MAN Cirebon I Cirebon Regency. The average value of the class that applies the collaborative teamwork learning model is 72.38, with 11 students achieving the KKM (Minimum Completeness Criteria), and the guided note-taking model of 78.52, with 29 students completing the KKM (Minimum Completeness Criteria). Both models received a good response from students, with a response of 82% for the collaborative teamwork learning model and 76% for the guided note-taking model.
本研究的目的是确定采用协作式团队学习模式和指导式笔记模式的学生对学生数学概念的理解能力和反应，并找出采用协作式团队学习模式和指导式笔记模式的学生对数学概念的理解差异。本研究采用定量方法与实验方法相结合的准实验研究设计，采用后验设计的形式。本研究的总体为Cirebon, Cirebon Regency的X MAN 1班的学生，然后选择X iis3班的样本作为指导笔记模式的实验II班，X iis4班的样本作为协作团队学习模式的实验I班。抽样采用聚类随机抽样技术。通过前提检验，即正态性和齐性检验，得到的研究数据为正态分布，方差齐次。在进行了前提检验之后，研究者使用具有asymp值的独立样本t检验对假设进行了检验。Sig(双尾)为0.000。该值小于0.05，因此接受Ha。换句话说，在X班的正弦和余弦规则主题上，采用协作团队学习模式和指导笔记模式的班级之间对数学概念的理解存在差异。采用协作团队学习模式的班级平均得分为72.38，有11名学生达到了KKM (Minimum Completeness Criteria);采用引导笔记学习模式的班级平均得分为78.52，有29名学生完成了KKM (Minimum Completeness Criteria)。两种学习模式均获得了良好的学生反馈，其中协作式团队学习模式的反馈率为82%，指导性笔记学习模式的反馈率为76%。
{"title":"Application of Collaborative Teamwork Learning Model and Guided Note Taking Model and Their Influence on Students' Ability to Understand Mathematical Concepts","authors":"Khannatus Sa’diyah, Arif Muchyidin, Nurma Izzati","doi":"10.58421/misro.v1i1.14","DOIUrl":"https://doi.org/10.58421/misro.v1i1.14","url":null,"abstract":"The purpose of this study was to determine the ability to understand students' mathematical concepts and the responses of students who applied the collaborative teamwork learning model and guided note-taking model, as well as to find out the differences in understanding the mathematical concepts of students who applied the collaborative teamwork learning model and the guided note taking model. This study uses a quantitative approach with experimental methods and a quasi-experimental research design in the form of a posttest-only design. The population of this study were students of class X MAN 1 Cirebon, Cirebon Regency, then selected samples of class X IIS 3 as experimental class II with guided note-taking model and X IIS 4 as experimental class I with collaborative teamwork learning model. Sampling is done by cluster random sampling technique. Through the prerequisite test, namely the normality and homogeneity test, the research data obtained were normally distributed and had homogeneous variance. After conducting the prerequisite test, the researcher tested the hypothesis using the Independent Sample T-Test with the asymp value. Sig (2-tailed) of 0.000. This value is smaller than 0.05, so Ha is accepted. In other words, there are differences in the understanding of mathematical concepts between classes that apply the collaborative teamwork learning model with guided note-taking models on the subject of the sine and cosine rules in class X IIS MAN Cirebon I Cirebon Regency. The average value of the class that applies the collaborative teamwork learning model is 72.38, with 11 students achieving the KKM (Minimum Completeness Criteria), and the guided note-taking model of 78.52, with 29 students completing the KKM (Minimum Completeness Criteria). Both models received a good response from students, with a response of 82% for the collaborative teamwork learning model and 76% for the guided note-taking model.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121779532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ibnu Hasan Bisri, Arif Muchyidin, Article Info, Ibnu Hasan, Bisri MTs, Darul Hikam, IN Cirebon
This study aims to know the mathematical elements in the lanang motif woven fabric, construct a mathematical model on the increasingly lanang patterned weaving, and construct a new mathematical model for the new lanang motif woven fabric. The data was obtained in the form of qualitative data using interview data collection techniques, observations, documentation and field notes with data analysis, namely domain analysis, taxonomic analysis, component analysis and theme analysis. The results showed that the lanang-patterned woven fabric has geometric shapes, namely pentagons, rhombuses and triangles, to make pentagons, rhombuses and triangles using a pattern formed from small polygons called a rhombus-shaped unit lattice. The mathematical model used in this research is the matrix; to create a pentagon requires a matrix of order 103 × 210, to form a rhombus requires a matrix of order 103 × 338, and to develop a triangle involves a matrix of order 103 × 348. These patterns can create new designs by manipulating the rows contained in the matrix owned by each shape.
{"title":"Mathematics on Cirebon Woven Fabric with Lanang Motifs","authors":"Ibnu Hasan Bisri, Arif Muchyidin, Article Info, Ibnu Hasan, Bisri MTs, Darul Hikam, IN Cirebon","doi":"10.58421/misro.v1i1.13","DOIUrl":"https://doi.org/10.58421/misro.v1i1.13","url":null,"abstract":"This study aims to know the mathematical elements in the lanang motif woven fabric, construct a mathematical model on the increasingly lanang patterned weaving, and construct a new mathematical model for the new lanang motif woven fabric. The data was obtained in the form of qualitative data using interview data collection techniques, observations, documentation and field notes with data analysis, namely domain analysis, taxonomic analysis, component analysis and theme analysis. The results showed that the lanang-patterned woven fabric has geometric shapes, namely pentagons, rhombuses and triangles, to make pentagons, rhombuses and triangles using a pattern formed from small polygons called a rhombus-shaped unit lattice. The mathematical model used in this research is the matrix; to create a pentagon requires a matrix of order 103 × 210, to form a rhombus requires a matrix of order 103 × 338, and to develop a triangle involves a matrix of order 103 × 348. These patterns can create new designs by manipulating the rows contained in the matrix owned by each shape.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129972879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ian Perasutiyo, Arif Muchyidin, Indah Nursuprianah
Mathematics is a field of science taught since elementary school that discusses patterns or regularities of mathematical concepts and mathematical structures. One of the privileges of mathematics is that mathematics is associated with culture, and one of the responsibilities of the citizens of Indonesia is to preserve its culture. The relationship between mathematics and civilization is known as ethnomathematics. In this case, the researcher takes the culture related to Cirebon wayang kulit. The problem researchers face is that there are no rules for making shadow puppet patterns except by plagiarizing. The wayang kulit taken in this study is the wayang kulit Gunungan Cirebon. However, the researchers took the concept of the Golden ratio as a material to overcome problems in creating patterns for wayang kulit Gunungan Cirebon. This research aims to: 1). Knowing the relationship of the golden ratio in making puppet patterns in Gunungan Cirebon. 2). Knowing the relationship between the golden ratio and the wayang kulit philosophy of Gunungan Cirebon. The research method is descriptive qualitative research with interviews, observation, documentation, and measurement data collection techniques. It also uses data analysis, data reduction, presentation, and concluding. The results of this study found that there was a relationship between the golden ratio and the making of wayang kulit patterns in Gunungan Cirebon. The application of the golden ratio in the making of shadow puppet patterns also contains philosophical meanings and symmetry in it.
数学是一门从小学就开始教授的科学，讨论数学概念和数学结构的模式或规律。数学的特权之一是数学与文化有关，而印尼公民的责任之一就是保护其文化。数学与文明之间的关系被称为民族数学。在这种情况下，研究人员采取了与锡伯族wayang kulit有关的文化。研究人员面临的问题是，除了抄袭，制作皮影图案没有任何规则。本研究选取的瓦扬库利特为古农干盆地的瓦扬库利特。然而，研究人员将黄金比例的概念作为一种材料，以克服为wayang kulit Gunungan Cirebon制作图案的问题。本研究的目的是:1)了解古农干木偶画制作中黄金比例的关系。2)了解古农干木偶画制作中黄金比例与古农干木偶画的wayang kulit哲学之间的关系。研究方法是描述性质的研究与访谈，观察，文件和测量数据收集技术。它还使用数据分析、数据简化、表示和总结。研究结果表明，古农干地区古杨库利特纹样的形成与黄金比例有关。黄金比例在皮影图案制作中的应用也蕴含着哲学意义和对称性。
{"title":"Golden Ratio and the Meaning of the Wayang Kulit Gunungan Philosophy","authors":"Ian Perasutiyo, Arif Muchyidin, Indah Nursuprianah","doi":"10.58421/misro.v1i1.10","DOIUrl":"https://doi.org/10.58421/misro.v1i1.10","url":null,"abstract":"Mathematics is a field of science taught since elementary school that discusses patterns or regularities of mathematical concepts and mathematical structures. One of the privileges of mathematics is that mathematics is associated with culture, and one of the responsibilities of the citizens of Indonesia is to preserve its culture. The relationship between mathematics and civilization is known as ethnomathematics. In this case, the researcher takes the culture related to Cirebon wayang kulit. The problem researchers face is that there are no rules for making shadow puppet patterns except by plagiarizing. The wayang kulit taken in this study is the wayang kulit Gunungan Cirebon. However, the researchers took the concept of the Golden ratio as a material to overcome problems in creating patterns for wayang kulit Gunungan Cirebon. This research aims to: 1). Knowing the relationship of the golden ratio in making puppet patterns in Gunungan Cirebon. 2). Knowing the relationship between the golden ratio and the wayang kulit philosophy of Gunungan Cirebon. The research method is descriptive qualitative research with interviews, observation, documentation, and measurement data collection techniques. It also uses data analysis, data reduction, presentation, and concluding. The results of this study found that there was a relationship between the golden ratio and the making of wayang kulit patterns in Gunungan Cirebon. The application of the golden ratio in the making of shadow puppet patterns also contains philosophical meanings and symmetry in it.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133949574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The research objectives are: 1) Knowing the history and development of the Macan Ali and the typical Cirebon glass painting. 2) Knowing the mathematical elements in the typical Cirebon Ali Macan glass painting. The research method used by the researcher is descriptive qualitative research with interview data collection techniques, observations, documentation and field notes. The research results are the history of the Macan Ali, which means the association of the Cirebon indigenous people who are great linuhung or holding fast to the belief of an almighty god. The mathematical element found in the Macan Ali is the golden ratio worth 1.618... . The Golden Ratio used by the researcher is the Golden Rectangle and the Golden Ellipse. First, there are 3 Golden Rectangles on the two macan eyes, the front and back legs of the Macan Ali and the formation of the tail pattern and the overall Macan Ali's difference of 0.155 and 0.164. Then, 1 Golden Ellipse is found in the shape of the Ali Macan body. Meanwhile, in typical Cirebon glass paintings, there are elements of transformation (Reflection, Translation, Dilation, and Rotation), namely, reflection or reflection on the making of the Macan Ali pattern in glass media, translation and rotation on the mega cloudy carving, and dilatation on the wadasan carving. From this research, it is hoped that this will provide readers with insight and knowledge regarding the typical Cirebon Macan Ali glass painting and the mathematical elements contained in it and can preserve the art, culture, and history through the typical Cirebon Macan Ali glass painting
{"title":"Macan Ali In The Cirebon Glass Painting: The Study Of Ethnomathematics","authors":"Tegar Perkasa Wahyusukma, Arif Muchyidin, Indah Nursuprianah, Article Info, Macan Ali, Tegar Perkasa","doi":"10.58421/misro.v1i1.9","DOIUrl":"https://doi.org/10.58421/misro.v1i1.9","url":null,"abstract":"The research objectives are: 1) Knowing the history and development of the Macan Ali and the typical Cirebon glass painting. 2) Knowing the mathematical elements in the typical Cirebon Ali Macan glass painting. The research method used by the researcher is descriptive qualitative research with interview data collection techniques, observations, documentation and field notes. The research results are the history of the Macan Ali, which means the association of the Cirebon indigenous people who are great linuhung or holding fast to the belief of an almighty god. The mathematical element found in the Macan Ali is the golden ratio worth 1.618... . The Golden Ratio used by the researcher is the Golden Rectangle and the Golden Ellipse. First, there are 3 Golden Rectangles on the two macan eyes, the front and back legs of the Macan Ali and the formation of the tail pattern and the overall Macan Ali's difference of 0.155 and 0.164. Then, 1 Golden Ellipse is found in the shape of the Ali Macan body. Meanwhile, in typical Cirebon glass paintings, there are elements of transformation (Reflection, Translation, Dilation, and Rotation), namely, reflection or reflection on the making of the Macan Ali pattern in glass media, translation and rotation on the mega cloudy carving, and dilatation on the wadasan carving. From this research, it is hoped that this will provide readers with insight and knowledge regarding the typical Cirebon Macan Ali glass painting and the mathematical elements contained in it and can preserve the art, culture, and history through the typical Cirebon Macan Ali glass painting","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116594065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The low ability of students to apply in numerical analysis courses is a problem in this research. Integrated learning is one solution to this problem. The aim is to determine the differences in student application abilities between integrated and conventional learning. One of the computer science colleges in the Cirebon area was sampled in this study. Two groups were formed, consisting of 1 integrated study group with a total of 36 students and one conventional study group with a total of 32 students. Both groups contracted numerical analysis courses. What carried out the type of quasi-experimental research and the static group comparison randomized control group only design became the design in this study. The result is that the average value of the application ability of students who study conventionally is 80.31, while the average application ability of students who study in an integrated manner is 84.58. The application ability of students who study integrated is higher than students who study conventionally, and the ability to apply of students who study integrated is more uniform than students who study conventionally. The results of the Mann-Whitney test found that the application ability of students who studied in an integrated manner was better than those who studied conventionally.
{"title":"Application Ability of Students in Integrated Computer-Aided Numerical Analysis Learning","authors":"K. Kosim","doi":"10.58421/misro.v1i1.11","DOIUrl":"https://doi.org/10.58421/misro.v1i1.11","url":null,"abstract":"The low ability of students to apply in numerical analysis courses is a problem in this research. Integrated learning is one solution to this problem. The aim is to determine the differences in student application abilities between integrated and conventional learning. One of the computer science colleges in the Cirebon area was sampled in this study. Two groups were formed, consisting of 1 integrated study group with a total of 36 students and one conventional study group with a total of 32 students. Both groups contracted numerical analysis courses. What carried out the type of quasi-experimental research and the static group comparison randomized control group only design became the design in this study. The result is that the average value of the application ability of students who study conventionally is 80.31, while the average application ability of students who study in an integrated manner is 84.58. The application ability of students who study integrated is higher than students who study conventionally, and the ability to apply of students who study integrated is more uniform than students who study conventionally. The results of the Mann-Whitney test found that the application ability of students who studied in an integrated manner was better than those who studied conventionally.","PeriodicalId":105115,"journal":{"name":"Journal of Mathematics Instruction, Social Research and Opinion","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132786917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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