Pub Date : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.094
A. S. Awalluddin, I. Wahyuni, Hilda Nurmuslimah
The purpose of this study was to determine the Generalized Estimating Equation (GEE) analysis as one of the longitudinal data regression methods for composite index data on children's welfare (CWCI) in West Java Province. GEE analysis uses four different correlation structures to determine the best model, namely: independent, exchangeable, AR (1), and unstructured. The determination of the best model of the four structures uses the Quasilikelihood Information Criterion (QIC). The West Java CWCI longitudinal data used consists of 5 independent variables, each of which is a dimension of survival, protection, growth and development, participation, and identity in 27 districts and cities in West Java for the period 2015 – 2017. This research is important as an alternative approach of longitudinal data regression analysis when we found a correlation problem in the condition of observed data.
{"title":"Analysis of Longitudinal Regression Model Using the Generalized Estimating Equation (GEE) for the Child Welfare Composite Index (CWCI) in West Java","authors":"A. S. Awalluddin, I. Wahyuni, Hilda Nurmuslimah","doi":"10.2991/ASSEHR.K.210508.094","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.094","url":null,"abstract":"The purpose of this study was to determine the Generalized Estimating Equation (GEE) analysis as one of the longitudinal data regression methods for composite index data on children's welfare (CWCI) in West Java Province. GEE analysis uses four different correlation structures to determine the best model, namely: independent, exchangeable, AR (1), and unstructured. The determination of the best model of the four structures uses the Quasilikelihood Information Criterion (QIC). The West Java CWCI longitudinal data used consists of 5 independent variables, each of which is a dimension of survival, protection, growth and development, participation, and identity in 27 districts and cities in West Java for the period 2015 – 2017. This research is important as an alternative approach of longitudinal data regression analysis when we found a correlation problem in the condition of observed data.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"112 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132176239","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 : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.071
Yenny Silviana, Darmawijoyo, R. H. Simarmata
This research aims to determine the 7 grade-students skills in solving the inverse proportion visual-formed problem through mathematical modeling learning. This research type was descriptive research using a qualitative approach. The subjects of this research were 19 students of the 7 grade-student of SMP Negeri 6 Indralaya Utara. We carried out the data collection techniques through the post-test and interviews. Based on the findings, here were found that the mathematical modeling problem in terms of visual provided a significant contribution to the student skills in solving the inverse proportion visual-formed problem. The details of the occurrence percentage of indicators were as follows: the identifying problem was 42,98%, the defining variable was 28,07%, formulating a mathematical model was 45,61%, completing the mathematics model was 52,63%, and applying the model was 50,00%.
{"title":"Learning Mathematical Modeling: The 7th Grade-Students Skills in Solving Inverse Proportion Visual-Formed Problem","authors":"Yenny Silviana, Darmawijoyo, R. H. Simarmata","doi":"10.2991/ASSEHR.K.210508.071","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.071","url":null,"abstract":"This research aims to determine the 7 grade-students skills in solving the inverse proportion visual-formed problem through mathematical modeling learning. This research type was descriptive research using a qualitative approach. The subjects of this research were 19 students of the 7 grade-student of SMP Negeri 6 Indralaya Utara. We carried out the data collection techniques through the post-test and interviews. Based on the findings, here were found that the mathematical modeling problem in terms of visual provided a significant contribution to the student skills in solving the inverse proportion visual-formed problem. The details of the occurrence percentage of indicators were as follows: the identifying problem was 42,98%, the defining variable was 28,07%, formulating a mathematical model was 45,61%, completing the mathematics model was 52,63%, and applying the model was 50,00%.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"185 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126953510","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 : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.107
I. Fahria, E. Kustiawan
Investing in the capital market for some investors is a challenge in itself. Investors are required to be able to determine the right combination and proportion of shares when they want to place a number of funds in each share that make up the optimal portfolio. The solution to the optimal portfolio formation problem can be done (Place holder) by using a genetic algorithm method approach. The purpose of applying genetic algorithms is to form an optimal portfolio with a proportion of stocks that can generate optimal profits with a justifiable loss rate. A case study was conducted on the companies compiling the LQ-45 index with dividend distribution criteria as many as 35 shares traded on the Indonesia Stock Exchange. The results showed that by using the genetic algorithm method, an effective problem solving was obtained in the formation of an optimal portfolio in issuers with dividend distribution.
{"title":"Genetic Algorithm Approach in Forming the Optimal Portfolio of Issuer Companies with Dividend Distribution Criteria","authors":"I. Fahria, E. Kustiawan","doi":"10.2991/ASSEHR.K.210508.107","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.107","url":null,"abstract":"Investing in the capital market for some investors is a challenge in itself. Investors are required to be able to determine the right combination and proportion of shares when they want to place a number of funds in each share that make up the optimal portfolio. The solution to the optimal portfolio formation problem can be done (Place holder) by using a genetic algorithm method approach. The purpose of applying genetic algorithms is to form an optimal portfolio with a proportion of stocks that can generate optimal profits with a justifiable loss rate. A case study was conducted on the companies compiling the LQ-45 index with dividend distribution criteria as many as 35 shares traded on the Indonesia Stock Exchange. The results showed that by using the genetic algorithm method, an effective problem solving was obtained in the formation of an optimal portfolio in issuers with dividend distribution.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"35 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116647838","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 : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.041
A. Hidayat, Wakhid Fitri Albar, Wihdati Martalyna
The existence of technology in teaching and learning processes has changed the way how teachers transfer their knowledge to their students. Moreover, pandemic covid-19 has forced the use of technology in learning. The existence of flipped classrooms has given positive effects towards both learning effectiveness in understanding the basic concept, attractive learning, student achievement also collaborative learning among students. Flipped classrooms, however, have some challenges in an actual class application. Therefore, this article is intended to explore the various challenges of teaching and learning mathematics in flipped classroom model in the pandemic era. The teachers who commonly use traditional teaching as their method preference find some problems regarding how to manage and design the flipped classroom model in their teaching practice. To learn more about the idea of flipped classroom design, teachers should enhance their knowledge through training or collaborative study with professionals or experts in flipped classrooms. This is vital because it helps the teacher set up their classroom properly. Furthermore, we managed to implement the flipped classroom, then provided the data in the form of descriptive analysis.
{"title":"Dealing with Challenges in Teaching & Learning Mathematics in Flipped Classroom Model in Pandemic Era","authors":"A. Hidayat, Wakhid Fitri Albar, Wihdati Martalyna","doi":"10.2991/ASSEHR.K.210508.041","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.041","url":null,"abstract":"The existence of technology in teaching and learning processes has changed the way how teachers transfer their knowledge to their students. Moreover, pandemic covid-19 has forced the use of technology in learning. The existence of flipped classrooms has given positive effects towards both learning effectiveness in understanding the basic concept, attractive learning, student achievement also collaborative learning among students. Flipped classrooms, however, have some challenges in an actual class application. Therefore, this article is intended to explore the various challenges of teaching and learning mathematics in flipped classroom model in the pandemic era. The teachers who commonly use traditional teaching as their method preference find some problems regarding how to manage and design the flipped classroom model in their teaching practice. To learn more about the idea of flipped classroom design, teachers should enhance their knowledge through training or collaborative study with professionals or experts in flipped classrooms. This is vital because it helps the teacher set up their classroom properly. Furthermore, we managed to implement the flipped classroom, then provided the data in the form of descriptive analysis.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124776440","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 : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.052
K. Tamba
Mathematics, especially calculus, cannot be separated in the field of biology. Mathematical abilities are essential in understanding biological phenomena. However, pre-service biology teachers’ attitudes toward math tend to be negative. For this reason, an interdisciplinary approach is needed so that that pre-service biology teachers can see the relationship between biology and mathematics. An interdisciplinary approach can be in the form of case studies. This study explores the pre-service biology teachers’ attitudes toward math(calculus), which is taught using the Covid-19 case study. Data were collected using a reflection sheet and a questionnaire. On the reflection sheet, pre-service biology teachers are asked to write down their reflections on mathematics in biology after attending a lecture session. The questionnaire uses a Likert scale to see their attitude toward math before and after completing the course session. The data from the reflection sheet were analyzed qualitatively descriptively by using coding. Meanwhile, the data from the questionnaire were analyzed using descriptive statistics. The results showed pre-service biology teachers’ attitudes toward math (calculus) tend positive in two aspects. Pre-service biology teachers can see a connection and the importance of calculus in biology and interest in calculus. But, pre-service biology teachers have negative attitudes in aspect Perceived cost.
{"title":"Pre-Service Biology Teachers’ Attitudes Towards Math: Using the Covid-19 Case in Calculus Course","authors":"K. Tamba","doi":"10.2991/ASSEHR.K.210508.052","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.052","url":null,"abstract":"Mathematics, especially calculus, cannot be separated in the field of biology. Mathematical abilities are essential in understanding biological phenomena. However, pre-service biology teachers’ attitudes toward math tend to be negative. For this reason, an interdisciplinary approach is needed so that that pre-service biology teachers can see the relationship between biology and mathematics. An interdisciplinary approach can be in the form of case studies. This study explores the pre-service biology teachers’ attitudes toward math(calculus), which is taught using the Covid-19 case study. Data were collected using a reflection sheet and a questionnaire. On the reflection sheet, pre-service biology teachers are asked to write down their reflections on mathematics in biology after attending a lecture session. The questionnaire uses a Likert scale to see their attitude toward math before and after completing the course session. The data from the reflection sheet were analyzed qualitatively descriptively by using coding. Meanwhile, the data from the questionnaire were analyzed using descriptive statistics. The results showed pre-service biology teachers’ attitudes toward math (calculus) tend positive in two aspects. Pre-service biology teachers can see a connection and the importance of calculus in biology and interest in calculus. But, pre-service biology teachers have negative attitudes in aspect Perceived cost.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126042031","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}
The type of research used was development research that aims to develop learning content in discrete mathematics courses that are valid, practical, and effective for use in Mathematics Education students. The subjects in this study were students who programmed discrete mathematics courses in the odd semester of the 2020/2021 academic year. The development process in this research refers to the development model adapted fromPlomp, consisting of the initial investigation, design, realization, test, evaluation, and revision phases and implementation. The research instrument used was the learning implementation observation sheet, validation sheet, student response questionnaires, and learning outcome tests. The results of the research both theoretically and empirically show that the assessment tools developed to meet the following criteria: (1) valid according to expert judgment and empirically the instrument items are valid, (2) practical, students respond positively to the instrument being developed, and (3) effective based on the results of student learning tests have reached completeness. The results of research and development of learning content as shown in the above trial results show that the instruments developed have met the criteria of validity, practicality, and effectiveness, as learning content that can be used further by Mathematics Education lecturers in Higher Education
{"title":"Development of Discrete Mathematics Learning Content Using Google Classroom in Mathematics Education Students","authors":"Nirfayanti, Sugian Nurwijaya, Suarti Djafar, Reski Ramdani, Nely Salu Padang, Ernawati","doi":"10.2991/ASSEHR.K.210508.075","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.075","url":null,"abstract":"The type of research used was development research that aims to develop learning content in discrete mathematics courses that are valid, practical, and effective for use in Mathematics Education students. The subjects in this study were students who programmed discrete mathematics courses in the odd semester of the 2020/2021 academic year. The development process in this research refers to the development model adapted fromPlomp, consisting of the initial investigation, design, realization, test, evaluation, and revision phases and implementation. The research instrument used was the learning implementation observation sheet, validation sheet, student response questionnaires, and learning outcome tests. The results of the research both theoretically and empirically show that the assessment tools developed to meet the following criteria: (1) valid according to expert judgment and empirically the instrument items are valid, (2) practical, students respond positively to the instrument being developed, and (3) effective based on the results of student learning tests have reached completeness. The results of research and development of learning content as shown in the above trial results show that the instruments developed have met the criteria of validity, practicality, and effectiveness, as learning content that can be used further by Mathematics Education lecturers in Higher Education","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128349023","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 : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.111
T. G. Ratumanan, C. S. Ayal
Studies on innovative learning model are currently being carried out by experts to contribute to improving the quality of education and learning. Problem Solving Based Learning Model (PBPM) is one of the new model that the author has developed since 2017-2020. From the development results, this model is considered to meet the quality requirements of a learning model, namely meeting the aspects of validity, practicality, and effectiveness. The syntax of the PBPM model consists of 7 stages (phases), namely (1) introduction, (2) discussion of material, (3) problem solving, (4) presentation and discussion, (5) expansion of problem solving, (6) presentation and discussion ( continued), and (7) closing. With a focus on problem solving, especially in phase 5, where the problems presented are complex problems, including problems presented in an open-ended form, will stimulate the development of problem-solving abilities, higher-order thinking, and creative thinking. The fourth and sixth phases, namely presentations and discussions, will not only improve understanding of mathematics material, but also develop mathematical communication skills. Furthermore, the problemsolving process carried out in small groups cooperatively will have an impact on the development of cooperation capabilities and acceptance of diversity.
目前，专家们正在开展关于创新学习模式的研究，以促进教育和学习质量的提高。基于问题解决的学习模型(Problem Solving Based Learning Model, PBPM)是作者自2017-2020年以来开发的新模型之一。从开发结果来看，该模型符合学习模型的质量要求，即满足有效性、实用性和有效性方面的要求。PBPM模型的语法由7个阶段(阶段)组成，即(1)介绍，(2)材料讨论，(3)问题解决，(4)呈现和讨论，(5)问题解决的扩展，(6)呈现和讨论(继续)，(7)结束。专注于解决问题，特别是在阶段5，这里提出的问题是复杂的问题，包括以开放式形式提出的问题，这将刺激解决问题能力、高阶思维和创造性思维的发展。第四和第六阶段，即演讲和讨论，不仅可以提高对数学材料的理解，还可以培养数学沟通能力。此外，在小组合作中进行的问题解决过程将对合作能力的发展和对多样性的接受产生影响。
{"title":"Introduction to Problem Solving Based Learning Model","authors":"T. G. Ratumanan, C. S. Ayal","doi":"10.2991/ASSEHR.K.210508.111","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.111","url":null,"abstract":"Studies on innovative learning model are currently being carried out by experts to contribute to improving the quality of education and learning. Problem Solving Based Learning Model (PBPM) is one of the new model that the author has developed since 2017-2020. From the development results, this model is considered to meet the quality requirements of a learning model, namely meeting the aspects of validity, practicality, and effectiveness. The syntax of the PBPM model consists of 7 stages (phases), namely (1) introduction, (2) discussion of material, (3) problem solving, (4) presentation and discussion, (5) expansion of problem solving, (6) presentation and discussion ( continued), and (7) closing. With a focus on problem solving, especially in phase 5, where the problems presented are complex problems, including problems presented in an open-ended form, will stimulate the development of problem-solving abilities, higher-order thinking, and creative thinking. The fourth and sixth phases, namely presentations and discussions, will not only improve understanding of mathematics material, but also develop mathematical communication skills. Furthermore, the problemsolving process carried out in small groups cooperatively will have an impact on the development of cooperation capabilities and acceptance of diversity.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"93 18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128955021","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 : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.073
S. Wahyuningsih
The instrument in the form of an essay math test is one of the tools to measure the progress of the learning process or learning outcomes. The essay math test needs to be applied in education because students are trained to be independent, creative, innovative, and improve literacy skills. A good measurement model facilitates as much information as possible, for example, qualitative information, the accuracy of the interpretation of the instrument according to its function, provides a linear measure, can overcome missing data, and find data that is incorrect (misfits) or uncommon (outliers). Rasch's Partial Credit Model can identify the quality of the essay math test more accurately. The reliability value in Rasch modeling is indicated by the value of individual separation (person separation) and item separation. Output summary statistics to get information on the person and item reliability and Cronbach alpha. Analysis with the Rasch model produces a statistical analysis of suitability (fit statistics) which provides information that the data obtained ideally illustrates that people who have a high ability provide patterns of answers to items according to their level of difficulty. To analyze the quality of an essay math test using Rasch's Partial Credit Model, ministep software can be used.
{"title":"Using the Rasch’s Partial Credit Model to Analyze the Quality of an Essay Math Test","authors":"S. Wahyuningsih","doi":"10.2991/ASSEHR.K.210508.073","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.073","url":null,"abstract":"The instrument in the form of an essay math test is one of the tools to measure the progress of the learning process or learning outcomes. The essay math test needs to be applied in education because students are trained to be independent, creative, innovative, and improve literacy skills. A good measurement model facilitates as much information as possible, for example, qualitative information, the accuracy of the interpretation of the instrument according to its function, provides a linear measure, can overcome missing data, and find data that is incorrect (misfits) or uncommon (outliers). Rasch's Partial Credit Model can identify the quality of the essay math test more accurately. The reliability value in Rasch modeling is indicated by the value of individual separation (person separation) and item separation. Output summary statistics to get information on the person and item reliability and Cronbach alpha. Analysis with the Rasch model produces a statistical analysis of suitability (fit statistics) which provides information that the data obtained ideally illustrates that people who have a high ability provide patterns of answers to items according to their level of difficulty. To analyze the quality of an essay math test using Rasch's Partial Credit Model, ministep software can be used.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129073107","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 : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.046
Wahidah Alwi, B. Nurhafsari., Ilham Syata, Risnawati Ibnas, Sri Dewi Anugrawati
This research discussed the portfolio performance evaluation using the Treynor method. The portfolio performance evaluation aims to assess the established portfolio whether had a good performance and suitable to the investment goals. At the research, a portfolio was selected based on the efficient stock by taking two criteria that were, the first, ( portfolio A ) based on the greatest positive expected returns and the second (portfolio B) based on the smallest positive risk (beta). The result showed from the formation of the portfolio are for portfolio A was selected AKRA and PTBA stocks, as for portfolio B was selected ICBP and BBCA stocks. Of these two portfolios, both had good performance since the index Treynor acquired had positive results and portfolio B had better performance than portfolio A.
{"title":"Portfolio Performance Evaluation for LQ 45 Index in 2016-2020 Periods Using the Treynor Method","authors":"Wahidah Alwi, B. Nurhafsari., Ilham Syata, Risnawati Ibnas, Sri Dewi Anugrawati","doi":"10.2991/ASSEHR.K.210508.046","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.046","url":null,"abstract":"This research discussed the portfolio performance evaluation using the Treynor method. The portfolio performance evaluation aims to assess the established portfolio whether had a good performance and suitable to the investment goals. At the research, a portfolio was selected based on the efficient stock by taking two criteria that were, the first, ( portfolio A ) based on the greatest positive expected returns and the second (portfolio B) based on the smallest positive risk (beta). The result showed from the formation of the portfolio are for portfolio A was selected AKRA and PTBA stocks, as for portfolio B was selected ICBP and BBCA stocks. Of these two portfolios, both had good performance since the index Treynor acquired had positive results and portfolio B had better performance than portfolio A.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122505216","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 : 2021-05-11DOI: 10.2991/ASSEHR.K.210508.049
Dahliatul Hasanah, I. N. Hidayah, Trianingsih Eni Lestari, Lucky Tri Oktoviana, M. Agung
The transition from school to college mathematics courses involving advanced mathematics is a challenging task for many students. Undergraduate students in their first year are very often to experience difficulties in understanding mathematical concepts in a setting that emphasizes symbolic algebraic skills and graphing skills. Graphing skills are very important ability to grasp for students especially for whom mastering in mathematics. However, many references outlined that many students lack graphical skills. This study aims to investigate various students’ errors in graphing polynomial functions which are considered as basic types of functions. To gather data on students’ errors in graphing polynomial functions, two kinds of test are administered to first year students majoring in mathematics. The first test is directed to investigate students’ prior knowledge on graphical skills learnt in school. On the other hand, the second one is aimed to gather information on students’ graphical skills in higher order polynomial functions which have not been taught in school. The result reveals that many students make errors in graphing higher polynomial functions the same way as graphing linear and quadratic ones. Students’ prior knowledge in graphing linear and quadratic functions essentially influences graphing skills in polynomial functions of higher degree.
{"title":"Investigating Students’ Errors in Graphing Polynomial Functions","authors":"Dahliatul Hasanah, I. N. Hidayah, Trianingsih Eni Lestari, Lucky Tri Oktoviana, M. Agung","doi":"10.2991/ASSEHR.K.210508.049","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.049","url":null,"abstract":"The transition from school to college mathematics courses involving advanced mathematics is a challenging task for many students. Undergraduate students in their first year are very often to experience difficulties in understanding mathematical concepts in a setting that emphasizes symbolic algebraic skills and graphing skills. Graphing skills are very important ability to grasp for students especially for whom mastering in mathematics. However, many references outlined that many students lack graphical skills. This study aims to investigate various students’ errors in graphing polynomial functions which are considered as basic types of functions. To gather data on students’ errors in graphing polynomial functions, two kinds of test are administered to first year students majoring in mathematics. The first test is directed to investigate students’ prior knowledge on graphical skills learnt in school. On the other hand, the second one is aimed to gather information on students’ graphical skills in higher order polynomial functions which have not been taught in school. The result reveals that many students make errors in graphing higher polynomial functions the same way as graphing linear and quadratic ones. Students’ prior knowledge in graphing linear and quadratic functions essentially influences graphing skills in polynomial functions of higher degree.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132725678","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：