Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.67990
Lukman Hakim Muhaimin, Ahmad Mukhibin, M. Mitrayana, D. Dasari
This study aims to determine the effect of the NHT and TPS learning models on mathematics learning outcomes, the impact of student learning styles on mathematics learning outcomes, and the result of the interaction of learning models and student learning styles on mathematics learning outcomes. This type of quantitative research with a quasi-experimental design. The research sample consisted of two classes (experimental and control) which were taken using Cluster Random Sampling from the population of all course VIII students of SMP 4 Muhammadiyah Surakarta in the academic year 2021/2022. Data collection techniques with questionnaires and tests. Before the research, a balance test was conducted to determine whether the two samples had the same initial abilities. The normality test and homogeneity test are prerequisite analysis tests in this study. The data analysis technique using two-way cell analysis of variance is different, with a significance level of 5%. The results showed that the NHT and TPS learning models affected mathematics learning outcomes. The mathematics learning outcomes of students who were given the NHT learning model tended to be better than those who were given the TPS learning model. Learning styles affect the results of learning mathematics. Students with an auditory learning style get better learning results than visual and kinesthetic learning styles. The interaction between the NHT and TPS learning models on mathematics learning outcomes in terms of student learning styles
{"title":"Mathematical Learning Experiment Using Numbered Heads Together And Think Pair Share Models, Examined From The Learning Style","authors":"Lukman Hakim Muhaimin, Ahmad Mukhibin, M. Mitrayana, D. Dasari","doi":"10.20961/jmme.v12i2.67990","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.67990","url":null,"abstract":"This study aims to determine the effect of the NHT and TPS learning models on mathematics learning outcomes, the impact of student learning styles on mathematics learning outcomes, and the result of the interaction of learning models and student learning styles on mathematics learning outcomes. This type of quantitative research with a quasi-experimental design. The research sample consisted of two classes (experimental and control) which were taken using Cluster Random Sampling from the population of all course VIII students of SMP 4 Muhammadiyah Surakarta in the academic year 2021/2022. Data collection techniques with questionnaires and tests. Before the research, a balance test was conducted to determine whether the two samples had the same initial abilities. The normality test and homogeneity test are prerequisite analysis tests in this study. The data analysis technique using two-way cell analysis of variance is different, with a significance level of 5%. The results showed that the NHT and TPS learning models affected mathematics learning outcomes. The mathematics learning outcomes of students who were given the NHT learning model tended to be better than those who were given the TPS learning model. Learning styles affect the results of learning mathematics. Students with an auditory learning style get better learning results than visual and kinesthetic learning styles. The interaction between the NHT and TPS learning models on mathematics learning outcomes in terms of student learning styles","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124060170","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}
Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.68112
H. E. Chrisnawati, B. Usodo, F. Nurhasanah, S. Sutopo, Y. Kuswardi
This study aims to develop an educational game as a learning media for mathematics at the elementary school level, particularly fractions. Named Fraction Bakery, this game was developed as a response to complaints of students' and teachers' difficulty in learning and teaching fractions. This difficulty, if poorly addressed, may serve as an iceberg-like issue for their understanding of more advanced mathematic concepts. Number recognition, including fractions, is fundamental to learning mathematics. As a teacher, it is necessary to evaluate such learning difficulties and seek alternative interactive learning media their students can enjoy. For the purpose of the study, the research and development model proposed by Thiagarajan, consisting of Define, Design, Development, and Disseminate stages, was applied. This game was still in the development process by evaluating the media value using trial responses involving undergraduate students of mathematics education at Sebelas Maret University. Regarding the product's interface, 71% of respondents gave a high score, 57% gave a very high score to the game animation, 75% stated that the game would likely motivate users to learn (affective impact), and 57% stated that the materials delivered in the game are highly relevant to the competency
{"title":"The Development of the Educational Game “Fraction Bakery ”: An Analysis of Media Advantages for Elementary School Students","authors":"H. E. Chrisnawati, B. Usodo, F. Nurhasanah, S. Sutopo, Y. Kuswardi","doi":"10.20961/jmme.v12i2.68112","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.68112","url":null,"abstract":"This study aims to develop an educational game as a learning media for mathematics at the elementary school level, particularly fractions. Named Fraction Bakery, this game was developed as a response to complaints of students' and teachers' difficulty in learning and teaching fractions. This difficulty, if poorly addressed, may serve as an iceberg-like issue for their understanding of more advanced mathematic concepts. Number recognition, including fractions, is fundamental to learning mathematics. As a teacher, it is necessary to evaluate such learning difficulties and seek alternative interactive learning media their students can enjoy. For the purpose of the study, the research and development model proposed by Thiagarajan, consisting of Define, Design, Development, and Disseminate stages, was applied. This game was still in the development process by evaluating the media value using trial responses involving undergraduate students of mathematics education at Sebelas Maret University. Regarding the product's interface, 71% of respondents gave a high score, 57% gave a very high score to the game animation, 75% stated that the game would likely motivate users to learn (affective impact), and 57% stated that the materials delivered in the game are highly relevant to the competency","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134323659","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}
Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.67981
A. Hendriyanto, D. Juandi
{"title":"Mathematics Achievement - Intelligence Quotient (IQ): A Study of Simple Relations in Class 10 High School Students","authors":"A. Hendriyanto, D. Juandi","doi":"10.20961/jmme.v12i2.67981","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.67981","url":null,"abstract":"","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"184 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120864850","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}
Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.64423
G. Balasubramaniam, Murugan Rajoo, Mohd Faizal Nizam Lee Bin Abdullah
The usage of mobile applications in today’s teaching and learning system is an active area of research. This study was a Systematic Literature Review (SLR) using the PRISMA model by identifying various appropriate and relevant kinds of literature to identify the usability of mobile applications in education. Data search was carried out using criteria determined by researches from various search engines such as Google Scholar, ERIC, Scopus, Research gate and others as SLR was performed on papers obtained from these databases. In total 77 articles were retrieved; out of which 30 were similar to the purpose of this paper. Out of 30, only 15 articles were relevant to this study. Furthermore, the data were analysed using a qualitative approach to describing the research findings. The results showed that three main research themes have been found, namely the purpose of the study, targeted population and research design. Outline, the analysis results of these articles stated that the implementation of mathematics mobile applications in education is still under consideration in Malaysia. These findings are expected to serve as a foundation for teachers, education observers, and education policymakers at all levels of government, including local, state, and federal governments, as well as the Ministry of Education, to develop policies that support the development of mathematics mobile applications in education. The findings of SLR provided insight into the field's primary contributions, gaps, and chances, which created a conversation about essential research areas in future.
{"title":"A Systematic Literature Review on Mathematics Mobile Applications in Education","authors":"G. Balasubramaniam, Murugan Rajoo, Mohd Faizal Nizam Lee Bin Abdullah","doi":"10.20961/jmme.v12i2.64423","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.64423","url":null,"abstract":"The usage of mobile applications in today’s teaching and learning system is an active area of research. This study was a Systematic Literature Review (SLR) using the PRISMA model by identifying various appropriate and relevant kinds of literature to identify the usability of mobile applications in education. Data search was carried out using criteria determined by researches from various search engines such as Google Scholar, ERIC, Scopus, Research gate and others as SLR was performed on papers obtained from these databases. In total 77 articles were retrieved; out of which 30 were similar to the purpose of this paper. Out of 30, only 15 articles were relevant to this study. Furthermore, the data were analysed using a qualitative approach to describing the research findings. The results showed that three main research themes have been found, namely the purpose of the study, targeted population and research design. Outline, the analysis results of these articles stated that the implementation of mathematics mobile applications in education is still under consideration in Malaysia. These findings are expected to serve as a foundation for teachers, education observers, and education policymakers at all levels of government, including local, state, and federal governments, as well as the Ministry of Education, to develop policies that support the development of mathematics mobile applications in education. The findings of SLR provided insight into the field's primary contributions, gaps, and chances, which created a conversation about essential research areas in future.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123866738","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}
Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.64432
Meilani Safitri, N. Suryani
Metacognitive ability is closely related to problem solving ability. This research is a survey research involving 150 students of class X from four high schools in Ngemplak Boyolali. The purpose of this study is to describe the results of the analysis of metacognitive abilities in solving mathematical problems. Data was collected using a Metacognitive Awareness Inventory (MAI) questionnaire. Data analysis was carried out quantitatively and qualitatively. The results showed that 23% of students had high metacognitive abilities, 20% of students had moderate metacognitive abilities, and 57% of students had low metacognitive abilities. Most students who have high metacognitive abilities are able to use their metacognitive abilities in solving mathematical problems. Almost all students who have low metacognitive abilities do not use their metacognitive abilities in solving mathematical problems. Overall, students are less than optimal in using metacognitive abilities when solving mathematical problems.
{"title":"Analysis of Metacognitive Ability in Mathematics Problem Solving of SMA Students at Ngemplak Boyolali","authors":"Meilani Safitri, N. Suryani","doi":"10.20961/jmme.v12i2.64432","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.64432","url":null,"abstract":"Metacognitive ability is closely related to problem solving ability. This research is a survey research involving 150 students of class X from four high schools in Ngemplak Boyolali. The purpose of this study is to describe the results of the analysis of metacognitive abilities in solving mathematical problems. Data was collected using a Metacognitive Awareness Inventory (MAI) questionnaire. Data analysis was carried out quantitatively and qualitatively. The results showed that 23% of students had high metacognitive abilities, 20% of students had moderate metacognitive abilities, and 57% of students had low metacognitive abilities. Most students who have high metacognitive abilities are able to use their metacognitive abilities in solving mathematical problems. Almost all students who have low metacognitive abilities do not use their metacognitive abilities in solving mathematical problems. Overall, students are less than optimal in using metacognitive abilities when solving mathematical problems.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"229 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123308095","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}
Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.64422
Erra EL-Taro, Maria Lilis Aryani
Covid-19 has hit many countries in the world, including Indonesia. This epidemic has affected many sectors of life, including the education sector. The government's rules regarding the Implementation of Learning from Home is one of their effort to reduce the spread of Covid-19. In this regard, teachers and parents have involvement in increasing the children's learning motivation. This research raised parental participation in providing learning motivation to students during Distance Learning. The method used in this research is the literature review and survey method. The researcher used several reference books and questionnaires with the type of scale being differential semantic that had the highest score is five and the lowest score is one. The result of this research is the participation of parents in providing learning motivation to students during distance learning consists of three aspects: facilities, time, and child psychology. The percentage of the role of parents in motivating children in the aspect of facilities is 94.78%; in time aspect is 97.68%, and in the psychology of children aspect is 94.78%. So, most parents in grades V and VI have tried to increase learning motivation in distance learning during a pandemic.
{"title":"The Analysis Of Parental Participation In Improving Children's Learning Motivation During The Covid-19 Pandemic","authors":"Erra EL-Taro, Maria Lilis Aryani","doi":"10.20961/jmme.v12i2.64422","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.64422","url":null,"abstract":"Covid-19 has hit many countries in the world, including Indonesia. This epidemic has affected many sectors of life, including the education sector. The government's rules regarding the Implementation of Learning from Home is one of their effort to reduce the spread of Covid-19. In this regard, teachers and parents have involvement in increasing the children's learning motivation. This research raised parental participation in providing learning motivation to students during Distance Learning. The method used in this research is the literature review and survey method. The researcher used several reference books and questionnaires with the type of scale being differential semantic that had the highest score is five and the lowest score is one. The result of this research is the participation of parents in providing learning motivation to students during distance learning consists of three aspects: facilities, time, and child psychology. The percentage of the role of parents in motivating children in the aspect of facilities is 94.78%; in time aspect is 97.68%, and in the psychology of children aspect is 94.78%. So, most parents in grades V and VI have tried to increase learning motivation in distance learning during a pandemic. ","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122022626","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}
Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.64438
Joanna Ayuni Sara
Mathematics anxiety is a psychological condition of students in the learning process of mathematics. This study aims to describe students' learning anxiety in distance learning in mathematics learning. The method used in this study is a literature review method of books and literature as data. The method used in this study is a literature review method of books and literature as data. In addition, this research was strengthened by collecting data obtained through distributing questionnaires consisting of 17 statements in order to determine the interpretation of mathematics learning anxiety experienced by students in distance learning. Questionnaires were given to students at SMPTK Pelita Hati Denpasar in the 2021/2022 academic year as many as 27 respondents. The results of this study indicate that students experience learning anxiety in online mathematics learning. Forms of anxiety when participating in distance learning in mathematics learning that arise from students in the form of feelings of fear, worry, lack of confidence, anxiety, faster heart beats and even trying to avoid learning.
{"title":"Anxiety Analysis of Students Taking Distance Learning in Mathematics Learning in Junior High Schools","authors":"Joanna Ayuni Sara","doi":"10.20961/jmme.v12i2.64438","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.64438","url":null,"abstract":"Mathematics anxiety is a psychological condition of students in the learning process of mathematics. This study aims to describe students' learning anxiety in distance learning in mathematics learning. The method used in this study is a literature review method of books and literature as data. The method used in this study is a literature review method of books and literature as data. In addition, this research was strengthened by collecting data obtained through distributing questionnaires consisting of 17 statements in order to determine the interpretation of mathematics learning anxiety experienced by students in distance learning. Questionnaires were given to students at SMPTK Pelita Hati Denpasar in the 2021/2022 academic year as many as 27 respondents. The results of this study indicate that students experience learning anxiety in online mathematics learning. Forms of anxiety when participating in distance learning in mathematics learning that arise from students in the form of feelings of fear, worry, lack of confidence, anxiety, faster heart beats and even trying to avoid learning.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130085743","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}
Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.64420
Maria Magdalena Yunika Nugraheni, Parmamita Suryaningrum, M. A. Rudito
The COVID-19 pandemic that has hit various regions of the world has an impact on various sectors, including the education sector. This causes teaching and learning activities to be carried out online to minimize the transmission of this pandemic. However, online learning experiences several challenges for both teachers and students, one of which is students’ engagement where students tend to be passive and only accept the material provided by the teacher. This causes teachers to design creative and interesting learning to make students interested and active both emotionally, cognitively and student behavior. Flipped classroom is a learning approach where the teacher guides concepts effectively by creating an interactive learning environment that provides opportunities for students to participate actively. The aims of this research are 1) Knowing the learning design using flipped classroom to increase student involvement in learning mathematics. 2) Knowing the effect of flipped classroom in increasing student’s engagement in learning. The method used is a literature review and quantitative through a questionnaire. The subjects of this study were students of class X who took part in learning mathematics with a flipped classroom approach on trigonometry material. This study resulted in a learning design in the form of a learning design using a flipped classroom to increase student engagement. In addition, based on the results of the questionnaire, it can be concluded that the flipped classroom has an effect on increasing student’s engagement in learning mathematics.
{"title":"Analysis of the students’ engagement in the process of learning Mathematics using a Flipped-classroom approach to Trigonometry","authors":"Maria Magdalena Yunika Nugraheni, Parmamita Suryaningrum, M. A. Rudito","doi":"10.20961/jmme.v12i2.64420","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.64420","url":null,"abstract":"The COVID-19 pandemic that has hit various regions of the world has an impact on various sectors, including the education sector. This causes teaching and learning activities to be carried out online to minimize the transmission of this pandemic. However, online learning experiences several challenges for both teachers and students, one of which is students’ engagement where students tend to be passive and only accept the material provided by the teacher. This causes teachers to design creative and interesting learning to make students interested and active both emotionally, cognitively and student behavior. Flipped classroom is a learning approach where the teacher guides concepts effectively by creating an interactive learning environment that provides opportunities for students to participate actively. The aims of this research are 1) Knowing the learning design using flipped classroom to increase student involvement in learning mathematics. 2) Knowing the effect of flipped classroom in increasing student’s engagement in learning. The method used is a literature review and quantitative through a questionnaire. The subjects of this study were students of class X who took part in learning mathematics with a flipped classroom approach on trigonometry material. This study resulted in a learning design in the form of a learning design using a flipped classroom to increase student engagement. In addition, based on the results of the questionnaire, it can be concluded that the flipped classroom has an effect on increasing student’s engagement in learning mathematics.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114309505","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}
Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.64421
Dewi Isabella Palma, Eliana Nadiasari
Distance learning is learning that is carried out separately between students and educators, the learning carried out is designed using communication tools or learning management media to support learning. In the 21st century, there are abilities that must be mastered by someone called 21st Century Competencies, one of which is the ability to collaborate. The purpose of this study is to describe distance learning activities to teach student collaboration skills and describe the influence of learning activities on distance learning in developing collaboration skills. This type of research is descriptive qualitative with a literature review method equipped with field data. The results showed that there are several things that need to be considered in designing distance learning activities to teach students' collaboration skills, namely 1) dividing students into groups, 2) using media that supports students to provide responses, ideas, comments and so on in the form of video conference forums and LMS, 3) instructions on feedback activities, and 4) the culture built in learning activities. Indicators of collaboration ability are also obtained, namely 1) cooperation and interdependence to achieve common goals such as cooperation in groups, discussion, active contribution, and flexibility, 2) being responsible for the basis of learning and behavior of each such as being responsible for work and working productively, and 3) the implementation of a cohesive work activity such as being able to adapt, communicate well, and respect for others. In addition, there are advantages and disadvantages of this design of distance learning activities.
{"title":"Analysis of Distance Learning Activities to Teach Collaboration Ability of Undergraduate Students of Mathematics Education Study Program","authors":"Dewi Isabella Palma, Eliana Nadiasari","doi":"10.20961/jmme.v12i2.64421","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.64421","url":null,"abstract":"Distance learning is learning that is carried out separately between students and educators, the learning carried out is designed using communication tools or learning management media to support learning. In the 21st century, there are abilities that must be mastered by someone called 21st Century Competencies, one of which is the ability to collaborate. The purpose of this study is to describe distance learning activities to teach student collaboration skills and describe the influence of learning activities on distance learning in developing collaboration skills. This type of research is descriptive qualitative with a literature review method equipped with field data. The results showed that there are several things that need to be considered in designing distance learning activities to teach students' collaboration skills, namely 1) dividing students into groups, 2) using media that supports students to provide responses, ideas, comments and so on in the form of video conference forums and LMS, 3) instructions on feedback activities, and 4) the culture built in learning activities. Indicators of collaboration ability are also obtained, namely 1) cooperation and interdependence to achieve common goals such as cooperation in groups, discussion, active contribution, and flexibility, 2) being responsible for the basis of learning and behavior of each such as being responsible for work and working productively, and 3) the implementation of a cohesive work activity such as being able to adapt, communicate well, and respect for others. In addition, there are advantages and disadvantages of this design of distance learning activities.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129247024","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}
Pub Date : 2022-12-01DOI: 10.20961/jmme.v12i2.68111
Y. Kuswardi, Luthfi Almira, Novita Nurussakbana, Anggoro Canggih Pinilih
A graph denoted by is a pair of where is a non-empty set of vertices in G, and E is a set of edges in G. In graph theory, there are various types of graphs including star graphs, cycle graph, and wheel graph. Graph operations on two or more types of graphs can produce new graphs. Amalgamation is one of the operations on graphs. Suppose and are two connected graphs, amalgamating the vertices of graph 1 and graph 2 by joining vertices and vertices denoted by is the graph obtained by joins vertex of graph and vertex of graph into one vertex , where is the common vertex of the graph resulting from , while amalgamating the edges of graph and graph by joining edges and edge , denoted by are graphs obtained by combining edge of graph 1 and edge of graph 2 into one edge g, where g is common side of graph of (𝐺1,𝐺2;𝑒,𝑓). Vertex coloring is one of the fastest-growing topics in graphs. The coloring of the vertices, that is, assigning a color to each vertex of the graph so that each neighboring vertex has a different color. The minimum number of colors used to color the vertices of a graph is called the chromatic number. In this article, we discuss the chromatic number in the amalgamated graph of wheel graph and star graph and the chromatic number on the amalgamation of wheel graph and cycle graph. The results obtained are as follows: (1) the chromatic number of the amalgamated graph of the wheel graph () and the star graph () for n even is 3 and for n odd is 4, (2) the chromatic number of the graph resulting from the operation amalgamation of the wheel graph () and the cycle graph () for n even is 3 and for odd is 4.
{"title":"Chromatic Number of Amalgamation of Wheel Graph-Star Graph and Amalgamation of Wheel Graph-Sikel Graph","authors":"Y. Kuswardi, Luthfi Almira, Novita Nurussakbana, Anggoro Canggih Pinilih","doi":"10.20961/jmme.v12i2.68111","DOIUrl":"https://doi.org/10.20961/jmme.v12i2.68111","url":null,"abstract":"A graph denoted by is a pair of where is a non-empty set of vertices in G, and E is a set of edges in G. In graph theory, there are various types of graphs including star graphs, cycle graph, and wheel graph. Graph operations on two or more types of graphs can produce new graphs. Amalgamation is one of the operations on graphs. Suppose and are two connected graphs, amalgamating the vertices of graph 1 and graph 2 by joining vertices and vertices denoted by is the graph obtained by joins vertex of graph and vertex of graph into one vertex , where is the common vertex of the graph resulting from , while amalgamating the edges of graph and graph by joining edges and edge , denoted by are graphs obtained by combining edge of graph 1 and edge of graph 2 into one edge g, where g is common side of graph of (𝐺1,𝐺2;𝑒,𝑓). Vertex coloring is one of the fastest-growing topics in graphs. The coloring of the vertices, that is, assigning a color to each vertex of the graph so that each neighboring vertex has a different color. The minimum number of colors used to color the vertices of a graph is called the chromatic number. In this article, we discuss the chromatic number in the amalgamated graph of wheel graph and star graph and the chromatic number on the amalgamation of wheel graph and cycle graph. The results obtained are as follows: (1) the chromatic number of the amalgamated graph of the wheel graph () and the star graph () for n even is 3 and for n odd is 4, (2) the chromatic number of the graph resulting from the operation amalgamation of the wheel graph () and the cycle graph () for n even is 3 and for odd is 4.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126625441","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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