Pub Date : 2022-10-28DOI: 10.20961/jmme.v12i1.61946
Edi Supriyadi, J. Dahlan
This study intends to carry out a bibliometric analysis to answer the following research questions: What is the annual increase in publications of constructionism, constructivism, and computational thinking, and mathematics education?; Who are the most prolific writers of constructionism, constructivism, computational thinking, and mathematics education?; Which the most countries in the fields of constructivism, constructivism, computational thinking, and mathematics education?; Who are the most frequently cited scientists? In the end, the biblioAnalysis function generates descriptive data from bibliographic data. Thus, this description has explained that these keywords are sufficient to describe the use of theory in learning computational thinking and mathematics. After we have completed our mapping, we will have a combined framework at our disposal, which will allow us to gain a deeper understanding of the possible connections that exist between constructionism, constructivism, computational thinking, and mathematics education.
{"title":"Constructionism and Constructivism in Computational Thinking and Mathematics Education: Bibliometric Review","authors":"Edi Supriyadi, J. Dahlan","doi":"10.20961/jmme.v12i1.61946","DOIUrl":"https://doi.org/10.20961/jmme.v12i1.61946","url":null,"abstract":"This study intends to carry out a bibliometric analysis to answer the following research questions: What is the annual increase in publications of constructionism, constructivism, and computational thinking, and mathematics education?; Who are the most prolific writers of constructionism, constructivism, computational thinking, and mathematics education?; Which the most countries in the fields of constructivism, constructivism, computational thinking, and mathematics education?; Who are the most frequently cited scientists? In the end, the biblioAnalysis function generates descriptive data from bibliographic data. Thus, this description has explained that these keywords are sufficient to describe the use of theory in learning computational thinking and mathematics. After we have completed our mapping, we will have a combined framework at our disposal, which will allow us to gain a deeper understanding of the possible connections that exist between constructionism, constructivism, computational thinking, and mathematics education.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124503996","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 : 2022-10-28DOI: 10.20961/jmme.v12i1.61091
Ainun Fachrunisa, K. S. Kuncoro, Tri Astuti Arigiyati
The research objectives are to develop a mathematics learning media product that can be accessed via android with the help of the Kvisoft Flipbook Maker application. The type of research is Research and Development (R&D) with a 4-D Thiagarajan research model which consists of 4 stages (Define, Design, Development, and Disseminate). The subjects of this study were 10 students of class VII SMP N 3 Bantul. Data collection techniques were performed through questionnaires and validation sheets. Based on the results of expert validation, the e-module-based learning media is feasible to be used in the mathematics learning process and is included in the very good category with an ideal percentage of 90.85%. The results of the response of educators with the ideal percentage of 87.5% in the excellent category while the results of the responses of students with the ideal percentage of 92% in the excellent category. This shows that the learning media developed is suitable for use in the mathematics learning process and e-module-based media products can be further developed in the learning process to encourage educators to be more creative and innovative in creating interesting and fun media for students.
研究目标是开发一种数学学习媒体产品，可以在Kvisoft Flipbook Maker应用程序的帮助下通过android访问。研究类型为研究与开发(R&D)，采用4- d Thiagarajan研究模型，该模型包括4个阶段(定义、设计、开发和传播)。本研究以班图尔中学七班10名学生为研究对象。通过问卷调查和验证表进行数据收集技术。专家验证结果表明，基于e-module的学习媒介在数学学习过程中是可行的，理想率为90.85%，属于非常好的范畴。教育工作者的回答结果理想率为87.5%，学生的回答结果理想率为92%，为优秀。这表明所开发的学习媒体适合在数学学习过程中使用，基于电子模块的媒体产品可以在学习过程中进一步开发，以鼓励教育者在为学生创造有趣和有趣的媒体方面更具创造性和创新性。
{"title":"Development of Interactive E-Modules Assisted by The Kvisoft Flipbook Maker Application on Algebraic Forms Grade VII","authors":"Ainun Fachrunisa, K. S. Kuncoro, Tri Astuti Arigiyati","doi":"10.20961/jmme.v12i1.61091","DOIUrl":"https://doi.org/10.20961/jmme.v12i1.61091","url":null,"abstract":"The research objectives are to develop a mathematics learning media product that can be accessed via android with the help of the Kvisoft Flipbook Maker application. The type of research is Research and Development (R&D) with a 4-D Thiagarajan research model which consists of 4 stages (Define, Design, Development, and Disseminate). The subjects of this study were 10 students of class VII SMP N 3 Bantul. Data collection techniques were performed through questionnaires and validation sheets. Based on the results of expert validation, the e-module-based learning media is feasible to be used in the mathematics learning process and is included in the very good category with an ideal percentage of 90.85%. The results of the response of educators with the ideal percentage of 87.5% in the excellent category while the results of the responses of students with the ideal percentage of 92% in the excellent category. This shows that the learning media developed is suitable for use in the mathematics learning process and e-module-based media products can be further developed in the learning process to encourage educators to be more creative and innovative in creating interesting and fun media for students.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125391152","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 : 2022-10-28DOI: 10.20961/jmme.v12i1.58396
N. Nuryadi, Nafida Hetty Marhaeni, Anik Soviyati
Critical thinking is one of the essential skills in the 21st century that can be developed through learning mathematics, but in practice, there has not been much facilitation of learning media. Realistic mathematics learning by utilizing culture as well as integrating technology can be used as an ideal starting point for learning. This study aims to develop a mobile learning-based mathematics learning device with a realistic learning approach in the context of the Tedhak Siten ceremony to improve students' critical thinking skills. This type of research is development research that refers to the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The data sources in this study were students and validators. The instruments used were the mobile learning application, the pretest, and posttest questions, the material expert validation questionnaire, the media expert validation questionnaire, and the student response questionnaire. The results showed that the validity aspect obtained a good category from the media expert validator and the material expert, the practical aspect of students as users obtained a good category, and the effectiveness aspect obtained a significant increase in pretest to posttest scores. So that learning mathematics with mobile learning applications can develop students' critical thinking skills and have potential effects.
{"title":"Ethnomathematics Tedhak Siten: Learning Design to Develop Student’s Critical Thinking Skill Based on Mobile Devices","authors":"N. Nuryadi, Nafida Hetty Marhaeni, Anik Soviyati","doi":"10.20961/jmme.v12i1.58396","DOIUrl":"https://doi.org/10.20961/jmme.v12i1.58396","url":null,"abstract":"Critical thinking is one of the essential skills in the 21st century that can be developed through learning mathematics, but in practice, there has not been much facilitation of learning media. Realistic mathematics learning by utilizing culture as well as integrating technology can be used as an ideal starting point for learning. This study aims to develop a mobile learning-based mathematics learning device with a realistic learning approach in the context of the Tedhak Siten ceremony to improve students' critical thinking skills. This type of research is development research that refers to the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The data sources in this study were students and validators. The instruments used were the mobile learning application, the pretest, and posttest questions, the material expert validation questionnaire, the media expert validation questionnaire, and the student response questionnaire. The results showed that the validity aspect obtained a good category from the media expert validator and the material expert, the practical aspect of students as users obtained a good category, and the effectiveness aspect obtained a significant increase in pretest to posttest scores. So that learning mathematics with mobile learning applications can develop students' critical thinking skills and have potential effects.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127078147","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 : 2022-10-28DOI: 10.20961/jmme.v12i1.62273
N. Kania, Sudianto Sudianto, Hanipah Hanipah
The purpose of this study was to analyze students' geometric thinking skills in solving geometric problems based on Van Hiele's thinking stages. This research is a qualitative research. The subjects of this study were students of class XII MIPA 2 SMA Negeri Tomo, totaling 29 students. With purposive sampling obtained 6 research subjects representing the stages of thinking Van Hiele, data collection methods with test questions and interviews. Analysis of research data is data collection, data reduction, data presentation, and drawing conclusions. The results of the study are: no student can reach the rigor stage
本研究的目的是基于范·海尔的思维阶段，分析学生在解决几何问题时的几何思维能力。本研究为定性研究。本研究以MIPA 2 SMA Negeri Tomo 12班学生为研究对象，共29名学生。用有目的的抽样获得了6个研究对象，代表了范·海尔思维的各个阶段，数据收集方法有试题和访谈。研究数据的分析是数据收集、数据简化、数据呈现和得出结论。研究的结果是:没有学生能达到严格的阶段
{"title":"Analysis of Student's Geometry Thinking Ability Based on Van Hiele's Theory","authors":"N. Kania, Sudianto Sudianto, Hanipah Hanipah","doi":"10.20961/jmme.v12i1.62273","DOIUrl":"https://doi.org/10.20961/jmme.v12i1.62273","url":null,"abstract":"The purpose of this study was to analyze students' geometric thinking skills in solving geometric problems based on Van Hiele's thinking stages. This research is a qualitative research. The subjects of this study were students of class XII MIPA 2 SMA Negeri Tomo, totaling 29 students. With purposive sampling obtained 6 research subjects representing the stages of thinking Van Hiele, data collection methods with test questions and interviews. Analysis of research data is data collection, data reduction, data presentation, and drawing conclusions. The results of the study are: no student can reach the rigor stage","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129657509","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 : 2021-12-31DOI: 10.20961/jmme.v11i2.58132
Nais Qonita Salsabila, B. Usodo, S. Subanti
Mathematical literacy is defined as students’ capacity to formulate, employ and interpret mathematics in a variety of contexts. It includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to describe, explain and predict phenomena. It assists individuals in recognising the role that mathematics plays in the world and to make the well-founded judgements and decisions needed by constructive, engaged and reflective citizens. Quantity content includes the ability in reasoning quantitatively, representing something into numbers, understanding mathematical steps, counting by heart and making assessments. The questions on quantity content are mostly implemented in everyday life, such as in exchanging currency exchange rates, determining bank interest, shopping, calculating taxes, measuring time, measuring distance and others. The purpose of this article is to describe the level of mathematical literacy ability of junior high school students in solving Quantity content PISA questions. The data from this study were taken from the results of the PISA test questions on quantity content and interviews. Subject taking is based on the test results of students who have the highest scores, as it is expected to get the results of the analysis of students’ high literacy skills. In this research, the researcher is using indicators of mathematical literacy level according to PISA. Based on the results of research and discussion, it is concluded that there are students who have high mathematical literacy skills equivalent to level 5.
{"title":"Mathematical Literacy of Junior High School Students in Solving Problems Pisa Content Quantity","authors":"Nais Qonita Salsabila, B. Usodo, S. Subanti","doi":"10.20961/jmme.v11i2.58132","DOIUrl":"https://doi.org/10.20961/jmme.v11i2.58132","url":null,"abstract":"Mathematical literacy is defined as students’ capacity to formulate, employ and interpret mathematics in a variety of contexts. It includes reasoning mathematically and using mathematical concepts, procedures, facts and tools to describe, explain and predict phenomena. It assists individuals in recognising the role that mathematics plays in the world and to make the well-founded judgements and decisions needed by constructive, engaged and reflective citizens. Quantity content includes the ability in reasoning quantitatively, representing something into numbers, understanding mathematical steps, counting by heart and making assessments. The questions on quantity content are mostly implemented in everyday life, such as in exchanging currency exchange rates, determining bank interest, shopping, calculating taxes, measuring time, measuring distance and others. The purpose of this article is to describe the level of mathematical literacy ability of junior high school students in solving Quantity content PISA questions. The data from this study were taken from the results of the PISA test questions on quantity content and interviews. Subject taking is based on the test results of students who have the highest scores, as it is expected to get the results of the analysis of students’ high literacy skills. In this research, the researcher is using indicators of mathematical literacy level according to PISA. Based on the results of research and discussion, it is concluded that there are students who have high mathematical literacy skills equivalent to level 5.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"64 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130890931","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 : 2021-12-31DOI: 10.20961/jmme.v11i2.58130
Habi Cahya Kumara, D. Prastyo, S. Rahayu
At the end of 2019 the world was shocked by the new emerging infectious disease in China; the Coronavirus disease (Covid-19). This outbreak is spreading fast and has infected almost all countries including Indonesia, the WHO has designated Covid-19 as a pandemic. The Indonesian government issued a policy of limiting community activities in an effort to break the spread of the virus. This restriction resulted in a significant reduction in economic demand. Based on the release of economic growth data by BPS, Indonesia experienced a recession in the third quarter of 2020 with the transportation and tourism sectors being the sectors most affected by this pandemic. This study will analyze the impact of the Covid-19 pandemic in Indonesia on the tourism sector and its relationship with other sectors using Backward Linkage, Forward Linkage, Multiplier Effects, and Structural Path Analysis (SPA) methods on Indonesia's Inter-Regional Input Output (IRIO) data. According to the results of the analysis up to October 2020, Indonesia lost potential income in the tourism sector by 165.97 trillion rupiah. The hotel and restaurant sector has the largest impact on the formation of output by -99.09 trillion rupiah. The decline in output of hotel and restaurant sector gave a high multiplier impact on the food and beverage sector by -17.9 trillion rupiah and trade sector by -10.7 trillion rupiah. Regionally, the province of Bali and DI Yogyakarta became the provinces with the biggest impact from the decline in tourism due to the composition of the tourism sector in it’s regional economy is equal to 34,8% and 26,5%.
{"title":"The Impact of the Covid-19 Pandemic on Tourism Sector in Indonesia Using a Structural Path Analysis Based on Inter-Regional Input-Output Matrix","authors":"Habi Cahya Kumara, D. Prastyo, S. Rahayu","doi":"10.20961/jmme.v11i2.58130","DOIUrl":"https://doi.org/10.20961/jmme.v11i2.58130","url":null,"abstract":"At the end of 2019 the world was shocked by the new emerging infectious disease in China; the Coronavirus disease (Covid-19). This outbreak is spreading fast and has infected almost all countries including Indonesia, the WHO has designated Covid-19 as a pandemic. The Indonesian government issued a policy of limiting community activities in an effort to break the spread of the virus. This restriction resulted in a significant reduction in economic demand. Based on the release of economic growth data by BPS, Indonesia experienced a recession in the third quarter of 2020 with the transportation and tourism sectors being the sectors most affected by this pandemic. This study will analyze the impact of the Covid-19 pandemic in Indonesia on the tourism sector and its relationship with other sectors using Backward Linkage, Forward Linkage, Multiplier Effects, and Structural Path Analysis (SPA) methods on Indonesia's Inter-Regional Input Output (IRIO) data. According to the results of the analysis up to October 2020, Indonesia lost potential income in the tourism sector by 165.97 trillion rupiah. The hotel and restaurant sector has the largest impact on the formation of output by -99.09 trillion rupiah. The decline in output of hotel and restaurant sector gave a high multiplier impact on the food and beverage sector by -17.9 trillion rupiah and trade sector by -10.7 trillion rupiah. Regionally, the province of Bali and DI Yogyakarta became the provinces with the biggest impact from the decline in tourism due to the composition of the tourism sector in it’s regional economy is equal to 34,8% and 26,5%.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126807330","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 : 2021-12-31DOI: 10.20961/jmme.v11i2.57971
Bambang Sigit Riyanto
The purpose of this study is to produce valid mathematical modeling tasks using parking fees for learning mathematical modeling in SMK. This study used a research development approach by Akker, Gravemeijer, McKenney and Nieveen. This research consists of 3 stages, namely analysis, design and evaluation. The analysis step was carried out by analyzing students, curriculum, vocational needs, context needed and mathematical modeling. The second step is design and product. The last step is a formative evaluation design which consists of self-evaluation, one-to-one, expert review, small group, and field test. The research only conducted self-evaluation, one-to-one, and expert review. Data analysis used descriptive walk through, expert commentary analysis, solution analysis and student comments to get a valid parking fee context mathematical modeling problem for learning mathematics. This research has produced mathematical modeling problems valid using the context of parking fees for mathematics learning in SMK. The results of this study suggest that it is important for teachers to design and implement mathematical modeling problems using interesting and meaningful real-world contexts in learning mathematics, further research is important to provide scaffolding for students in mathematical modeling problems for mathematics learning, finally, research and learning mathematical modeling crucial to be applied in the future.
{"title":"Developing Mathematical Modeling Tasks Using Parking Fee for Learning Mathematics","authors":"Bambang Sigit Riyanto","doi":"10.20961/jmme.v11i2.57971","DOIUrl":"https://doi.org/10.20961/jmme.v11i2.57971","url":null,"abstract":"The purpose of this study is to produce valid mathematical modeling tasks using parking fees for learning mathematical modeling in SMK. This study used a research development approach by Akker, Gravemeijer, McKenney and Nieveen. This research consists of 3 stages, namely analysis, design and evaluation. The analysis step was carried out by analyzing students, curriculum, vocational needs, context needed and mathematical modeling. The second step is design and product. The last step is a formative evaluation design which consists of self-evaluation, one-to-one, expert review, small group, and field test. The research only conducted self-evaluation, one-to-one, and expert review. Data analysis used descriptive walk through, expert commentary analysis, solution analysis and student comments to get a valid parking fee context mathematical modeling problem for learning mathematics. This research has produced mathematical modeling problems valid using the context of parking fees for mathematics learning in SMK. The results of this study suggest that it is important for teachers to design and implement mathematical modeling problems using interesting and meaningful real-world contexts in learning mathematics, further research is important to provide scaffolding for students in mathematical modeling problems for mathematics learning, finally, research and learning mathematical modeling crucial to be applied in the future.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117022516","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 : 2021-12-31DOI: 10.20961/jmme.v11i2.58715
Bella Asista Hany, N. Setyaningsih
This study aim to determine the relationship between the influence of learning media, learning motivation, and mathematics communication on student learning outcomes. Learning outcomes play an important role in shaping the quality of education today. Qualitative-correlation research was conducted on 215 randomly student populations. The number of samples was determined using Slavin's theory. Junior High School 2 Banyodono was chosen as the research location referring to the results of observations which showed the low scores of the students' final exams. The results showed that the variables had an influence on student learning outcomes of 12.7%, while the remaining 87.3 were influenced by other factors. Learning media, learning motivation, and mathematical communication provide unexpected data, which contributes to student learning outcomes and deserves to be investigated further in this article.
{"title":"The Influence of Learning Media, Learning Motivation and Mathematics Communication on Mathematics Learning Outcomes","authors":"Bella Asista Hany, N. Setyaningsih","doi":"10.20961/jmme.v11i2.58715","DOIUrl":"https://doi.org/10.20961/jmme.v11i2.58715","url":null,"abstract":"This study aim to determine the relationship between the influence of learning media, learning motivation, and mathematics communication on student learning outcomes. Learning outcomes play an important role in shaping the quality of education today. Qualitative-correlation research was conducted on 215 randomly student populations. The number of samples was determined using Slavin's theory. Junior High School 2 Banyodono was chosen as the research location referring to the results of observations which showed the low scores of the students' final exams. The results showed that the variables had an influence on student learning outcomes of 12.7%, while the remaining 87.3 were influenced by other factors. Learning media, learning motivation, and mathematical communication provide unexpected data, which contributes to student learning outcomes and deserves to be investigated further in this article.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"343 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114008450","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 : 2021-12-31DOI: 10.20961/jmme.v11i2.58129
A. Rahmah, M. Mardiyana, D. Sari S
The study aims to describe linear program problem-solving skills reviewed from sequential thinking styles and genders as schools implement online learning due to the covid-19 pandemic. This research is a qualitative study that produces descriptive data. The subject of this study consisted of two male students and two female students of class XI MIPA High School MTA Surakarta. The study began by determining the study subjects using a thinking style questionnaire, followed by linear program problem-solving tests and interviews. Check the validity of the data using triangulation methods. The results show linear program problem-solving skills; 1) Sequential students of male and female concrete perform systematically and less carefully; 2) Abstract sequential male and female students collect complete data and analyze the information obtained regularly as well as female abstract sequential students strong in written decoding and symbols; 3) students' problem solving skills with sequential abstracts are higher than concrete sequential students ;4) male students with sequential thinking styles perform better at solving math problems than female students with sequential thinking styles.
{"title":"Linear Program Problem-Solving Skills Based on Sequential and Gender Thinking Styles During Online Learning","authors":"A. Rahmah, M. Mardiyana, D. Sari S","doi":"10.20961/jmme.v11i2.58129","DOIUrl":"https://doi.org/10.20961/jmme.v11i2.58129","url":null,"abstract":"The study aims to describe linear program problem-solving skills reviewed from sequential thinking styles and genders as schools implement online learning due to the covid-19 pandemic. This research is a qualitative study that produces descriptive data. The subject of this study consisted of two male students and two female students of class XI MIPA High School MTA Surakarta. The study began by determining the study subjects using a thinking style questionnaire, followed by linear program problem-solving tests and interviews. Check the validity of the data using triangulation methods. The results show linear program problem-solving skills; 1) Sequential students of male and female concrete perform systematically and less carefully; 2) Abstract sequential male and female students collect complete data and analyze the information obtained regularly as well as female abstract sequential students strong in written decoding and symbols; 3) students' problem solving skills with sequential abstracts are higher than concrete sequential students ;4) male students with sequential thinking styles perform better at solving math problems than female students with sequential thinking styles.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128128799","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 : 2021-06-30DOI: 10.20961/jmme.v11i1.52740
Septi Rahmita Sari, A. Sidik, Nisky Imansyah Yahya
In the era of sustainable development, education is a fundamental right for everyone. Education is a process of helping humans develop themselves so that they can face all problems with an open attitude. One way to help students clarify the concepts and understanding of mathematics that is being studied during the learning process is by using teaching aids. Teaching aids serve to facilitate the purpose of implementing learning in schools. However, the fact is that the use of mathematics teaching aids during learning at school is not yet entrenched, especially in areas far from urban areas, many of which do not have teaching aids. This directly impacts students' lack of understanding and learning experience, resulting in low student learning outcomes. This paper will introduce ALGATIKA, an application of lending mathematics teaching aids for elementary and junior high schools which can later solve these problems. The research methodology used is a qualitative descriptive method by deepening the material through literature studies. The result is that the lack of teaching aids in some schools can be overcome by the ALGATIKA application of lending mathematics teaching aids in elementary and junior high schools. Thus this application can help provide the teaching aids needed to build and improve educational facilities and provide an effective learning environment for all. It can develop students' teaching and learning processes and create higher quality education which leads to relevant and effective learning outcomes in accordance with the targets of the SDG's in education.
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