Pub Date : 2021-06-30DOI: 10.20961/jmme.v11i1.52745
Nova Riawan
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.
{"title":"Mathematic Thinking Profile Of Students With High Learning Motivation","authors":"Nova Riawan","doi":"10.20961/jmme.v11i1.52745","DOIUrl":"https://doi.org/10.20961/jmme.v11i1.52745","url":null,"abstract":"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.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132103013","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.v11i1.52746
N. Azizah, B. Budiyono, S. Siswanto
One of the basic skills that students must master to learn mathematics is conceptual understanding. Gender differences have an influence on the disparity level of students' conceptual understanding. This research is qualitative descriptive research that aimed to analyze the students' conceptual understanding in solving set problems in terms of gender differences. The research subjects were 9th-grade students of SMP N 3 Surakarta. The concept understanding ability test was used as a research instrument. The results showed that male students had an excellent conceptual understanding in applying concepts in mathematical calculations and translating images into other forms of interpretation, 2) Female students had a fairly good conceptual understanding in translating images into other forms of interpretation, although female students tend to be weak in determining the right concepts to be used in solving problems and applying concepts in mathematical calculations.
{"title":"Students' Conceptual Understanding In Terms Of Gender Differences","authors":"N. Azizah, B. Budiyono, S. Siswanto","doi":"10.20961/jmme.v11i1.52746","DOIUrl":"https://doi.org/10.20961/jmme.v11i1.52746","url":null,"abstract":"One of the basic skills that students must master to learn mathematics is conceptual understanding. Gender differences have an influence on the disparity level of students' conceptual understanding. This research is qualitative descriptive research that aimed to analyze the students' conceptual understanding in solving set problems in terms of gender differences. The research subjects were 9th-grade students of SMP N 3 Surakarta. The concept understanding ability test was used as a research instrument. The results showed that male students had an excellent conceptual understanding in applying concepts in mathematical calculations and translating images into other forms of interpretation, 2) Female students had a fairly good conceptual understanding in translating images into other forms of interpretation, although female students tend to be weak in determining the right concepts to be used in solving problems and applying concepts in mathematical calculations.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124001966","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.v11i1.52747
H. S. Islam, B. Budiyono, S. Siswanto
One of the manifestations of high-level thinking is creative thinking, characterized by creating something new from ideas, concepts, experiences, and knowledge that is in one's mind. This study aims to describe the creative thinking profile of male and female students in solving open-ended problems. The research method used is descriptive research with a qualitative approach. The subject of the study used was 2 grade VII students of SMP Negeri 3 Surakarta. This research instrument uses open-ended problem tests with indicators of creative thinking and interviews. In describing the student's creative thinking profile, the researcher will pay attention to 4 stages: preparation, incubation, illumination, and verification stages. The results of this study show that male students can explain problems and solutions orally or in writing. While female students can explain the problem and the solution is both verbally but less able to explain with writing
高水平思维的表现之一是创造性思维，其特点是从思想、概念、经验和知识中创造出新的东西。本研究旨在描述男女学生在解决开放式问题时的创造性思维特征。使用的研究方法是定性方法的描述性研究。本研究使用的对象是泗水市SMP Negeri 3的2名七年级学生。本研究工具采用开放式问题测试与创造性思维指标和访谈。在描述学生的创造性思维概况时，研究者将关注4个阶段:准备阶段、孵化阶段、启发阶段和验证阶段。本研究结果显示，男学生可以口头或书面解释问题和解决方案。而女学生可以口头解释问题和解决方案，但不太能够用书面来解释
{"title":"Description Of Differences In Creative Thinking Profile For Male And Female Students In Open Ended Problem Solving","authors":"H. S. Islam, B. Budiyono, S. Siswanto","doi":"10.20961/jmme.v11i1.52747","DOIUrl":"https://doi.org/10.20961/jmme.v11i1.52747","url":null,"abstract":"One of the manifestations of high-level thinking is creative thinking, characterized by creating something new from ideas, concepts, experiences, and knowledge that is in one's mind. This study aims to describe the creative thinking profile of male and female students in solving open-ended problems. The research method used is descriptive research with a qualitative approach. The subject of the study used was 2 grade VII students of SMP Negeri 3 Surakarta. This research instrument uses open-ended problem tests with indicators of creative thinking and interviews. In describing the student's creative thinking profile, the researcher will pay attention to 4 stages: preparation, incubation, illumination, and verification stages. The results of this study show that male students can explain problems and solutions orally or in writing. While female students can explain the problem and the solution is both verbally but less able to explain with writing","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116661970","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 : 2020-12-25DOI: 10.20961/JMME.V10I2.47082
H. E. Chrisnawati, A. N. Wulandari, S. Sutopo, Y. Kuswardi
The purpose of this study was to develop an assessment system using Moodle e-learning to improve mathematics learning outcomes in terms of knowledge, skills and attitudes of students. The development design in this study is more on how to develop learning activities with authentic assessment that must be carried out by the teacher which of course will be very difficult if everything is paper-based. The implementation of a reliable assessment with easy administration by the teacher becomes the consideration of the researcher. And with regard to the pandemic conditions that are being experienced by the Indonesian nation, online learning is an option for students and teachers. Even in the assessment that must be carried out. For this reason, the Moodle application is an alternative that allows students to access teaching materials and practice problem solving easily. This is very interesting to do a development study in SMK, why? Because vocational students usually lack positive attitudes towards mathematics. The use of the Moodle application in learning mathematics in the classroom is certainly the teacher's job to limit the time to face students, and the lack of positive attitudes of these students into "energy" to optimize student abilities. This research was conducted at SMK Warga Surakarta, in class XII Machines, using the Thiagarajan RnD 4D steps, namely Define, Design, Develop and Disseminate. From this research, an authentic assessment instrument has been developed using the Moodle application on the Limit Function material. By reviewing the basic competencies in the Function Limit material, 20 questions were developed in the C2 (8 points), C3 (6 points) and C4 (6 points) categories and validated with a professional judgment on the test instrument. In the student attendance data, it appears that the desire of students to improve their understanding of the Limit Function material is quite high, more than 70% of students want to repeat the class independently. Also, the average student attendance was 13.4 out of 10 meetings planned in the teacher's lesson plan (1 meeting for the implementation of daily tests). From the average value of assignments, there was an increase in the grades in assignment 1 and assignment 2, but in assignment 3, the average score of student achievement decreased, this was possible because the material in assignment 3 was a continuation of the material for assignments 1 and 2, but if viewed from the frequency of doing assignments in each task session, there was a decrease in the number of frequencies. This can be seen in assignment 2, where the average student did the assignment 2.87 on task 1, and in task 2 the average student did 2.43 times with the results significantly increasing. Meanwhile, the average daily test for students in class XII M1 was 78.7, which means that the class average was above the school's KKM and 73.3% of students obtained learning outcomes above the KKM on the Function Limit material. It can b
本研究的目的是利用Moodle e-learning开发一个评估系统，以改善学生在知识、技能和态度方面的数学学习成果。本研究的开发设计更多地是关于如何开发具有真实评估的学习活动，这些评估必须由教师进行，当然，如果一切都是纸质的，这将是非常困难的。实施可靠且易于教师管理的评估成为研究者考虑的问题。对于印度尼西亚民族正在经历的大流行情况，在线学习是学生和教师的一种选择。即使是在必须进行的评估中。出于这个原因，Moodle应用程序是一种替代方案，它允许学生轻松访问教学材料并练习解决问题。在SMK中做发展研究很有趣，为什么呢?因为中职学生通常对数学缺乏积极的态度。利用Moodle应用程序在课堂上学习数学当然是老师的工作，要限制面对学生的时间，并将这些缺乏积极态度的学生转化为“能量”来优化学生的能力。这项研究是在SMK Warga Surakarta进行的，在第十二类机器中，使用Thiagarajan RnD 4D步骤，即定义，设计，开发和传播。通过本研究，利用Moodle应用程序开发了一种真实的极限函数材料评估工具。通过回顾《功能极限》材料中的基本能力，制定了C2(8分)、C3(6分)和C4(6分)类别的20个问题，并对测试工具进行了专业判断。在学生的出勤数据中，我们可以看到学生对极限函数材料的理解欲望是相当高的，超过70%的学生想要独立重复上课。此外，在教师教案中计划的10次会议中，学生的平均出勤率为13.4次(1次会议用于实施日常测试)。从作业的平均值来看，作业1和作业2的成绩有所提高，但在作业3中，学生的平均成绩有所下降，这可能是因为作业3中的材料是作业1和作业2的材料的延续，但如果从每个任务会话中做作业的频率来看，频率有所减少。这可以从作业2中看到，在任务1中，学生平均做了2.87次，在任务2中，学生平均做了2.43次，结果显著增加。同时，十二班M1学生的平均日考成绩为78.7分，班级平均成绩高于学校KKM, 73.3%的学生在功能极限材料上的学习成绩高于KKM。可以说，学习可以提高学生的学习成果，激励学生，因为从回应问卷来看，86.7%的学生表示他们有动力去尝试测试，以获得好的结果。
{"title":"Application of Moodle as Authentic Assessment in Learning Mathematics in SMK","authors":"H. E. Chrisnawati, A. N. Wulandari, S. Sutopo, Y. Kuswardi","doi":"10.20961/JMME.V10I2.47082","DOIUrl":"https://doi.org/10.20961/JMME.V10I2.47082","url":null,"abstract":"The purpose of this study was to develop an assessment system using Moodle e-learning to improve mathematics learning outcomes in terms of knowledge, skills and attitudes of students. The development design in this study is more on how to develop learning activities with authentic assessment that must be carried out by the teacher which of course will be very difficult if everything is paper-based. The implementation of a reliable assessment with easy administration by the teacher becomes the consideration of the researcher. And with regard to the pandemic conditions that are being experienced by the Indonesian nation, online learning is an option for students and teachers. Even in the assessment that must be carried out. For this reason, the Moodle application is an alternative that allows students to access teaching materials and practice problem solving easily. This is very interesting to do a development study in SMK, why? Because vocational students usually lack positive attitudes towards mathematics. The use of the Moodle application in learning mathematics in the classroom is certainly the teacher's job to limit the time to face students, and the lack of positive attitudes of these students into \"energy\" to optimize student abilities. This research was conducted at SMK Warga Surakarta, in class XII Machines, using the Thiagarajan RnD 4D steps, namely Define, Design, Develop and Disseminate. From this research, an authentic assessment instrument has been developed using the Moodle application on the Limit Function material. By reviewing the basic competencies in the Function Limit material, 20 questions were developed in the C2 (8 points), C3 (6 points) and C4 (6 points) categories and validated with a professional judgment on the test instrument. In the student attendance data, it appears that the desire of students to improve their understanding of the Limit Function material is quite high, more than 70% of students want to repeat the class independently. Also, the average student attendance was 13.4 out of 10 meetings planned in the teacher's lesson plan (1 meeting for the implementation of daily tests). From the average value of assignments, there was an increase in the grades in assignment 1 and assignment 2, but in assignment 3, the average score of student achievement decreased, this was possible because the material in assignment 3 was a continuation of the material for assignments 1 and 2, but if viewed from the frequency of doing assignments in each task session, there was a decrease in the number of frequencies. This can be seen in assignment 2, where the average student did the assignment 2.87 on task 1, and in task 2 the average student did 2.43 times with the results significantly increasing. Meanwhile, the average daily test for students in class XII M1 was 78.7, which means that the class average was above the school's KKM and 73.3% of students obtained learning outcomes above the KKM on the Function Limit material. It can b","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131806394","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 : 2020-12-25DOI: 10.20961/JMME.V10I2.47080
Y. Kuswardi, B. Usodo, S. Sutopo, H. E. Chrisnawati, F. Nurhasanah
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.
{"title":"Advanced Mathematic Thinking Ability Based on The Level of Student's Self-Trust in Learning Mathematic Discrete","authors":"Y. Kuswardi, B. Usodo, S. Sutopo, H. E. Chrisnawati, F. Nurhasanah","doi":"10.20961/JMME.V10I2.47080","DOIUrl":"https://doi.org/10.20961/JMME.V10I2.47080","url":null,"abstract":"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.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130174931","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 : 2020-12-25DOI: 10.20961/JMME.V10I2.47085
Nanda Tia Losi, MY Siregar, C. Puspaningrum
In the teaching and learning process, teacher is not only required to have knowledge to be given to his students. But teachers are required to have the ability to manage the class well. This research aimed to explain students’ activity and the class management to overcome students’ learning difficulty on Mathematics learning. This research used qualitative approach. The subject of research was the mathematic teachers and grade 8 students at SMP PAB 2 Helvetia. The data was collected by observation, interview, and documentation. The research result showed that mostly teachers managed the class well, physically and non-physically. It was seen by the following percentage: (1) physic management for 50% and non-physic management for 52.94% (Teacher of G-1), (2) physic management for 33.33% and non-physic management for 35.30% (Teacher of G-2).As for students’ activity at grade 8-1by the following percentage: (1) Visual activities 66.22%; (2) Oral activities 52.70%; (3) Listening activities 73.65%; (4) Writing activities 73.65%; (5) Drawing activities 0%; (6) Motor activities 0%; (7) Mental activities 52.70%; (8) Emotional activities 54.05%. Students’ activity at grade 8-5 by the following percentage: (1) Visual activities 42.50%; (2) Oral activities 30.63%; (3) Listening activities 41.25%; (4) Writing activities 46.88%; (5) Drawing activities 0%; (6) Motor activities 0%; (7) Mental activities 33.75%; (8) Emotional activities 28.75%.
{"title":"The Analysis of Class Management Ability to Improve Students’ Activity on Mathematics Learning Process at Grade 8 SMP Swasta Pab 2 Helvetia","authors":"Nanda Tia Losi, MY Siregar, C. Puspaningrum","doi":"10.20961/JMME.V10I2.47085","DOIUrl":"https://doi.org/10.20961/JMME.V10I2.47085","url":null,"abstract":"In the teaching and learning process, teacher is not only required to have knowledge to be given to his students. But teachers are required to have the ability to manage the class well. This research aimed to explain students’ activity and the class management to overcome students’ learning difficulty on Mathematics learning. This research used qualitative approach. The subject of research was the mathematic teachers and grade 8 students at SMP PAB 2 Helvetia. The data was collected by observation, interview, and documentation. The research result showed that mostly teachers managed the class well, physically and non-physically. It was seen by the following percentage: (1) physic management for 50% and non-physic management for 52.94% (Teacher of G-1), (2) physic management for 33.33% and non-physic management for 35.30% (Teacher of G-2).As for students’ activity at grade 8-1by the following percentage: (1) Visual activities 66.22%; (2) Oral activities 52.70%; (3) Listening activities 73.65%; (4) Writing activities 73.65%; (5) Drawing activities 0%; (6) Motor activities 0%; (7) Mental activities 52.70%; (8) Emotional activities 54.05%. Students’ activity at grade 8-5 by the following percentage: (1) Visual activities 42.50%; (2) Oral activities 30.63%; (3) Listening activities 41.25%; (4) Writing activities 46.88%; (5) Drawing activities 0%; (6) Motor activities 0%; (7) Mental activities 33.75%; (8) Emotional activities 28.75%.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126527852","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 : 2020-06-20DOI: 10.20961/JMME.V10I1.42431
M. A. Kleden, Maria Lobo, Ganesha Lapenangga, Y. Sugi
A study on the level of difficulty of the mathematics subject has been carried out inthe Junior High Schools Aroun the City of Kupang. The samples were taken purposively among year 8 students and their mathematics teachers in the second semester from 8 public schools and 5 private schools. The number of samples was 659 students and 33 teachers. The analysis was conducted on the topics of Comparison, Aritmatic, Lines and Angles and Triangles and Quadrilateral Shapes. The study shows that the most challenging mathematic topics for the year 8 students in the City of Kupang is Lines and Angles followed by the calculation of area of irregular plane shapes particularly on pentagon forms
{"title":"Analysis of Difficulty Level on The Topic Line and Angle","authors":"M. A. Kleden, Maria Lobo, Ganesha Lapenangga, Y. Sugi","doi":"10.20961/JMME.V10I1.42431","DOIUrl":"https://doi.org/10.20961/JMME.V10I1.42431","url":null,"abstract":"A study on the level of difficulty of the mathematics subject has been carried out inthe Junior High Schools Aroun the City of Kupang. The samples were taken purposively among year 8 students and their mathematics teachers in the second semester from 8 public schools and 5 private schools. The number of samples was 659 students and 33 teachers. The analysis was conducted on the topics of Comparison, Aritmatic, Lines and Angles and Triangles and Quadrilateral Shapes. The study shows that the most challenging mathematic topics for the year 8 students in the City of Kupang is Lines and Angles followed by the calculation of area of irregular plane shapes particularly on pentagon forms","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121802248","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 : 2020-06-20DOI: 10.20961/JMME.V10I1.42405
M. Bilal, D. Indriati, V. Y. Kurniawan
Let 𝐺 = (𝑉, 𝐸) be a connected and simple graph with vertex set 𝑉(𝐺) and edge set 𝐸(𝐺). A non inclusive distance vertex irregular labeling of a graph 𝐺 is a mapping of 𝜆 ∶ (𝑉, 𝐺) → {1, 2, … , 𝑘} such that the weights calculated for all vertices are distinct. The weight of a vertex 𝑣, under labeling 𝜆, denoted by 𝑤𝑡(𝑣), is defined as the sum of the label of all vertices adjacent to 𝑣 (distance 1 from 𝑣). A non inclusive distance vertex irregularity strength of graph 𝐺, denoted by 𝑑𝑖𝑠(𝐺), is the minimum value of the largest label 𝑘 over all such non inclusive distance vertex irregular labeling. In this research, we determined 𝑑𝑖𝑠(𝐺) from 𝑇𝑚,𝑛 graph with 𝑚 ≥ 3, 𝑚 odd, 𝑎𝑛𝑑 𝑛 ≥ 1 and 𝑃𝑛 ⊙ 𝑃𝑛 graph 𝑤𝑖𝑡ℎ 𝑛 ≥ 2 and 𝑛 even.
{"title":"On Non Inclusive Distance Vertex Irregularity Strength of Tadpole and Path Corona Path Graphs","authors":"M. Bilal, D. Indriati, V. Y. Kurniawan","doi":"10.20961/JMME.V10I1.42405","DOIUrl":"https://doi.org/10.20961/JMME.V10I1.42405","url":null,"abstract":"Let 𝐺 = (𝑉, 𝐸) be a connected and simple graph with vertex set 𝑉(𝐺) and edge set 𝐸(𝐺). A non inclusive distance vertex irregular labeling of a graph 𝐺 is a mapping of 𝜆 ∶ (𝑉, 𝐺) → {1, 2, … , 𝑘} such that the weights calculated for all vertices are distinct. The weight of a vertex 𝑣, under labeling 𝜆, denoted by 𝑤𝑡(𝑣), is defined as the sum of the label of all vertices adjacent to 𝑣 (distance 1 from 𝑣). A non inclusive distance vertex irregularity strength of graph 𝐺, denoted by 𝑑𝑖𝑠(𝐺), is the minimum value of the largest label 𝑘 over all such non inclusive distance vertex irregular labeling. In this research, we determined 𝑑𝑖𝑠(𝐺) from 𝑇𝑚,𝑛 graph with 𝑚 ≥ 3, 𝑚 odd, 𝑎𝑛𝑑 𝑛 ≥ 1 and 𝑃𝑛 ⊙ 𝑃𝑛 graph 𝑤𝑖𝑡ℎ 𝑛 ≥ 2 and 𝑛 even.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121951459","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 : 2019-12-23DOI: 10.20961/jmme.v9i2.48392
I. Rachmawati
Progressivism is one of the streams that can contribute and require problem solving in mathematics learning. Progressivism supports changes for the better that prioritize students and develop various student abilities in the implementation of learning. Educational programs that prioritize students in the progressivism view of the curriculum. The 2013 curriculum is a learning system renewal that is expected to further develop the potential of students. The 2013 curriculum requires students who are passive to be active in order to solve problems in learning mathematics. The implementation of the 2013 curriculum changes previous learning activities towards a learning system more advanced so that students' ability to solve math problems can develop. This article aims to determine the relationship between progressivism views and the 2013 curriculum on mathematics learning. This article uses a literature study method. This data is obtained from some of the research results contained in books, journals, and proceedings that are related to the title of the article. The results show that the viewpoint of progressivism is interrelated with the 2013 curriculum in mathematics learning. Progressivism can make a major contribution to the development and progress in the implementation of the 2013 curriculum, it can be seen from the relationship between the two wanting a change in the learning process so that it focuses more on students.
{"title":"Relationship between Views of Progressivism and Curriculum 2013 on Mathematics Learning","authors":"I. Rachmawati","doi":"10.20961/jmme.v9i2.48392","DOIUrl":"https://doi.org/10.20961/jmme.v9i2.48392","url":null,"abstract":"Progressivism is one of the streams that can contribute and require problem solving in mathematics learning. Progressivism supports changes for the better that prioritize students and develop various student abilities in the implementation of learning. Educational programs that prioritize students in the progressivism view of the curriculum. The 2013 curriculum is a learning system renewal that is expected to further develop the potential of students. The 2013 curriculum requires students who are passive to be active in order to solve problems in learning mathematics. The implementation of the 2013 curriculum changes previous learning activities towards a learning system more advanced so that students' ability to solve math problems can develop. This article aims to determine the relationship between progressivism views and the 2013 curriculum on mathematics learning. This article uses a literature study method. This data is obtained from some of the research results contained in books, journals, and proceedings that are related to the title of the article. The results show that the viewpoint of progressivism is interrelated with the 2013 curriculum in mathematics learning. Progressivism can make a major contribution to the development and progress in the implementation of the 2013 curriculum, it can be seen from the relationship between the two wanting a change in the learning process so that it focuses more on students. ","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127133838","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 : 2019-12-23DOI: 10.20961/jmme.v9i2.48396
Nor Khasanah, Nurkaidah Nurkaidah, R. Dewi, Y. A. Prihandika
Every student must have mathematical abstraction skills. Research with a qualitative approach aims to identify the mathematical abstraction process of students when working on geometric material problems in terms of spatial intelligence. By using a descriptive design, apart from the researcher as the main instrument, the mathematical abstraction test, the spatial intelligence test, and the interview reference were used as auxiliary instruments. A total of 6 students from class VIII were selected through purposive sampling technique which was taken from each category of spatial ability which had been classified into high, medium and low criteria. Based on data analysis, students' mathematical abstraction can be grouped into 4 levels, namely: recognition, representation, structural abstraction, and structural awareness. The conclusions of this study are: 1) students with a high level of spatial intelligence can achieve all four levels of mathematical abstraction characteristics and activities, namely recognition, representation, structural abstraction, and structural awareness. 2) students with moderate spatial intelligence can only achieve two levels of mathematical characteristics and abstraction activities, namely recognition and representation. 3) students with low-level spatial intelligence are only able to achieve one level of mathematical abstraction characteristics and activity, namely recognition where students are able to remember previous activities and experiences related to the problems at hand. This shows that students with moderate and low-level spatial intelligence do not have adequate abstraction skills in the concept of geometry.
{"title":"The Process of Student's Mathematic Abstract from Spatial Intelligence","authors":"Nor Khasanah, Nurkaidah Nurkaidah, R. Dewi, Y. A. Prihandika","doi":"10.20961/jmme.v9i2.48396","DOIUrl":"https://doi.org/10.20961/jmme.v9i2.48396","url":null,"abstract":"Every student must have mathematical abstraction skills. Research with a qualitative approach aims to identify the mathematical abstraction process of students when working on geometric material problems in terms of spatial intelligence. By using a descriptive design, apart from the researcher as the main instrument, the mathematical abstraction test, the spatial intelligence test, and the interview reference were used as auxiliary instruments. A total of 6 students from class VIII were selected through purposive sampling technique which was taken from each category of spatial ability which had been classified into high, medium and low criteria. Based on data analysis, students' mathematical abstraction can be grouped into 4 levels, namely: recognition, representation, structural abstraction, and structural awareness. The conclusions of this study are: 1) students with a high level of spatial intelligence can achieve all four levels of mathematical abstraction characteristics and activities, namely recognition, representation, structural abstraction, and structural awareness. 2) students with moderate spatial intelligence can only achieve two levels of mathematical characteristics and abstraction activities, namely recognition and representation. 3) students with low-level spatial intelligence are only able to achieve one level of mathematical abstraction characteristics and activity, namely recognition where students are able to remember previous activities and experiences related to the problems at hand. This shows that students with moderate and low-level spatial intelligence do not have adequate abstraction skills in the concept of geometry.","PeriodicalId":178617,"journal":{"name":"Journal of Mathematics and Mathematics Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121992337","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：