Pub Date : 2023-12-31DOI: 10.35316/alifmatika.2023.v5i2.282-297
Anshuman Jha, S. K. Sahani, Aditya Jha, K. Sahani
Differential equations are a fundamental and versatile mathematical tool that finds widespread application across diverse academic disciplines, from physics and biology to economics and engineering. The primary objectives of this report are to demonstrate the application of differential equations in stellar evolution, construct a mathematical model to demonstrate nuclear reactions in a star, and illustrate energy transport within a star. Triangulation was used to prepare this report, with literature studies being the primary method. This study includes several documents and field data analyzed using qualitative research. Through research and observations, two hypothetical case studies illustrate the indispensable application of differential equations in modeling energy transport and nuclear reactions within stars through which the value of luminosity was calculated in a particular star due to both radiative energy transport and convective energy transport while in another star, the helium abundance in the core was estimated to approach a value of 1.195*1077. These differential equations are not only limited to the growth of a lead but also have broader applications that are essential for understanding the chemical composition of the universe and its prolonged evolution. The report also underscores the enduring importance of differential equations in advancing our understanding of the cosmos and their vital role in space exploration and technological innovations.
{"title":"Journey to the cosmos: Navigating stellar evolution with differential equations","authors":"Anshuman Jha, S. K. Sahani, Aditya Jha, K. Sahani","doi":"10.35316/alifmatika.2023.v5i2.282-297","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.282-297","url":null,"abstract":"Differential equations are a fundamental and versatile mathematical tool that finds widespread application across diverse academic disciplines, from physics and biology to economics and engineering. The primary objectives of this report are to demonstrate the application of differential equations in stellar evolution, construct a mathematical model to demonstrate nuclear reactions in a star, and illustrate energy transport within a star. Triangulation was used to prepare this report, with literature studies being the primary method. This study includes several documents and field data analyzed using qualitative research. Through research and observations, two hypothetical case studies illustrate the indispensable application of differential equations in modeling energy transport and nuclear reactions within stars through which the value of luminosity was calculated in a particular star due to both radiative energy transport and convective energy transport while in another star, the helium abundance in the core was estimated to approach a value of 1.195*1077. These differential equations are not only limited to the growth of a lead but also have broader applications that are essential for understanding the chemical composition of the universe and its prolonged evolution. The report also underscores the enduring importance of differential equations in advancing our understanding of the cosmos and their vital role in space exploration and technological innovations.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"73 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139130374","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 : 2023-12-31DOI: 10.35316/alifmatika.2023.v5i2.264-281
Mohammad Tohir, Muhasshanah Muhasshanah, Riyan Hidayat, Erik Valentino, Tommy Tanu Wijaya
This research aims to describe the level of mathematical reasoning ability of students in solving mathematical Olympiad problems based on problem-solving of the Polya model. This study employed descriptive analysis with a qualitative approach. Data were collected by using observation, documentation, and interviews. The study subjects were 27 junior high school students participating in the National Science Competition in Indonesia. Meanwhile, the Miles and Huberman analysis model was used as the data analysis. The results of this study indicated that: (1) the level of students’ mathematical reasoning-ability based on the problem-solving of Polya models in the category of "sufficiently competent" (high-group students), in the category of "less competent" (medium-group students), and in the category of "incompetent" (low-group students); (2) the most complex and rarely performed stages by students in Polya’s model were at the "devising a plan" and "looking back" stages; and (3) the Polya's model used in solving mathematical Olympiad test items was more suitable for those considered as routine-questions, and it was not suitable for non-routine questions. This study also showed that, on average, the students had difficulty finding initial ideas to start working on the test items.
{"title":"Mathematical Olympiad issues to identify students' reasoning ability using Polya's model","authors":"Mohammad Tohir, Muhasshanah Muhasshanah, Riyan Hidayat, Erik Valentino, Tommy Tanu Wijaya","doi":"10.35316/alifmatika.2023.v5i2.264-281","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.264-281","url":null,"abstract":"This research aims to describe the level of mathematical reasoning ability of students in solving mathematical Olympiad problems based on problem-solving of the Polya model. This study employed descriptive analysis with a qualitative approach. Data were collected by using observation, documentation, and interviews. The study subjects were 27 junior high school students participating in the National Science Competition in Indonesia. Meanwhile, the Miles and Huberman analysis model was used as the data analysis. The results of this study indicated that: (1) the level of students’ mathematical reasoning-ability based on the problem-solving of Polya models in the category of \"sufficiently competent\" (high-group students), in the category of \"less competent\" (medium-group students), and in the category of \"incompetent\" (low-group students); (2) the most complex and rarely performed stages by students in Polya’s model were at the \"devising a plan\" and \"looking back\" stages; and (3) the Polya's model used in solving mathematical Olympiad test items was more suitable for those considered as routine-questions, and it was not suitable for non-routine questions. This study also showed that, on average, the students had difficulty finding initial ideas to start working on the test items.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"47 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139132524","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 : 2023-12-31DOI: 10.35316/alifmatika.2023.v5i2.247-263
Sekar Rani Candraningtyas, H. Khusna
This research aims to determine the relationship between computational thinking ability and mathematical critical thinking ability of seventh-grade students at SMPN 49 Jakarta. Computational thinking ability is skills or processes in solving problems effectively, while mathematical critical thinking ability is a process of analyzing problems to make an accurate decision. This research used correlation research with research subjects consisting of 14 female students and 16 male students. The instrument in this study is a test in the form of a description, which is measured using indicators. This study used decomposition, pattern recognition, abstraction, and algorithm thinking as indicators of computational thinking ability. This study uses elementary clarification, essential support, inference, advanced clarification, strategy, and tactics as indicators of mathematical critical thinking. The outcome of this research showed a positive correlation between computational thinking ability and students’ mathematical critical thinking ability. The relationship analysis shows a simultaneous and significant relationship between computational thinking and essential mathematical thinking abilities. The correlation test results using Pearson Product Moment obtained a result of 0.897 with a coefficient of determination of 80.5%. The magnitude of the correlation indicates that the two abilities have a solid relationship. If computational thinking ability is high, then mathematical critical thinking ability is also high, and if computational thinking ability is low, then mathematical critical thinking ability is also low.
{"title":"Computational thinking ability becomes a predictor of mathematical critical thinking ability","authors":"Sekar Rani Candraningtyas, H. Khusna","doi":"10.35316/alifmatika.2023.v5i2.247-263","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.247-263","url":null,"abstract":"This research aims to determine the relationship between computational thinking ability and mathematical critical thinking ability of seventh-grade students at SMPN 49 Jakarta. Computational thinking ability is skills or processes in solving problems effectively, while mathematical critical thinking ability is a process of analyzing problems to make an accurate decision. This research used correlation research with research subjects consisting of 14 female students and 16 male students. The instrument in this study is a test in the form of a description, which is measured using indicators. This study used decomposition, pattern recognition, abstraction, and algorithm thinking as indicators of computational thinking ability. This study uses elementary clarification, essential support, inference, advanced clarification, strategy, and tactics as indicators of mathematical critical thinking. The outcome of this research showed a positive correlation between computational thinking ability and students’ mathematical critical thinking ability. The relationship analysis shows a simultaneous and significant relationship between computational thinking and essential mathematical thinking abilities. The correlation test results using Pearson Product Moment obtained a result of 0.897 with a coefficient of determination of 80.5%. The magnitude of the correlation indicates that the two abilities have a solid relationship. If computational thinking ability is high, then mathematical critical thinking ability is also high, and if computational thinking ability is low, then mathematical critical thinking ability is also low.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"104 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139133897","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 : 2023-12-31DOI: 10.35316/alifmatika.2023.v5i2.311-327
Wulandari Wulandari, Aklimawati Aklimawati, Erna Isfayani, Cut Morina Zubainur, E. Elizar, Yeni Listiana
The imperative drives this research endeavour for educators to comprehend the diverse personality types exhibited by students. It is crucial as each personality type encompasses unique strengths and weaknesses that influence cognitive processes, decision-making, literacy, and numeracy skills. The primary objective of this study is to assess the literacy and numeracy skills of students categorized into sanguine, melancholic, choleric, and phlegmatic personality types within the context of Linear Algebra courses. Employing a descriptive research design with a qualitative approach, the subjects of this investigation comprised 47 students enrolled in the Education Mathematics Major at Malikussaleh University: the research employed personality type tests, literacy and numeracy tests, and interviews as the assessment instruments. The data analysis techniques followed the framework proposed by Miles and Huberman that involved stages such as data collection (including students' personality and literacy numeracy test results), data reduction (highlighting key elements), data presentation (displaying test and interview data), and concluding. The findings revealed that (1) 8 individuals (17.02%) exhibited a choleric personality type, eight individuals (17.02%) demonstrated a melancholic personality type, 16 individuals (34.05%) displayed a phlegmatic personality type, and 15 individuals (31.91%) manifested a sanguine personality type; (2) students' literacy and numeracy skills averaged 78.6%, falling into the high category; (3) The phlegmatic personality type exhibited the lowest literacy and numeracy ability, while the sanguine personality type demonstrated the highest literacy and numeracy ability. Consequently, this underscores the importance of students leveraging their strengths and addressing the weaknesses associated with their respective personality types to refine their literacy and numeracy skills.
{"title":"Students' analysis literacy and numeracy in linear algebra: A comparison across personality types","authors":"Wulandari Wulandari, Aklimawati Aklimawati, Erna Isfayani, Cut Morina Zubainur, E. Elizar, Yeni Listiana","doi":"10.35316/alifmatika.2023.v5i2.311-327","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.311-327","url":null,"abstract":"The imperative drives this research endeavour for educators to comprehend the diverse personality types exhibited by students. It is crucial as each personality type encompasses unique strengths and weaknesses that influence cognitive processes, decision-making, literacy, and numeracy skills. The primary objective of this study is to assess the literacy and numeracy skills of students categorized into sanguine, melancholic, choleric, and phlegmatic personality types within the context of Linear Algebra courses. Employing a descriptive research design with a qualitative approach, the subjects of this investigation comprised 47 students enrolled in the Education Mathematics Major at Malikussaleh University: the research employed personality type tests, literacy and numeracy tests, and interviews as the assessment instruments. The data analysis techniques followed the framework proposed by Miles and Huberman that involved stages such as data collection (including students' personality and literacy numeracy test results), data reduction (highlighting key elements), data presentation (displaying test and interview data), and concluding. The findings revealed that (1) 8 individuals (17.02%) exhibited a choleric personality type, eight individuals (17.02%) demonstrated a melancholic personality type, 16 individuals (34.05%) displayed a phlegmatic personality type, and 15 individuals (31.91%) manifested a sanguine personality type; (2) students' literacy and numeracy skills averaged 78.6%, falling into the high category; (3) The phlegmatic personality type exhibited the lowest literacy and numeracy ability, while the sanguine personality type demonstrated the highest literacy and numeracy ability. Consequently, this underscores the importance of students leveraging their strengths and addressing the weaknesses associated with their respective personality types to refine their literacy and numeracy skills.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":" 996","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139136346","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 : 2023-12-31DOI: 10.35316/alifmatika.2023.v5i2.298-310
Jurnal Pendidikan, dan Pembelajaran Matematika, R. H. Y. Silitonga
Numeration is important as it is a fundamental skill, but based on the evaluation of the Programme for International Student Assessment, showed that the student's numeration ability is still low. This study aims to analyze the various problems that occur in the development of numeration skills of high school students. The research was carried out at the Catholic High School in Ambon, with the subject of the research being teachers of mathematics and non-mathematics. This research is qualitative research using methods of narrative inquiry. Data collection techniques include questionnaires, interviews, and recording and documentation. The results of this research indicate that there are a number of issues with developing numeracy skills, one of which is the lack of implementation of classic game-based learning strategies. School facilities are inadequate to encourage increased student numeracy. The implementation of training for teachers to improve teacher numeracy is still rare, so it affects the lack of innovation of teachers in teaching by applying games as well as traditional games to improve numeracy.
{"title":"Development of numeracy skills: Analysis of students in junior high schools in Ambon City based on teacher's perspective","authors":"Jurnal Pendidikan, dan Pembelajaran Matematika, R. H. Y. Silitonga","doi":"10.35316/alifmatika.2023.v5i2.298-310","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.298-310","url":null,"abstract":"Numeration is important as it is a fundamental skill, but based on the evaluation of the Programme for International Student Assessment, showed that the student's numeration ability is still low. This study aims to analyze the various problems that occur in the development of numeration skills of high school students. The research was carried out at the Catholic High School in Ambon, with the subject of the research being teachers of mathematics and non-mathematics. This research is qualitative research using methods of narrative inquiry. Data collection techniques include questionnaires, interviews, and recording and documentation. The results of this research indicate that there are a number of issues with developing numeracy skills, one of which is the lack of implementation of classic game-based learning strategies. School facilities are inadequate to encourage increased student numeracy. The implementation of training for teachers to improve teacher numeracy is still rare, so it affects the lack of innovation of teachers in teaching by applying games as well as traditional games to improve numeracy.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"115 43","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139135216","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 : 2023-12-15DOI: 10.35316/alifmatika.2023.v5i2.188-206
Rafiantika Megahnia Prihandini, D. Dafik, Dahri Novan Uji Iskandar
In the era of the Industrial Revolution 4.0, learning mathematics puts more demands on students’ computational thinking skills. This research responds to this challenge by developing learning media assisted by iSpring Suite 9 and GeoGebra Software, known as the Smart Fractions. This development method employed Borg and Gall’s ten-stage method. These stages included preliminary research, product planning and development, preliminary product design, product validation, preliminary product revision, user trial, product revision, effectiveness tests, final product and mass production, and product dissemination and implementation. The research data corroborated the validity, effectiveness, and practicality of the Smart Fractions interactive learning media. Media experts, material and learning experts, and students as users have acknowledged these properties. A validity test demonstrated a value of V_a = 3.53, which implied a decent extent of validity. The practicality test through questionnaire and observation generated a practicality score of 86.67%, another decent product property. The product's effectiveness was tested by assessing students’ learning outcomes, which indicated an N-Gain score of 0.8. This inferred a noteworthy increase in computational thinking skills after implementing learning media. A t-test (2-tailed) also confirmed a significant difference in students' computational thinking skills before and after using learning media, as indicated by p = 0.000. The findings have concluded that Smart Fractions is a highly appropriate learning medium to improve students' computational thinking skills and help them visually understand fractions. The recommendation is to encourage students to use the learning media with the aid of manuals and tutorials on using the media. Teachers are also advised to combine the media with appropriate models, methods, strategies, and approaches.
在工业革命 4.0 时代，数学学习对学生的计算思维能力提出了更高的要求。为应对这一挑战，本研究开发了由 iSpring Suite 9 和 GeoGebra 软件辅助的学习媒体，即智能分数。这种开发方法采用了 Borg 和 Gall 的十阶段法。这些阶段包括初步研究、产品规划和开发、产品初步设计、产品验证、产品初步修订、用户试用、产品修订、效果测试、最终产品和批量生产，以及产品推广和实施。研究数据证实了智能分数互动学习媒体的有效性、有效性和实用性。媒体专家、教材和学习专家以及作为用户的学生都认可了这些特性。效度测试表明，V_a=3.53，这意味着效度相当高。通过问卷调查和观察进行的实用性测试得出的实用性得分为 86.67%，这是另一个不错的产品特性。通过评估学生的学习成果检验了产品的有效性，结果显示 N-Gain 得分为 0.8。这推断出在使用学习媒体后，学生的计算思维能力有了显著提高。t检验（双尾）也证实，使用学习媒体前后，学生的计算思维能力有显著差异，P = 0.000。研究结果认为，"智能分数 "是一种非常适合提高学生计算思维能力和帮助他们直观理解分数的学习媒体。我们的建议是鼓励学生使用学习媒体，并提供使用手册和指导。还建议教师将媒体与适当的模型、方法、策略和途径相结合。
{"title":"Developing smart fractions as a learning media assisted by ispring suite 9 and geogebra for escalating students’ computational thinking skills","authors":"Rafiantika Megahnia Prihandini, D. Dafik, Dahri Novan Uji Iskandar","doi":"10.35316/alifmatika.2023.v5i2.188-206","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.188-206","url":null,"abstract":"In the era of the Industrial Revolution 4.0, learning mathematics puts more demands on students’ computational thinking skills. This research responds to this challenge by developing learning media assisted by iSpring Suite 9 and GeoGebra Software, known as the Smart Fractions. This development method employed Borg and Gall’s ten-stage method. These stages included preliminary research, product planning and development, preliminary product design, product validation, preliminary product revision, user trial, product revision, effectiveness tests, final product and mass production, and product dissemination and implementation. The research data corroborated the validity, effectiveness, and practicality of the Smart Fractions interactive learning media. Media experts, material and learning experts, and students as users have acknowledged these properties. A validity test demonstrated a value of V_a = 3.53, which implied a decent extent of validity. The practicality test through questionnaire and observation generated a practicality score of 86.67%, another decent product property. The product's effectiveness was tested by assessing students’ learning outcomes, which indicated an N-Gain score of 0.8. This inferred a noteworthy increase in computational thinking skills after implementing learning media. A t-test (2-tailed) also confirmed a significant difference in students' computational thinking skills before and after using learning media, as indicated by p = 0.000. The findings have concluded that Smart Fractions is a highly appropriate learning medium to improve students' computational thinking skills and help them visually understand fractions. The recommendation is to encourage students to use the learning media with the aid of manuals and tutorials on using the media. Teachers are also advised to combine the media with appropriate models, methods, strategies, and approaches.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"432 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177979","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 : 2023-12-15DOI: 10.35316/alifmatika.2023.v5i2.226-246
Laith H. M. Al-ossmi, Imad Ibrahim Dawood
In this article, we introduce the concepts of taxicab and uniform products in the context of dual curves associated with Cohen's kappa, primarily defined by a set of inflection curvatures of an ellipse and a circle using parallel asymptotes. The novel curve under scrutiny, denominated as the "Like-Bulb Filament" (LBF) curve, is delineated as the locus of dual vertices originating from a couple of conic curvatures. The emergence of LBF transpires through the orchestrated arrangement of line segments emanating from a predetermined central focal point upon an elliptical form concomitant with a circular entity possessing a radius equivalent to the ellipse's minor axis. The LBF’s curve is intricately choreographed through the dynamic interplay of a constant unit circle and three asymptotic lines. Notably, two of these asymptotes achieve tangential intersections with the LBF curve, while the third gracefully traverses its central core. Additionally, we embark on a comprehensive algebraic examination complemented by a geometrically informed construction methodology. In these instances, a consistent conic curvature of the uint circle and an elliptical structure assume pivotal roles in the genesis of the LBF’s curve. Also, a geometric connection is speculated between these curve configurations and their relevance to engineering processes across fields. However, the document acknowledges the need for more intensive study on the presented traits. Hence, it emphasizes addressing the existing research gap in subsequent investigations.
{"title":"Cohen's kappa curves, new geometrical forms of dual curves","authors":"Laith H. M. Al-ossmi, Imad Ibrahim Dawood","doi":"10.35316/alifmatika.2023.v5i2.226-246","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.226-246","url":null,"abstract":"In this article, we introduce the concepts of taxicab and uniform products in the context of dual curves associated with Cohen's kappa, primarily defined by a set of inflection curvatures of an ellipse and a circle using parallel asymptotes. The novel curve under scrutiny, denominated as the \"Like-Bulb Filament\" (LBF) curve, is delineated as the locus of dual vertices originating from a couple of conic curvatures. The emergence of LBF transpires through the orchestrated arrangement of line segments emanating from a predetermined central focal point upon an elliptical form concomitant with a circular entity possessing a radius equivalent to the ellipse's minor axis. The LBF’s curve is intricately choreographed through the dynamic interplay of a constant unit circle and three asymptotic lines. Notably, two of these asymptotes achieve tangential intersections with the LBF curve, while the third gracefully traverses its central core. Additionally, we embark on a comprehensive algebraic examination complemented by a geometrically informed construction methodology. In these instances, a consistent conic curvature of the uint circle and an elliptical structure assume pivotal roles in the genesis of the LBF’s curve. Also, a geometric connection is speculated between these curve configurations and their relevance to engineering processes across fields. However, the document acknowledges the need for more intensive study on the presented traits. Hence, it emphasizes addressing the existing research gap in subsequent investigations.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"324 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178055","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 : 2023-12-15DOI: 10.35316/alifmatika.2023.v5i2.156-170
Urip Umayah, Gigih Winandika, Defry Azhari, Delly Nofiani
An interactive learning strategy was a method or technique the teacher used when presenting learning materials where the teacher became the main actor in creating an educative interactive situation. The objective of this study was to create interactive media for theme learning that focuses on the development of soft skills and to evaluate its quality and usefulness. This study used Borg and Gall's Research and Development (R&D) approach, with four parsimonious stages of development: analysis, design, development, and implementation. This research used observation and interview sheets as data collection methods. The assessment of the interactive media's validity, quality, and efficacy based on soft skills was conducted through instrument and product validation methods involving media specialists and reviews from instructors and students. The study showed that students and teachers rated interactive learning media based on soft skills in the high-quality category. In addition, soft skill-based learning media was considered effective in fulfilling the criteria for assessing teacher activity in learning media, namely in the very effective category. It was concluded that the soft skill-based interactive learning media developed in this study were valid, high quality, and effective, so they were suitable for use in Penggalang 4 public elementary schools. We recommend that schools implement interactive media based on soft skills so that students become active and critical learners. Future research can adapt our model to other educational levels or domains, such as employee business development.
{"title":"Development of soft skill-based interactive media on thematic learning","authors":"Urip Umayah, Gigih Winandika, Defry Azhari, Delly Nofiani","doi":"10.35316/alifmatika.2023.v5i2.156-170","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.156-170","url":null,"abstract":"An interactive learning strategy was a method or technique the teacher used when presenting learning materials where the teacher became the main actor in creating an educative interactive situation. The objective of this study was to create interactive media for theme learning that focuses on the development of soft skills and to evaluate its quality and usefulness. This study used Borg and Gall's Research and Development (R&D) approach, with four parsimonious stages of development: analysis, design, development, and implementation. This research used observation and interview sheets as data collection methods. The assessment of the interactive media's validity, quality, and efficacy based on soft skills was conducted through instrument and product validation methods involving media specialists and reviews from instructors and students. The study showed that students and teachers rated interactive learning media based on soft skills in the high-quality category. In addition, soft skill-based learning media was considered effective in fulfilling the criteria for assessing teacher activity in learning media, namely in the very effective category. It was concluded that the soft skill-based interactive learning media developed in this study were valid, high quality, and effective, so they were suitable for use in Penggalang 4 public elementary schools. We recommend that schools implement interactive media based on soft skills so that students become active and critical learners. Future research can adapt our model to other educational levels or domains, such as employee business development.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"64 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178585","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}
To explore the folklore of Tadulako Bulili as a literacy medium in learning the two-dimensional shape, a qualitative descriptive study was carried out with an ethnographic approach. Methods of observation, interviews, documentation, and literature studies were used to collect research data, which were analyzed using the Miles & Huberman interactive model. The subjects of this study were traditional leaders, 3rd-grade elementary school teachers, lecturers, and several students who lived in Sigi Regency. The findings show that Tadulako Bulili's folklore can be thematic contextual learning in two-dimensional material that supports Ausubel, Bruner, and Gagne's learning theory. The results found four fundamental mathematical activities: counting, locating, designing, and explaining. In addition, various two-dimensional shapes were found in the illustrations of objects in the story. The exploration results also provided knowledge and information on the mention of two-dimensional shapes in the Kaili language and replicas of objects that were thought to be found in the story. Folklore could also introduce students to the local wisdom of Central Sulawesi, such as traditional houses, traditional weapons, hunting and farming tools, and the stories themselves.
{"title":"Ethnomathematics explorations on the concept of two-dimensional shape in “Tadulako Bulili” folk story","authors":"Indah Suciati, Windra Windra, Al-Afandi Al-Afandi, Hajerina Hajerina, Siti Hadija Alaydrus","doi":"10.35316/alifmatika.2023.v5i2.171-187","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.171-187","url":null,"abstract":"To explore the folklore of Tadulako Bulili as a literacy medium in learning the two-dimensional shape, a qualitative descriptive study was carried out with an ethnographic approach. Methods of observation, interviews, documentation, and literature studies were used to collect research data, which were analyzed using the Miles & Huberman interactive model. The subjects of this study were traditional leaders, 3rd-grade elementary school teachers, lecturers, and several students who lived in Sigi Regency. The findings show that Tadulako Bulili's folklore can be thematic contextual learning in two-dimensional material that supports Ausubel, Bruner, and Gagne's learning theory. The results found four fundamental mathematical activities: counting, locating, designing, and explaining. In addition, various two-dimensional shapes were found in the illustrations of objects in the story. The exploration results also provided knowledge and information on the mention of two-dimensional shapes in the Kaili language and replicas of objects that were thought to be found in the story. Folklore could also introduce students to the local wisdom of Central Sulawesi, such as traditional houses, traditional weapons, hunting and farming tools, and the stories themselves.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"200 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139178503","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 : 2023-12-15DOI: 10.35316/alifmatika.2023.v5i2.207-225
Fathul Bhary, M. Maswar, Moh. Atikurrahman, Ahmad Afandi
This study aimed to describe the increase in students' learning outcomes of geometry material at MTs Nuris Jember used a problem-based learning model. This type of research was classroom action research with a model design consisting of four steps: planning, acting, observing, and reflecting. Data collection techniques used tests and observations. The instruments used essay questions and checklists of student activities in class. Thirty students of class VII at MTs Nuris Jember served as the subjects, and samples were collected using purposive random sampling. In this study, descriptive and inferential statistics were employed in the data analysis for this investigation. It could be seen from the research results that the initial condition of the average test score was 61.33, meaning that 30% of students had passed the learning in the pre-cycle. In standard Cycle I, the average test score was 66.83, and 47% of students had reached standard learning. In Cycle II, the average score of students' tests was 71.67, and 83% of students had reached the standard learning. The significance test results of the average value showed a significant difference in average test results between students' mathematics learning outcomes in Cycle I and Cycle II, with a significance value of 0.000, which is less than 0.05. Based on the observation result of students' activity in the second Cycle, the average observation result for students' activities was 79,45% in the good category and got an alphabet score of B.
{"title":"Analysis of the problem-based learning (PBL) models on geometry material in improving students' mathematics learning outcomes","authors":"Fathul Bhary, M. Maswar, Moh. Atikurrahman, Ahmad Afandi","doi":"10.35316/alifmatika.2023.v5i2.207-225","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i2.207-225","url":null,"abstract":"This study aimed to describe the increase in students' learning outcomes of geometry material at MTs Nuris Jember used a problem-based learning model. This type of research was classroom action research with a model design consisting of four steps: planning, acting, observing, and reflecting. Data collection techniques used tests and observations. The instruments used essay questions and checklists of student activities in class. Thirty students of class VII at MTs Nuris Jember served as the subjects, and samples were collected using purposive random sampling. In this study, descriptive and inferential statistics were employed in the data analysis for this investigation. It could be seen from the research results that the initial condition of the average test score was 61.33, meaning that 30% of students had passed the learning in the pre-cycle. In standard Cycle I, the average test score was 66.83, and 47% of students had reached standard learning. In Cycle II, the average score of students' tests was 71.67, and 83% of students had reached the standard learning. The significance test results of the average value showed a significant difference in average test results between students' mathematics learning outcomes in Cycle I and Cycle II, with a significance value of 0.000, which is less than 0.05. Based on the observation result of students' activity in the second Cycle, the average observation result for students' activities was 79,45% in the good category and got an alphabet score of B.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"62 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177593","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：