Pub Date : 1900-01-01DOI: 10.2991/ASSEHR.K.210508.085
Sitepu Meidiana, Aisyah Nyimas, Indaryanti, W. Pratiwi
Mathematics and reasoning are two things that cannot be separated because reasoning is needed to understand mathematics and reasoning can be trained through learning mathematics. The purpose of this study was to determine the mathematical reasoning abilities of junior high school students on a two-variable system of linear equations (SPLDV) material with the use of emergent models as one of heuristic in PMRI (Indonesia Realistic Mathematics Education). The subjects in this study were 6 students of class VIII.2 SMP Negeri 17 Palembang. This research is qualitative research. Data collection techniques are carried out through tests, and interviews. Based on the results of trials, overall from the results of the students' answers to each indicator has appeared in its completion. However, students still experience some minor errors, such as in indicator 1 and indicator 3, some students use tables to solve them, but students are wrong in inputting their scores into the table so that the results obtained by students are not correct. However, after tracing from the interview, it was concluded that the cause of the error was because students were confused with the instructions contained in the student worksheets (LKPD). So that the problems that students experience show that students are less careful in presenting mathematical statements, performing mathematical manipulations, and drawing overall conclusions.
{"title":"Investigating Student’s Mathematical Reasoning Ability by Using PMRI Based on Emergent Modeling","authors":"Sitepu Meidiana, Aisyah Nyimas, Indaryanti, W. Pratiwi","doi":"10.2991/ASSEHR.K.210508.085","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.085","url":null,"abstract":"Mathematics and reasoning are two things that cannot be separated because reasoning is needed to understand mathematics and reasoning can be trained through learning mathematics. The purpose of this study was to determine the mathematical reasoning abilities of junior high school students on a two-variable system of linear equations (SPLDV) material with the use of emergent models as one of heuristic in PMRI (Indonesia Realistic Mathematics Education). The subjects in this study were 6 students of class VIII.2 SMP Negeri 17 Palembang. This research is qualitative research. Data collection techniques are carried out through tests, and interviews. Based on the results of trials, overall from the results of the students' answers to each indicator has appeared in its completion. However, students still experience some minor errors, such as in indicator 1 and indicator 3, some students use tables to solve them, but students are wrong in inputting their scores into the table so that the results obtained by students are not correct. However, after tracing from the interview, it was concluded that the cause of the error was because students were confused with the instructions contained in the student worksheets (LKPD). So that the problems that students experience show that students are less careful in presenting mathematical statements, performing mathematical manipulations, and drawing overall conclusions.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133998236","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 : 1900-01-01DOI: 10.2991/ASSEHR.K.210508.099
Neva Satyahadewi., Hendra Perdana
The rapid development of world technology has a major influence in the world of education and can be used to support learning activities. Regarding the rapid advancement of computers, statistics learning can be done with many online computer simulations. Computer simulation and visualization in supporting statistics learning is necessary to design program well. This can increase interest, motivation and understanding in learning statistics both theory and application, so it is not boring. Many frameworks can be used to build website-based applications; one of them is the Shiny Web Framework. Shiny is a package of the R programming language that makes the users easily build web-based applications. By using R-shiny, the users are not required to master R program because it has friendly and interactive web-based menus. Therefore, R-shiny is very good as a complement in statistic learning that the users are able to focus more on statistical concepts without being limited their ability to master statistical software.
{"title":"Web Application Development for Inferential Statistics using R Shiny","authors":"Neva Satyahadewi., Hendra Perdana","doi":"10.2991/ASSEHR.K.210508.099","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.099","url":null,"abstract":"The rapid development of world technology has a major influence in the world of education and can be used to support learning activities. Regarding the rapid advancement of computers, statistics learning can be done with many online computer simulations. Computer simulation and visualization in supporting statistics learning is necessary to design program well. This can increase interest, motivation and understanding in learning statistics both theory and application, so it is not boring. Many frameworks can be used to build website-based applications; one of them is the Shiny Web Framework. Shiny is a package of the R programming language that makes the users easily build web-based applications. By using R-shiny, the users are not required to master R program because it has friendly and interactive web-based menus. Therefore, R-shiny is very good as a complement in statistic learning that the users are able to focus more on statistical concepts without being limited their ability to master statistical software.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134416911","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 : 1900-01-01DOI: 10.2991/ASSEHR.K.210508.040
M. Tamur, V. Kurnila, E. Jehadus, A. Nurjaman, K. Mandur, S. Ndiung
Although the literature has presented the overall effect of the RME approach, no specific studies have analyzed its relationship to the type of mathematical ability being measured. This meta-analysis study was conducted to measure the overall effect of RME and explore its relationship to types of mathematical ability and consider its implications. ERIC databases, sage publishing, springer publishing, and google scholar were examined to achieve relevant research. The study analyzed 54 effect sizes from 38 individual studies that have been published in the past two decades, and a total of 4798 students were involved. Random effects models with 95% confidence intervals (CIs) were estimated, and statistical calculations used the Comprehensive Meta-Analysis (CMA) program. Based on the analysis, it was found that the overall effect size of the study was 0.97. The analysis results show that the implementation of RME has a considerable positive impact on students' mathematical abilities. The moderator analysis revealed that the implementation of RME has a massive impact on the low or medium-level cognitive domains. Finally, the research implications are discussed and provide critical information for future RME implementation and as a basis for future meta-analysis studies.
{"title":"The Effect of the Realistic Mathematics Education Approach: Meta-Analysis of the Measured Mathematical Ability Angle","authors":"M. Tamur, V. Kurnila, E. Jehadus, A. Nurjaman, K. Mandur, S. Ndiung","doi":"10.2991/ASSEHR.K.210508.040","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.040","url":null,"abstract":"Although the literature has presented the overall effect of the RME approach, no specific studies have analyzed its relationship to the type of mathematical ability being measured. This meta-analysis study was conducted to measure the overall effect of RME and explore its relationship to types of mathematical ability and consider its implications. ERIC databases, sage publishing, springer publishing, and google scholar were examined to achieve relevant research. The study analyzed 54 effect sizes from 38 individual studies that have been published in the past two decades, and a total of 4798 students were involved. Random effects models with 95% confidence intervals (CIs) were estimated, and statistical calculations used the Comprehensive Meta-Analysis (CMA) program. Based on the analysis, it was found that the overall effect size of the study was 0.97. The analysis results show that the implementation of RME has a considerable positive impact on students' mathematical abilities. The moderator analysis revealed that the implementation of RME has a massive impact on the low or medium-level cognitive domains. Finally, the research implications are discussed and provide critical information for future RME implementation and as a basis for future meta-analysis studies.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"763 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126884653","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 : 1900-01-01DOI: 10.2991/ASSEHR.K.210508.104
Mey Chyntia Yesaya, W. Mataheru, Christina M Laamena
Cognitive ability in this research, are steps that students do in solving problems that deal with problem solving. Cognitive abilities seen from the cognitive level of remembering (C1), understanding (C2), applying (C3), analyzing (C4). The study aims to describe a student's cognitive capability in gender problem solving. The study is a qualitative descriptive study that describes the student's cognitive capability in problem solving two variables of linear equations in relation to the female and male gender. The subject in this study is an four students with details of each of the two students of the female gender who have high and low cognitive abilities, and two students of the male gender with high and low cognitive abilities. The data-mining techniques used are problem solving and interview tests. From data analysis it is obtained that students' cognitive capability in problem solving on female gender with high cognitive capability from C1 to C4, whereas on female gender low cognitive capability from C1 to C3, the male gender high-cognitive capability from C1 to C4, whereas the male gender has high cognitive capability from C1 to C4, Whereas the male gender has high cognitive capability from levels C1 through C2.
{"title":"Cognitive Proficiency Analysis of Adventist High School Students Tenth-Grade Aliciously Solve Linear Equations System of Two Variables Reviewed of Gender","authors":"Mey Chyntia Yesaya, W. Mataheru, Christina M Laamena","doi":"10.2991/ASSEHR.K.210508.104","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.104","url":null,"abstract":"Cognitive ability in this research, are steps that students do in solving problems that deal with problem solving. Cognitive abilities seen from the cognitive level of remembering (C1), understanding (C2), applying (C3), analyzing (C4). The study aims to describe a student's cognitive capability in gender problem solving. The study is a qualitative descriptive study that describes the student's cognitive capability in problem solving two variables of linear equations in relation to the female and male gender. The subject in this study is an four students with details of each of the two students of the female gender who have high and low cognitive abilities, and two students of the male gender with high and low cognitive abilities. The data-mining techniques used are problem solving and interview tests. From data analysis it is obtained that students' cognitive capability in problem solving on female gender with high cognitive capability from C1 to C4, whereas on female gender low cognitive capability from C1 to C3, the male gender high-cognitive capability from C1 to C4, whereas the male gender has high cognitive capability from C1 to C4, Whereas the male gender has high cognitive capability from levels C1 through C2.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131142378","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 : 1900-01-01DOI: 10.2991/ASSEHR.K.210508.044
Dindin Jamaluddin, E. Wulan, Agus Maolana Roby
The assignment problem is a special case of the linear programming problem in the industrial, business, education, and assignment problems that we often find in everyday life. The assignment problem addresses issues related to the optimal assignment from a variety of productive and different levels of efficiency. This research discusses the assignment problem by using a new method namely the Transportation Vogel’s Approximation Method (TVAM). The TVAM Method is a method to solve the assignment problem without having to check the optimality. In general, the TVAM method algorithm is to determine the smallest value of each row or column, allocate the largest penalty so that demand is reduced and the supply has been isolated, then calculate the cost of transportation. From the results of this study, to determine elective courses in Islamic Higher Education with the minimum operational cost is $ 81.
{"title":"Determine the Elective Courses in Islamic Higher Education Using Transportation Vogel’s Approximation Method","authors":"Dindin Jamaluddin, E. Wulan, Agus Maolana Roby","doi":"10.2991/ASSEHR.K.210508.044","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.044","url":null,"abstract":"The assignment problem is a special case of the linear programming problem in the industrial, business, education, and assignment problems that we often find in everyday life. The assignment problem addresses issues related to the optimal assignment from a variety of productive and different levels of efficiency. This research discusses the assignment problem by using a new method namely the Transportation Vogel’s Approximation Method (TVAM). The TVAM Method is a method to solve the assignment problem without having to check the optimality. In general, the TVAM method algorithm is to determine the smallest value of each row or column, allocate the largest penalty so that demand is reduced and the supply has been isolated, then calculate the cost of transportation. From the results of this study, to determine elective courses in Islamic Higher Education with the minimum operational cost is $ 81.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130484564","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 : 1900-01-01DOI: 10.2991/ASSEHR.K.210508.076
Nila Kartika Sari, M. T. Budiarto, Kardiana Metha Rozhana
This study aims to describe the level of students' digital thinking skills in solving mathematics problems in terms of 21st – century digital skills, referring to the eight levels of digital competence by prioritizing the cognitive domain of students in their measurement. Data collection was carried out by data analysis and two-interviews with 20 students of class XI in Malang city as subjects in solving mathematics problems using digital technology. The results showed that the students' digital thinking skills were at levels 4, 5, and 6. There were no students who showed digital thinking skills at levels 7 and 8.
{"title":"Students’ Digital Thinking Skills in Solving Mathematics Problems","authors":"Nila Kartika Sari, M. T. Budiarto, Kardiana Metha Rozhana","doi":"10.2991/ASSEHR.K.210508.076","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.076","url":null,"abstract":"This study aims to describe the level of students' digital thinking skills in solving mathematics problems in terms of 21st – century digital skills, referring to the eight levels of digital competence by prioritizing the cognitive domain of students in their measurement. Data collection was carried out by data analysis and two-interviews with 20 students of class XI in Malang city as subjects in solving mathematics problems using digital technology. The results showed that the students' digital thinking skills were at levels 4, 5, and 6. There were no students who showed digital thinking skills at levels 7 and 8.","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":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125752830","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 : 1900-01-01DOI: 10.2991/ASSEHR.K.210508.062
Eka Nanda Azer Rolan, Darmawijoyo, Indaryanti
This paper was to describe junior high school students' argumentative ability mathematically using a visual-formed problem. The type of this research was descriptive with a qualitative approach. The subjects of this research were 19 students of the 7 grade-student of SMPN 6 Inderalaya Utara. A post-test was used to collect data to describe the students' ability to give arguments mathematically. This research found that the percentage average of the students’ argumentative ability was 41,66%. Besides, the students were interested in studying a visual-formed mathematical problem under a mathematical modelling framework.
本文旨在用一个视觉化的问题来描述初中生的数学论证能力。本研究的类型是描述性的定性方法。本研究的对象为Inderalaya Utara SMPN 6的7年级学生中的19名学生。一个后测是用来收集数据来描述学生的数学论证能力。本研究发现，学生辩论能力的平均百分比为41.66%。此外，学生们有兴趣在数学建模框架下研究一个可视化的数学问题。
{"title":"Learning Mathematical Modelling: Junior School Student’s Argumentative Ability Through a Visual-Formed Problem","authors":"Eka Nanda Azer Rolan, Darmawijoyo, Indaryanti","doi":"10.2991/ASSEHR.K.210508.062","DOIUrl":"https://doi.org/10.2991/ASSEHR.K.210508.062","url":null,"abstract":"This paper was to describe junior high school students' argumentative ability mathematically using a visual-formed problem. The type of this research was descriptive with a qualitative approach. The subjects of this research were 19 students of the 7 grade-student of SMPN 6 Inderalaya Utara. A post-test was used to collect data to describe the students' ability to give arguments mathematically. This research found that the percentage average of the students’ argumentative ability was 41,66%. Besides, the students were interested in studying a visual-formed mathematical problem under a mathematical modelling framework.","PeriodicalId":251100,"journal":{"name":"Proceedings of the 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131594993","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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