Pub Date : 2023-06-25DOI: 10.35316/alifmatika.2023.v5i1.141-155
Indah Resti Ayuni Suri, A. Pahrudin, Ega Apriyana, S. Suherman
Every student must acquire mathematical problem-solving skills and self-efficacy to assist them in the learning process and solve different mathematical problems. This study seeks to explore the impact of implementing “the Missouri Mathematics Project (MMP) learning model with the Everyone is a Teacher Here (ETH) strategy on the mathematical problem-solving skills and self-efficacy of learners”. This study employs a quasi-experimental design with a 2×2 factorial research scheme. In this research, tests of mathematical problem-solving skills and self-efficacy questionnaires were utilized to collect data. The method of data analysis employed the Normality test, the Homogeneity test, and the Multivariate Analysis of Variance (MANOVA) hypothesis tests. Based on the outcomes and MANOVA test calculations, it was determined that implementing the MMP learning model with the Everyone is a Teacher Here strategy affected students' mathematical problem-solving skills. The deployment of the MMP learning model with the Everyone is a Teacher Here strategy also affects students' self-efficacy. Implementing the MMP learning model with the Everyone is a Teacher Here strategy impacts learners' mathematical problem-solving skills and self-efficacy.
每个学生都必须具备数学解决问题的能力和自我效能感，以帮助他们在学习过程中解决不同的数学问题。本研究旨在探讨实施“密苏里数学计划”(MMP)学习模式和“人人都是老师”(ETH)策略对学习者数学问题解决能力和自我效能感的影响。本研究采用准实验设计，采用2×2因子研究方案。本研究采用数学问题解决能力测试和自我效能感问卷来收集数据。数据分析方法采用正态性检验、齐性检验和多元方差分析(MANOVA)假设检验。基于结果和方差分析检验计算，我们确定在“每个人都是老师”策略下实施MMP学习模式会影响学生的数学问题解决能力。MMP学习模式与“Everyone is a Teacher Here”策略的运用对学生的自我效能感也有影响。在“每个人都是老师”策略下实施MMP学习模式会影响学习者的数学解决能力和自我效能感。
{"title":"Missouri Mathematics Project learning model with strategy Everyone is a Teacher Here to towards mathematical problem-solving and self-efficacy ability","authors":"Indah Resti Ayuni Suri, A. Pahrudin, Ega Apriyana, S. Suherman","doi":"10.35316/alifmatika.2023.v5i1.141-155","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.141-155","url":null,"abstract":"Every student must acquire mathematical problem-solving skills and self-efficacy to assist them in the learning process and solve different mathematical problems. This study seeks to explore the impact of implementing “the Missouri Mathematics Project (MMP) learning model with the Everyone is a Teacher Here (ETH) strategy on the mathematical problem-solving skills and self-efficacy of learners”. This study employs a quasi-experimental design with a 2×2 factorial research scheme. In this research, tests of mathematical problem-solving skills and self-efficacy questionnaires were utilized to collect data. The method of data analysis employed the Normality test, the Homogeneity test, and the Multivariate Analysis of Variance (MANOVA) hypothesis tests. Based on the outcomes and MANOVA test calculations, it was determined that implementing the MMP learning model with the Everyone is a Teacher Here strategy affected students' mathematical problem-solving skills. The deployment of the MMP learning model with the Everyone is a Teacher Here strategy also affects students' self-efficacy. Implementing the MMP learning model with the Everyone is a Teacher Here strategy impacts learners' mathematical problem-solving skills and self-efficacy.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122692104","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 : 2023-06-25DOI: 10.35316/alifmatika.2023.v5i1.110-128
Ayustika Raudatul Jannah, S. Setiawani, R. M. Prihandini
Research in learning media development is driven by the common problem of student disengagement, which hinders their understanding of the material. The specific problem addressed in this research is students' lack of attention and comprehension while studying arithmetic sequences and series. The purpose of this study is to document the process and outcomes of developing interactive learning media using Articulate Storyline specifically for the material on sequences and arithmetic series. The research follows the Research and Development (R&D) approach, employing the Thiagarajan model (Model 4-D) consisting of four stages: 1) the definition stage (define), 2) the design stage (design), 3) the development stage (development), and 4) the dissemination stage (disseminate). The research was conducted with a sample of 31 students from class X B at SMA Tunas Luhur. The results of the media validity test showed a score of 4.82, indicating high validity. Furthermore, the practicality and effectiveness tests conducted with both small and large groups achieved a perfect score of 100% in all aspects. This research indicates that the interactive learning media for arithmetic sequences and series based on Articulate Storyline meet the criteria of validity, practicality, and effectiveness.
学习媒体发展的研究是由学生脱离参与的共同问题推动的，这阻碍了他们对材料的理解。本研究解决的具体问题是学生在学习等差数列和数列时缺乏注意力和理解力。本研究的目的是记录使用清晰的故事线开发交互式学习媒体的过程和结果，特别是用于数列和等差数列的材料。本研究采用研究与开发(R&D)方法，采用Thiagarajan模型(model 4- d)，分为四个阶段:1)定义阶段(define)， 2)设计阶段(design)， 3)开发阶段(Development)， 4)传播阶段(dissemination)。本研究以SMA Tunas Luhur xb班的31名学生为样本进行。媒介效度测试的结果为4.82分，为高效度。此外，进行了小组和大组的实用性和有效性测试，各方面都取得了100%的满分。本研究表明，基于清晰故事线的等差数列交互式学习媒体符合有效性、实用性和有效性的标准。
{"title":"Development of articulate storyline-based interactive learning media on arithmetic sequences and series","authors":"Ayustika Raudatul Jannah, S. Setiawani, R. M. Prihandini","doi":"10.35316/alifmatika.2023.v5i1.110-128","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.110-128","url":null,"abstract":"Research in learning media development is driven by the common problem of student disengagement, which hinders their understanding of the material. The specific problem addressed in this research is students' lack of attention and comprehension while studying arithmetic sequences and series. The purpose of this study is to document the process and outcomes of developing interactive learning media using Articulate Storyline specifically for the material on sequences and arithmetic series. The research follows the Research and Development (R&D) approach, employing the Thiagarajan model (Model 4-D) consisting of four stages: 1) the definition stage (define), 2) the design stage (design), 3) the development stage (development), and 4) the dissemination stage (disseminate). The research was conducted with a sample of 31 students from class X B at SMA Tunas Luhur. The results of the media validity test showed a score of 4.82, indicating high validity. Furthermore, the practicality and effectiveness tests conducted with both small and large groups achieved a perfect score of 100% in all aspects. This research indicates that the interactive learning media for arithmetic sequences and series based on Articulate Storyline meet the criteria of validity, practicality, and effectiveness.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123811257","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 : 2023-06-25DOI: 10.35316/alifmatika.2023.v5i1.95-109
Nurma Izzati, Nur Wahyuni, Bony Irawan
Mathematics is generally considered a complex subject by the majority of students in Indonesia. Students tend to rely on simple learning strategies such as memorizing formulas. This perpetual trend distance our students from deeper mathematical understandings such as concept application. In this study, we develop an interactive learning media based on Microsoft PowerPoint to instill a deep conceptual understanding of polyhedrons in class VIII students. This Research and Development study follows the 4D development model with a limited dissemination phase. The research data was collected through validation techniques by expert validators to measure the feasibility level of learning media. The instruments used in the research were interview sheets, observation sheets, learning style tests, media validation sheets, language validation sheets, and material validation sheets. The data analysis technique uses the Method of Summated Ratings, then the eligibility percentage for the developed media is calculated. The results showed that the eligibility percentage for media experts was 92%, material experts 96%, and linguists 90%. The average percentage of the three assessments corresponds to the “very valid” category. In conclusion, the media developed is very feasible for its intended purpose.
{"title":"Development of an interactive PowerPoint to instill a deeper understanding of polyhedron concepts in mathematics class","authors":"Nurma Izzati, Nur Wahyuni, Bony Irawan","doi":"10.35316/alifmatika.2023.v5i1.95-109","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.95-109","url":null,"abstract":"Mathematics is generally considered a complex subject by the majority of students in Indonesia. Students tend to rely on simple learning strategies such as memorizing formulas. This perpetual trend distance our students from deeper mathematical understandings such as concept application. In this study, we develop an interactive learning media based on Microsoft PowerPoint to instill a deep conceptual understanding of polyhedrons in class VIII students. This Research and Development study follows the 4D development model with a limited dissemination phase. The research data was collected through validation techniques by expert validators to measure the feasibility level of learning media. The instruments used in the research were interview sheets, observation sheets, learning style tests, media validation sheets, language validation sheets, and material validation sheets. The data analysis technique uses the Method of Summated Ratings, then the eligibility percentage for the developed media is calculated. The results showed that the eligibility percentage for media experts was 92%, material experts 96%, and linguists 90%. The average percentage of the three assessments corresponds to the “very valid” category. In conclusion, the media developed is very feasible for its intended purpose.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129683158","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 : 2023-06-25DOI: 10.35316/alifmatika.2023.v5i1.129-140
R. Rahmatia, Azis Azis
This study aimed to determine how well online learning was used during the Covid-19 pandemic regarding the academic outcomes for class VII students at SMP Negeri 38 Buton. This study was an experiment in research methodology. The population of this study was made up of all of the class VII students from SMP Negeri 38 Buton, which had two classes. Twenty students of class VII1 served as the experimental class, and twenty students of class VII2 served as the control class, and samples were collected using random sampling. In this study, tests were used as data-gathering methods. Descriptive and inferential statistics were employed in the data analysis for this investigation. According to the research findings, class VII students at SMP Negeri 38 Buton did not benefit from online learning during the Covid-19 pandemic regarding their learning outcomes.
本研究旨在确定在线学习在Covid-19大流行期间对SMP Negeri 38 Buton七年级学生学业成绩的影响程度。这项研究是研究方法上的一次实验。本研究的人群由SMP Negeri 38 Buton的所有七年级学生组成，该班级有两个班级。VII1班20名学生作为实验班，VII2班20名学生作为对照班，采用随机抽样的方式采集样本。在本研究中，使用测试作为数据收集方法。本调查的资料分析采用描述性统计和推论统计。根据研究结果，在2019冠状病毒病大流行期间，SMP Negeri 38 Buton七年级学生的学习成果并没有从在线学习中受益。
{"title":"The implementation of online learning during the COVID-19 pandemic regarding students' mathematics learning outcomes","authors":"R. Rahmatia, Azis Azis","doi":"10.35316/alifmatika.2023.v5i1.129-140","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.129-140","url":null,"abstract":"This study aimed to determine how well online learning was used during the Covid-19 pandemic regarding the academic outcomes for class VII students at SMP Negeri 38 Buton. This study was an experiment in research methodology. The population of this study was made up of all of the class VII students from SMP Negeri 38 Buton, which had two classes. Twenty students of class VII1 served as the experimental class, and twenty students of class VII2 served as the control class, and samples were collected using random sampling. In this study, tests were used as data-gathering methods. Descriptive and inferential statistics were employed in the data analysis for this investigation. According to the research findings, class VII students at SMP Negeri 38 Buton did not benefit from online learning during the Covid-19 pandemic regarding their learning outcomes.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131108390","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 : 2023-06-25DOI: 10.35316/alifmatika.2023.v5i1.82-94
Resminati Dinda Salisa, Meiliasari Meiliasari
Dyscalculia is a specific learning condition that affects the comprehension and manipulation of numerical concepts, which can impact students' academic performance and well-being in mathematics education. The research methodology used was a systematic literature review that aimed to identify and synthesize the existing evidence regarding the differences in understanding of dyscalculia, its characteristics and the difficulties that students with dyscalculia may face in class. The search string used in electronic databases, such as Crossref and Google Scholar, to generate articles for the review were “dyscalculia” and “dyscalculia characteristics.” After the study selection process and appraising its quality, 23 articles met the selection criteria and were reviewed to synthesize answers to the research questions. The findings suggest despite many differences in understanding what dyscalculia was and it was clear that dyscalculia is a specific learning condition that affected students’ comprehension and manipulation of numerical concepts. Students with dyscalculia exhibit various characteristics, the most noticeable of which was low mathematics achievement scores. The difficulties faced by students with dyscalculia in the classroom were numerous. However, the primary obstacles they faced involved comprehending and applying mathematical concepts, as these difficulties could lead to others, such as executing mathematical problem-solving instructions. Educators might comprehend the diverse characteristics of dyscalculia to provide appropriate support and accommodations for students with difficulties.
{"title":"A literature review on dyscalculia: What dyscalculia is, its characteristics, and difficulties students face in mathematics class","authors":"Resminati Dinda Salisa, Meiliasari Meiliasari","doi":"10.35316/alifmatika.2023.v5i1.82-94","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.82-94","url":null,"abstract":"Dyscalculia is a specific learning condition that affects the comprehension and manipulation of numerical concepts, which can impact students' academic performance and well-being in mathematics education. The research methodology used was a systematic literature review that aimed to identify and synthesize the existing evidence regarding the differences in understanding of dyscalculia, its characteristics and the difficulties that students with dyscalculia may face in class. The search string used in electronic databases, such as Crossref and Google Scholar, to generate articles for the review were “dyscalculia” and “dyscalculia characteristics.” After the study selection process and appraising its quality, 23 articles met the selection criteria and were reviewed to synthesize answers to the research questions. The findings suggest despite many differences in understanding what dyscalculia was and it was clear that dyscalculia is a specific learning condition that affected students’ comprehension and manipulation of numerical concepts. Students with dyscalculia exhibit various characteristics, the most noticeable of which was low mathematics achievement scores. The difficulties faced by students with dyscalculia in the classroom were numerous. However, the primary obstacles they faced involved comprehending and applying mathematical concepts, as these difficulties could lead to others, such as executing mathematical problem-solving instructions. Educators might comprehend the diverse characteristics of dyscalculia to provide appropriate support and accommodations for students with difficulties.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133983737","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 : 2023-06-15DOI: 10.35316/alifmatika.2023.v5i1.70-81
R. Adawiyah, I. I. Makhfudloh, R. M. Prihandini
Suppose a graph G = (V, E) is a simple, connected and finite graph with vertex set V(G) and an edge set E(G). The local edge antimagic coloring is a combination of local antimagic labelling and edge coloring. A mapping f∶ V (G)→ {1, 2, ..., |V (G)|} is called local edge antimagic coloring if every two incident edges e_1and e_2, then the edge weights of e_1and e_2 maynot be the same, w(e_1) ≠ w(e_2), with e = uv ∈ G, w(e) = f(u)+ f(v) with the rule that the edges e are colored according to their weights, w_e. Local edge antimagic coloring has developed into local (a,d)-antimagic coloring. Local antimagic coloring is called local (a,d)-antimagic coloring if the set of edge weights forms an arithmetic sequence with a as an initial value and d as a difference value. The graphs used in this study are sunflower graphs and umbrella graphs. This research will also discuss one of the applications of local edge (a,d)-antimagic coloring, namely the design of the Sidoarjo line batik motif. The result show that χ_le(3,1) (Sf_n) = 3n and χ_le(3n/2,1) (U_(m,n) ) = m+1 . The local (a,d)-antimagic coloring is formed into a batik motif design with characteristics from the Sidoarjo region.
{"title":"Local edge (a, d) –antimagic coloring on sunflower, umbrella graph and its application","authors":"R. Adawiyah, I. I. Makhfudloh, R. M. Prihandini","doi":"10.35316/alifmatika.2023.v5i1.70-81","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.70-81","url":null,"abstract":"Suppose a graph G = (V, E) is a simple, connected and finite graph with vertex set V(G) and an edge set E(G). The local edge antimagic coloring is a combination of local antimagic labelling and edge coloring. A mapping f∶ V (G)→ {1, 2, ..., |V (G)|} is called local edge antimagic coloring if every two incident edges e_1and e_2, then the edge weights of e_1and e_2 maynot be the same, w(e_1) ≠ w(e_2), with e = uv ∈ G, w(e) = f(u)+ f(v) with the rule that the edges e are colored according to their weights, w_e. Local edge antimagic coloring has developed into local (a,d)-antimagic coloring. Local antimagic coloring is called local (a,d)-antimagic coloring if the set of edge weights forms an arithmetic sequence with a as an initial value and d as a difference value. The graphs used in this study are sunflower graphs and umbrella graphs. This research will also discuss one of the applications of local edge (a,d)-antimagic coloring, namely the design of the Sidoarjo line batik motif. The result show that χ_le(3,1) (Sf_n) = 3n and χ_le(3n/2,1) (U_(m,n) ) = m+1 . The local (a,d)-antimagic coloring is formed into a batik motif design with characteristics from the Sidoarjo region.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115829239","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 : 2023-06-15DOI: 10.35316/alifmatika.2023.v5i1.1-20
L. Al-ossmi
This article concerns the examination of trigonometric identities from an elliptic perspective. The treatment of elliptic functions presented herein adheres to a structure analogous to the traditional exposition of trigonometric functions, with the exception that an ellipse replaces the unit circle. The degree of similarity between the elliptic functions and their trigonometric counterparts is moderated by the periodicity of the so-called El- functions. These identities not only establish the values of the functions, but also establish a correlation between their ratios and the major and minor axes of the underlying ellipse. The resemblance between the functions is somewhat modified by the periodic nature of the El-identities, whereby each ratio is associated with the major and minor axis of the ellipse. This article adopts the notation (E) to denote the El- functions and distinguish them from the opposite circular functions.
{"title":"An elementary treatise on elliptic functions as trigonometry","authors":"L. Al-ossmi","doi":"10.35316/alifmatika.2023.v5i1.1-20","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.1-20","url":null,"abstract":"This article concerns the examination of trigonometric identities from an elliptic perspective. The treatment of elliptic functions presented herein adheres to a structure analogous to the traditional exposition of trigonometric functions, with the exception that an ellipse replaces the unit circle. The degree of similarity between the elliptic functions and their trigonometric counterparts is moderated by the periodicity of the so-called El- functions. These identities not only establish the values of the functions, but also establish a correlation between their ratios and the major and minor axes of the underlying ellipse. The resemblance between the functions is somewhat modified by the periodic nature of the El-identities, whereby each ratio is associated with the major and minor axis of the ellipse. This article adopts the notation (E) to denote the El- functions and distinguish them from the opposite circular functions.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115088803","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 : 2023-06-15DOI: 10.35316/alifmatika.2023.v5i1.40-56
A. M. Annizar, Dewi Fatma Kumala
Errors often occurred when students solve mathematical problems solving, exceedingly when students are faced with contextual story problems. Newman's procedural error analysis classified errors in solved story problems into five categories: reading errors, encoding errors, transformation errors, comprehension errors, and processing skill errors. There were several factors on errors worked by students when solving problems, such as student interest in learning and gender differences. This study aims to describe the problem-solving errors of students, both men, and women, who have high, medium, and low interest in learning to solve story problems on SPLTV material. According to the Newman’s procedure. The research type is a qualitative approach with descriptive. And the research subjects were obtained by using a purposive sampling technique. The results of this study include 1) Students of high interest in learning and are making Encoding Errors, and Processing Skill Errors, while students with low interest in learning make Processing Skill Errors, Transformation Errors, and Encoding Errors. 2) Students with a great interest in learning and making encoding errors and processing skills errors. Students with low interest made Comprehension Errors, Encoding Errors, Processing Skill errors, and Transformation Errors.
{"title":"Analysis of student problem-solving errors based on Newman's theory in terms of learning interest and gender","authors":"A. M. Annizar, Dewi Fatma Kumala","doi":"10.35316/alifmatika.2023.v5i1.40-56","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.40-56","url":null,"abstract":"Errors often occurred when students solve mathematical problems solving, exceedingly when students are faced with contextual story problems. Newman's procedural error analysis classified errors in solved story problems into five categories: reading errors, encoding errors, transformation errors, comprehension errors, and processing skill errors. There were several factors on errors worked by students when solving problems, such as student interest in learning and gender differences. This study aims to describe the problem-solving errors of students, both men, and women, who have high, medium, and low interest in learning to solve story problems on SPLTV material. According to the Newman’s procedure. The research type is a qualitative approach with descriptive. And the research subjects were obtained by using a purposive sampling technique. The results of this study include 1) Students of high interest in learning and are making Encoding Errors, and Processing Skill Errors, while students with low interest in learning make Processing Skill Errors, Transformation Errors, and Encoding Errors. 2) Students with a great interest in learning and making encoding errors and processing skills errors. Students with low interest made Comprehension Errors, Encoding Errors, Processing Skill errors, and Transformation Errors.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"5 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114104060","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 : 2023-06-15DOI: 10.35316/alifmatika.2023.v5i1.21-39
Rani Darmayanti, D. P. Utomo, C. Choirudin, Usmiyatun Usmiyatun, P. Nguyen
This study aims to make traditional books that were packaged electronically with an ethnomathematics approach to traditional snacks, which was adapted from Bruner's theory by presenting three stages of Bruner's theory as enactive, iconic, and symbolic by incorporating elements of traditional snacks as an ethnomathematics approach as an effort to build students' mathematical understanding abilities. The method used the 4-D concept by using questionnaires and test instruments so that this media was valid and suitable for use as a medium in learning mathematics. The results showed a score of 3.86 for material experts and 3.74 for media experts, with 82% eligibility criteria to improve students' mathematical understanding abilities. The response to the ethnomathematics-based e-book was 91% with the "Very Eligible" criteria. It can be concluded that this e-book was developed to meet valid criteria and is practical and effective in use.
{"title":"Bruner’s theory on the development of e-book traditional snacks ethnomathematics for mathematical understanding ability","authors":"Rani Darmayanti, D. P. Utomo, C. Choirudin, Usmiyatun Usmiyatun, P. Nguyen","doi":"10.35316/alifmatika.2023.v5i1.21-39","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.21-39","url":null,"abstract":"This study aims to make traditional books that were packaged electronically with an ethnomathematics approach to traditional snacks, which was adapted from Bruner's theory by presenting three stages of Bruner's theory as enactive, iconic, and symbolic by incorporating elements of traditional snacks as an ethnomathematics approach as an effort to build students' mathematical understanding abilities. The method used the 4-D concept by using questionnaires and test instruments so that this media was valid and suitable for use as a medium in learning mathematics. The results showed a score of 3.86 for material experts and 3.74 for media experts, with 82% eligibility criteria to improve students' mathematical understanding abilities. The response to the ethnomathematics-based e-book was 91% with the \"Very Eligible\" criteria. It can be concluded that this e-book was developed to meet valid criteria and is practical and effective in use.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122180692","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 : 2023-06-15DOI: 10.35316/alifmatika.2023.v5i1.57-69
Muhammad Zia Alghar, Natasya Ziana Walidah, Marhayati Marhayati
This study explores the concept of fractal geometry found in the Tian Ti Pagoda. Fractal geometry is a branch of mathematics describing the properties and shapes of various fractals. A qualitative method with an ethnographic approach is used in this study. Observation, field notes, interviews, documentation, and literature study obtained research data. The observation results were processed computationally using the Lindenmayer system method via the L-Studio application to view fractal shapes. The results show that the concept of fractal geometry is contained in the ornaments on the Tian Ti Pagoda. The length and angles of each part of the ornament influence the fractal shape of the Tian Ti Pagoda ornament. In addition, the length and angle modifications resulted in several variations of the Tian Ti Pagoda fractal. The findings from this study can be used as an alternative medium for learning mathematics lectures, especially in applied mathematics, dynamical systems, and computational geometry.
{"title":"Ethnomathematics: The exploration of fractal geometry in Tian Ti Pagoda using the Lindenmayer system","authors":"Muhammad Zia Alghar, Natasya Ziana Walidah, Marhayati Marhayati","doi":"10.35316/alifmatika.2023.v5i1.57-69","DOIUrl":"https://doi.org/10.35316/alifmatika.2023.v5i1.57-69","url":null,"abstract":"This study explores the concept of fractal geometry found in the Tian Ti Pagoda. Fractal geometry is a branch of mathematics describing the properties and shapes of various fractals. A qualitative method with an ethnographic approach is used in this study. Observation, field notes, interviews, documentation, and literature study obtained research data. The observation results were processed computationally using the Lindenmayer system method via the L-Studio application to view fractal shapes. The results show that the concept of fractal geometry is contained in the ornaments on the Tian Ti Pagoda. The length and angles of each part of the ornament influence the fractal shape of the Tian Ti Pagoda ornament. In addition, the length and angle modifications resulted in several variations of the Tian Ti Pagoda fractal. The findings from this study can be used as an alternative medium for learning mathematics lectures, especially in applied mathematics, dynamical systems, and computational geometry.","PeriodicalId":192872,"journal":{"name":"Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116953684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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