Pub Date : 2023-06-15DOI: 10.22460/jiml.v6i2.12512
Febriyandi Nurhidayat, U. Aripin
Most people, especially the subjects that are very disliked learning mathematics because mathematics is famous for being difficult and boring. This happens because especially the demonstration techniques used by educators cannot benefit and influence the understanding of science. This study uses an approach to finding a substitute model for learning mathematics on the subject of probability. The procedure in this research is divided into three stages, namely: (1) the preparation phase (2) the implementation phase (3) and the opening phase. This study aims to determine students' reactions to learning mathematics on the subject of probability. In addition, respondents completed a poll of 10 questions with 4 possible answers, specifically SS (Strongly Agree), S (Agree), TS (Disagree), and STS (Strongly Disagree). From the results of this study, it can be said that the student's response to learning mathematics in the subject of opportunity received a strong and positive response. Opinion questionnaires can be developed more deeply and supplemented by additional meetings thoroughly.
{"title":"Student’s Response to Mathematics Learning in Probability Materials","authors":"Febriyandi Nurhidayat, U. Aripin","doi":"10.22460/jiml.v6i2.12512","DOIUrl":"https://doi.org/10.22460/jiml.v6i2.12512","url":null,"abstract":"Most people, especially the subjects that are very disliked learning mathematics because mathematics is famous for being difficult and boring. This happens because especially the demonstration techniques used by educators cannot benefit and influence the understanding of science. This study uses an approach to finding a substitute model for learning mathematics on the subject of probability. The procedure in this research is divided into three stages, namely: (1) the preparation phase (2) the implementation phase (3) and the opening phase. This study aims to determine students' reactions to learning mathematics on the subject of probability. In addition, respondents completed a poll of 10 questions with 4 possible answers, specifically SS (Strongly Agree), S (Agree), TS (Disagree), and STS (Strongly Disagree). From the results of this study, it can be said that the student's response to learning mathematics in the subject of opportunity received a strong and positive response. Opinion questionnaires can be developed more deeply and supplemented by additional meetings thoroughly.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"14 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":"128481513","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 : 2023-06-05DOI: 10.22460/jiml.v6i2.15580
Nindra Giandra Tamirrino, H. Hendriana, Wahyu Hidayat
The rapid development of technology requires creative human resources to solve various mathematical problems. The importance of thinking creatively is contained in the Graduate Competency Standards (SKL). This study aims to determine the mathematical creative thinking skills of high school students in West Bandung using sequence and series materials. The research method used is the descriptive qualitative research method. The study was conducted on 35 class XI students at a high school in West Bandung. The instrument used is four items about the ability to think creatively on the material sequences and series. The research was conducted in the odd semester of the 2022-2023 school year. The results showed that the percentage of flexibility indicator questions was 61.143%, which means most students can work on questions with the flexibility indicator. The rate of fluency indicator items was 52%, the percentage of originality indicator items was 43.169%, and the elaboration indicator was 40%. These results show that the elaboration indicator has the rate percentage compared to other indicators of creative thinking ability. The study’s results concluded that the creative thinking skills of high school students in West Bandung Regency were still low, with a percentage of 49.19%. Researchers recommend using interactive learning media such as e-LKPD to improve mathematical creative thinking abilities.
{"title":"Analysis of Mathematical Creative Thinking Abilities of High School Students in West Bandung Regency","authors":"Nindra Giandra Tamirrino, H. Hendriana, Wahyu Hidayat","doi":"10.22460/jiml.v6i2.15580","DOIUrl":"https://doi.org/10.22460/jiml.v6i2.15580","url":null,"abstract":"The rapid development of technology requires creative human resources to solve various mathematical problems. The importance of thinking creatively is contained in the Graduate Competency Standards (SKL). This study aims to determine the mathematical creative thinking skills of high school students in West Bandung using sequence and series materials. The research method used is the descriptive qualitative research method. The study was conducted on 35 class XI students at a high school in West Bandung. The instrument used is four items about the ability to think creatively on the material sequences and series. The research was conducted in the odd semester of the 2022-2023 school year. The results showed that the percentage of flexibility indicator questions was 61.143%, which means most students can work on questions with the flexibility indicator. The rate of fluency indicator items was 52%, the percentage of originality indicator items was 43.169%, and the elaboration indicator was 40%. These results show that the elaboration indicator has the rate percentage compared to other indicators of creative thinking ability. The study’s results concluded that the creative thinking skills of high school students in West Bandung Regency were still low, with a percentage of 49.19%. Researchers recommend using interactive learning media such as e-LKPD to improve mathematical creative thinking abilities.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"500 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123197879","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 : 2023-06-05DOI: 10.22460/jiml.v6i2.15373
Rifa Mar'ah Sholihah, H. D. Putra, H. Hendriana
Mathematics is very important in life. The self-confidence that students have will certainly affect the process of learning mathematics. Learning objectives measure students' self-confidence towards mathematical problem-solving abilities.The aim of the study was to analyze the relationship between self-confidence and the ability to solve mathematical problems and analyze students' difficulties in solving problems on the System of Two Variable Linear Equations (SPLDV) material at Madrasah Tsanawiyah. Research using quantitative methods with correlation tests. The research sample was 20 Madrasah Tsanawiyah students. The research instrument consisted of a test to measure mathematical problem solving abilities in the form of 3 essay questions, while the non-test instrument was the self-confidence consisting of 20 statement items. . The learning method used conventionally students are divided into several groups randomly. School books are given as a guide for students in learning.The results showed that there was a very strong relationship (r = 0.83) between self-confidence and the ability to solve mathematical problems. Conclusion the results of the analysis of students' difficulties were found based on the polya step, especially at the stage of proving that students were not yet able to check the correctness of the solution in the process of working on solving mathematics. It is hoped that future research will use problem solving methods to see how self-confidence increases in the ability to solve mathematical problems.
{"title":"The Relation Between Self-Confidence and Mathematical Problem Solving Ability on Islamic Junior High School Students","authors":"Rifa Mar'ah Sholihah, H. D. Putra, H. Hendriana","doi":"10.22460/jiml.v6i2.15373","DOIUrl":"https://doi.org/10.22460/jiml.v6i2.15373","url":null,"abstract":"Mathematics is very important in life. The self-confidence that students have will certainly affect the process of learning mathematics. Learning objectives measure students' self-confidence towards mathematical problem-solving abilities.The aim of the study was to analyze the relationship between self-confidence and the ability to solve mathematical problems and analyze students' difficulties in solving problems on the System of Two Variable Linear Equations (SPLDV) material at Madrasah Tsanawiyah. Research using quantitative methods with correlation tests. The research sample was 20 Madrasah Tsanawiyah students. The research instrument consisted of a test to measure mathematical problem solving abilities in the form of 3 essay questions, while the non-test instrument was the self-confidence consisting of 20 statement items. . The learning method used conventionally students are divided into several groups randomly. School books are given as a guide for students in learning.The results showed that there was a very strong relationship (r = 0.83) between self-confidence and the ability to solve mathematical problems. Conclusion the results of the analysis of students' difficulties were found based on the polya step, especially at the stage of proving that students were not yet able to check the correctness of the solution in the process of working on solving mathematics. It is hoped that future research will use problem solving methods to see how self-confidence increases in the ability to solve mathematical problems.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"146 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114551145","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 : 2023-06-05DOI: 10.22460/jiml.v6i2.17081
Ary Wilman Nasution, H. Hendriana, Rudy Kurniawan, A. Yuliani
Differentiation model learning is an effort to facilitate students' diverse or different backgrounds so that students are able to maximize their abilities. This study aims to improve students' mathematical reasoning using the google site-assisted differentiation learning model. Mathematical reasoning is one that is important for students to master, especially class X. The method in this study was quasi-experimental, with 68 students were participated in this research from SMA PGRI 31 and SMAN 1 Pangalengan. The instruments in this study were 5 questions describing mathematical reasoning. Data were analyzed using SPSS 23 to compare between conventional learning and learning using the google site-assisted differentiation model. The results show that students who have the differentiation model were better than those using conventional learning. This shows that the class using the differentiation learning model has an advantage in reasoning ability. This is because children learn according to their respective abilities because in the differentiation of the teaching provided it is adjusted to the initial ability there is yes ng children need a lot of guidance or Scaffolding, there is a little, there is no guidance so that they are able to maximize the mathematical reasoning that children have. From the results of the study it can be concluded that there is a significant difference between learning using the Google site-assisted differentiation model and conventional learning.
{"title":"The Implementation of Google Site-Assisted Differentiation Learning Model to Improve Mathematical Reasoning of Class X Senior High School","authors":"Ary Wilman Nasution, H. Hendriana, Rudy Kurniawan, A. Yuliani","doi":"10.22460/jiml.v6i2.17081","DOIUrl":"https://doi.org/10.22460/jiml.v6i2.17081","url":null,"abstract":"Differentiation model learning is an effort to facilitate students' diverse or different backgrounds so that students are able to maximize their abilities. This study aims to improve students' mathematical reasoning using the google site-assisted differentiation learning model. Mathematical reasoning is one that is important for students to master, especially class X. The method in this study was quasi-experimental, with 68 students were participated in this research from SMA PGRI 31 and SMAN 1 Pangalengan. The instruments in this study were 5 questions describing mathematical reasoning. Data were analyzed using SPSS 23 to compare between conventional learning and learning using the google site-assisted differentiation model. The results show that students who have the differentiation model were better than those using conventional learning. This shows that the class using the differentiation learning model has an advantage in reasoning ability. This is because children learn according to their respective abilities because in the differentiation of the teaching provided it is adjusted to the initial ability there is yes ng children need a lot of guidance or Scaffolding, there is a little, there is no guidance so that they are able to maximize the mathematical reasoning that children have. From the results of the study it can be concluded that there is a significant difference between learning using the Google site-assisted differentiation model and conventional learning.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126803977","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 : 2023-06-05DOI: 10.22460/jiml.v6i2.17513
Helmi Ilham Nabila, H. D. Putra, H. Hendriana
Mathematical understanding ability is a basic ability that must be possessed by every student in understanding the concept of material and applying it in a mathematical symbol and formula. However, the fact is that currently the failure in learning mathematics is due to students' lack of understanding of the concepts in mathematics material. The purpose of this study was to see the improvement of mathematical understanding ability of class VIII-B students on the material of Two-Variable Linear Equation System at SMPN 1 Margaasih. The research method used is the model of Kemmis and McTaggart with the subject studied, namely students of class VIII-B SMPN 1 Margaasih. The research conducted used Classroom Action Research (CAR). The research took place over 2 cycles, each cycle consisting of several stages starting from the plan, action, observation and reflection stages. In cycle I and cycle II the teacher gave a test, besides that in each cycle an observation sheet was provided. The results of this study showed that there was an increase in the completeness of learning scenarios for teachers by 51.92% and for students by 50.01%. In addition, the results of filling out the tests given each cycle showed good results with the number of students who scored above the KKM in cycle I by 69.44% and cycle II by 80.55%, meaning an increase of 11.11%. Thus, the mathematical understanding ability of class VIII students on Two-Variable Linear Equation System material at SMPN 1 Margaasih using a scientific approach has improved.
{"title":"The Implementation of Scientific Approach to Improve Mathematical Understanding Ability on Senior High School Students","authors":"Helmi Ilham Nabila, H. D. Putra, H. Hendriana","doi":"10.22460/jiml.v6i2.17513","DOIUrl":"https://doi.org/10.22460/jiml.v6i2.17513","url":null,"abstract":"Mathematical understanding ability is a basic ability that must be possessed by every student in understanding the concept of material and applying it in a mathematical symbol and formula. However, the fact is that currently the failure in learning mathematics is due to students' lack of understanding of the concepts in mathematics material. The purpose of this study was to see the improvement of mathematical understanding ability of class VIII-B students on the material of Two-Variable Linear Equation System at SMPN 1 Margaasih. The research method used is the model of Kemmis and McTaggart with the subject studied, namely students of class VIII-B SMPN 1 Margaasih. The research conducted used Classroom Action Research (CAR). The research took place over 2 cycles, each cycle consisting of several stages starting from the plan, action, observation and reflection stages. In cycle I and cycle II the teacher gave a test, besides that in each cycle an observation sheet was provided. The results of this study showed that there was an increase in the completeness of learning scenarios for teachers by 51.92% and for students by 50.01%. In addition, the results of filling out the tests given each cycle showed good results with the number of students who scored above the KKM in cycle I by 69.44% and cycle II by 80.55%, meaning an increase of 11.11%. Thus, the mathematical understanding ability of class VIII students on Two-Variable Linear Equation System material at SMPN 1 Margaasih using a scientific approach has improved.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130803082","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 : 2023-06-05DOI: 10.22460/jiml.v6i2.16304
Nadhira Pramesti, L. Dewi
This research is motivated by the lack of understanding of students in learning. Understanding by Design (UbD) can be implemented in the planning and implementation of learning to overcome these problems. Such as learning that is only focused on the teacher, the lack of involvement of students in the learning process so that students are less able to build their own understanding concepts. The purpose of this study is to determine the implementation of Understanding by Design in planning and implementing mathematic learning. In this reseach using the Systematic Literature Review method by collecting around 50 journal articles relevant to the research which were then re-selected. Understanding by Design (UbD) emphasizes understanding of students, in the process UbD uses a backwards design where the first thing to do is to determine what results are expected, then determine acceptable evidence, then in the last stage arrange steps in learning activities according to needs and learning objectives. Based on literature studies that have been carried out using a number of articles that are relevant to research and have gone through a re-selection process, the implementation of Understanding by Design (UbD) in learning is proven to increase students' mathematic understanding because in this learning students are actively involved so that learning is not teacher centered and this design can be an alternative learning design to improve the quality of education.
{"title":"The Implementation of Understanding by Design Approach in Mathematics Learning on Elementary School","authors":"Nadhira Pramesti, L. Dewi","doi":"10.22460/jiml.v6i2.16304","DOIUrl":"https://doi.org/10.22460/jiml.v6i2.16304","url":null,"abstract":"This research is motivated by the lack of understanding of students in learning. Understanding by Design (UbD) can be implemented in the planning and implementation of learning to overcome these problems. Such as learning that is only focused on the teacher, the lack of involvement of students in the learning process so that students are less able to build their own understanding concepts. The purpose of this study is to determine the implementation of Understanding by Design in planning and implementing mathematic learning. In this reseach using the Systematic Literature Review method by collecting around 50 journal articles relevant to the research which were then re-selected. Understanding by Design (UbD) emphasizes understanding of students, in the process UbD uses a backwards design where the first thing to do is to determine what results are expected, then determine acceptable evidence, then in the last stage arrange steps in learning activities according to needs and learning objectives. Based on literature studies that have been carried out using a number of articles that are relevant to research and have gone through a re-selection process, the implementation of Understanding by Design (UbD) in learning is proven to increase students' mathematic understanding because in this learning students are actively involved so that learning is not teacher centered and this design can be an alternative learning design to improve the quality of education.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125735407","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 : 2023-06-05DOI: 10.22460/jiml.v6i2.16247
Miftah Ashidiqi, A. I. Sugandi
Mathematical understanding is a very important aspect and the basis for students' mathematical abilities, but the fact is that mathematical understanding is still difficult for students to do. Based on the results of initial observations found problems in learning mathematics, such as students still having difficulty in (a) applying mathematical concepts, (b) students do not play an active role in the learning process, (c) teachers still use the lecture method. As a result, students do not understand the subject matter well. So from this the purpose of this study was to develop a quizziz-assisted sequence and series module to measure students' mathematical understanding abilities. The research subjects were class XII students. The research method uses R D level 1 is research and development where this research will develop and validate products without product deployment. The indicators of mathematical understanding used are: (1) identifying the concepts studied, (2) predicting a problem using the sequence concept, (3) developing the concepts studied, (4) proving understanding of a concept, (5) applying the formula to cases simple. The instruments used were tests and non-tests. The test instrument is in the form of questions and non-tests in the form of a student attitude scale questionnaire. From the results of data processing, it was obtained from ICT experts getting a score of 85.12% which was categorized as very valid, from material experts getting a score of 79.5% which was categorized as valid, the practical category got a score of 76% which was categorized as practical and the effective category averaged 68.5% which in the good category.
{"title":"The Development of Quizziz-Assisted Sequence and Series Module to Increase Mathematical Understanding Ability of Senior High School Students","authors":"Miftah Ashidiqi, A. I. Sugandi","doi":"10.22460/jiml.v6i2.16247","DOIUrl":"https://doi.org/10.22460/jiml.v6i2.16247","url":null,"abstract":"Mathematical understanding is a very important aspect and the basis for students' mathematical abilities, but the fact is that mathematical understanding is still difficult for students to do. Based on the results of initial observations found problems in learning mathematics, such as students still having difficulty in (a) applying mathematical concepts, (b) students do not play an active role in the learning process, (c) teachers still use the lecture method. As a result, students do not understand the subject matter well. So from this the purpose of this study was to develop a quizziz-assisted sequence and series module to measure students' mathematical understanding abilities. The research subjects were class XII students. The research method uses R D level 1 is research and development where this research will develop and validate products without product deployment. The indicators of mathematical understanding used are: (1) identifying the concepts studied, (2) predicting a problem using the sequence concept, (3) developing the concepts studied, (4) proving understanding of a concept, (5) applying the formula to cases simple. The instruments used were tests and non-tests. The test instrument is in the form of questions and non-tests in the form of a student attitude scale questionnaire. From the results of data processing, it was obtained from ICT experts getting a score of 85.12% which was categorized as very valid, from material experts getting a score of 79.5% which was categorized as valid, the practical category got a score of 76% which was categorized as practical and the effective category averaged 68.5% which in the good category.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124999378","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 : 2023-01-12DOI: 10.22460/jiml.v6i1.15877
Agus Waringin, E. Rohaeti, A. I. Sugandi
The purpose of this research is to develop three-dimensional teaching materials using Geogebra-assisted discovery learning models that are valid, practical, and effective. The research method used is development using the ADDIE model, in this study it only reached the development stage, the research instrument used was material expert and media expert validation sheets as well as student response practicality sheets and ability tests in the form of tests in the form of exam questions as many as 5 questions. The research subjects for the limited test were 10 students of class 12-IPA-7. For the broad test, there were 37 students in class 12-IPS-1. Based on the results of the research that has been done, it was found that the analysis of the validation results of material experts was 4.21 with a percentage of 84.11% in the very valid category and media expert validation was 4.19 with a percentage of 83, 79% in very valid category. In the limited test, analysis of the results of the practicality sheet of 10 students obtained an average percentage of 69.17% in the practical category and in the broad test of 37 students obtained an average percentage of 83.76% in the very practical category. In the effectiveness test it was obtained that 81.05% were in the Very Good criteria. Thus, the three-dimensional teaching materials using the geogebra-assisted discovery learning model are eligible to meet valid and practical criteria for use in learning mathematics. In the effectiveness test it was obtained that 81.05% were in the Very Good criteria.
{"title":"The Development of Discovery Learning Assisted Geogebra Teaching Materials on Three Dimensional to Invrease Spatial Ability of Senior High School Students","authors":"Agus Waringin, E. Rohaeti, A. I. Sugandi","doi":"10.22460/jiml.v6i1.15877","DOIUrl":"https://doi.org/10.22460/jiml.v6i1.15877","url":null,"abstract":"The purpose of this research is to develop three-dimensional teaching materials using Geogebra-assisted discovery learning models that are valid, practical, and effective. The research method used is development using the ADDIE model, in this study it only reached the development stage, the research instrument used was material expert and media expert validation sheets as well as student response practicality sheets and ability tests in the form of tests in the form of exam questions as many as 5 questions. The research subjects for the limited test were 10 students of class 12-IPA-7. For the broad test, there were 37 students in class 12-IPS-1. Based on the results of the research that has been done, it was found that the analysis of the validation results of material experts was 4.21 with a percentage of 84.11% in the very valid category and media expert validation was 4.19 with a percentage of 83, 79% in very valid category. In the limited test, analysis of the results of the practicality sheet of 10 students obtained an average percentage of 69.17% in the practical category and in the broad test of 37 students obtained an average percentage of 83.76% in the very practical category. In the effectiveness test it was obtained that 81.05% were in the Very Good criteria. Thus, the three-dimensional teaching materials using the geogebra-assisted discovery learning model are eligible to meet valid and practical criteria for use in learning mathematics. In the effectiveness test it was obtained that 81.05% were in the Very Good criteria.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126732486","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 : 2023-01-10DOI: 10.22460/jiml.v6i1.15340
Raden Astri Prasetiawati, W. Hidayat, H. Hendriana
Mathematics is a subject that has an important role in human life. The goal of learning mathematics at school is an understanding of mathematical concepts. Students must have an understanding of mathematical concepts after the mathematics learning process takes place. Students who have an understanding of mathematical concepts will be able to explain related concepts and apply them. This study aims to develop a discovery-based method of learning using Geogebra and Assemblr Edu applications to understand geometric concepts in junior high school students. This study uses the Multimedia Development Life Cycle (MDLC) model. Data collection was carried out by means of interviews and questionnaires. Media validation is based on material review experts and media experts. Data analysis technique by conducting qualitative descriptive analysis based on the validation of material experts and media experts. The average percentage score from material experts is 94.7% and the average percentage score from media experts is 95.8% indicating that the development of discovery-based method learning using the Geogebra and Assemblr Edu applications is feasible to use as an alternative solution to understanding geometry concepts in junior high school students. The author suggests that the learning media that has been designed can be tested on class IX junior high school students so that it can be useful for students to understand Geometry material. And in addition, further research can be carried out to determine the effectiveness of the learning media that have been made.
{"title":"The Development of Discovery Learning Assisted by Geogebra and Assemblr Edu Application to Increase Juinor High School Students’ Understanding Ability on Geometry","authors":"Raden Astri Prasetiawati, W. Hidayat, H. Hendriana","doi":"10.22460/jiml.v6i1.15340","DOIUrl":"https://doi.org/10.22460/jiml.v6i1.15340","url":null,"abstract":"Mathematics is a subject that has an important role in human life. The goal of learning mathematics at school is an understanding of mathematical concepts. Students must have an understanding of mathematical concepts after the mathematics learning process takes place. Students who have an understanding of mathematical concepts will be able to explain related concepts and apply them. This study aims to develop a discovery-based method of learning using Geogebra and Assemblr Edu applications to understand geometric concepts in junior high school students. This study uses the Multimedia Development Life Cycle (MDLC) model. Data collection was carried out by means of interviews and questionnaires. Media validation is based on material review experts and media experts. Data analysis technique by conducting qualitative descriptive analysis based on the validation of material experts and media experts. The average percentage score from material experts is 94.7% and the average percentage score from media experts is 95.8% indicating that the development of discovery-based method learning using the Geogebra and Assemblr Edu applications is feasible to use as an alternative solution to understanding geometry concepts in junior high school students. The author suggests that the learning media that has been designed can be tested on class IX junior high school students so that it can be useful for students to understand Geometry material. And in addition, further research can be carried out to determine the effectiveness of the learning media that have been made.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125183304","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 : 2023-01-10DOI: 10.22460/jiml.v6i1.15259
Neng Yustinah, E. Rohaeti, A. Yuliani
Mathematical problem-solving ability is one of the cognitive aspects that must be mastered by students in order to be able to solve problems that are often encountered in everyday life. In addition to the cognitive aspect there are affective abilities, one of which is the Habits of Mind. This study aims to analyze and examine in depth the problem-solving abilities that are influenced by the habits of mind in junior high school students. The method in this study uses a correlational method with a quantitative approach. The populational in this study were junior high school students in Bekasi Regency and a sampel of 38 people who were determined by purposive sampling technique at one junior high school in Bekasi Regency. The instrument used is in the form of a problem-solving ability test with 3 questions and a Habits of Mind scale with 25 statements. The resulth of this study concluded that there were 50% high habits of mind with moderate problem-solving abilities, 15.79% high habits of mind and high problem-solving abilities, 13.16% moderate habits of mind and moderate problem-solving abilities, 21.05% moderate habits of mind and low problem-solving abilities. In addition, there is a positive influence between the habits of mind and the mathematical problem-solving abilities of junior high school students by 20.40%. This show that the higher students’ habits of mind, the higher the problem-solving ability of students. Based on the result, it is necessary to carry out further research on habits of mind and students’ mathematical problem-solving abilities.
{"title":"The Effect of Habits of Mind on Mathematical Problem-Solving Ability of Junior High School Students","authors":"Neng Yustinah, E. Rohaeti, A. Yuliani","doi":"10.22460/jiml.v6i1.15259","DOIUrl":"https://doi.org/10.22460/jiml.v6i1.15259","url":null,"abstract":"Mathematical problem-solving ability is one of the cognitive aspects that must be mastered by students in order to be able to solve problems that are often encountered in everyday life. In addition to the cognitive aspect there are affective abilities, one of which is the Habits of Mind. This study aims to analyze and examine in depth the problem-solving abilities that are influenced by the habits of mind in junior high school students. The method in this study uses a correlational method with a quantitative approach. The populational in this study were junior high school students in Bekasi Regency and a sampel of 38 people who were determined by purposive sampling technique at one junior high school in Bekasi Regency. The instrument used is in the form of a problem-solving ability test with 3 questions and a Habits of Mind scale with 25 statements. The resulth of this study concluded that there were 50% high habits of mind with moderate problem-solving abilities, 15.79% high habits of mind and high problem-solving abilities, 13.16% moderate habits of mind and moderate problem-solving abilities, 21.05% moderate habits of mind and low problem-solving abilities. In addition, there is a positive influence between the habits of mind and the mathematical problem-solving abilities of junior high school students by 20.40%. This show that the higher students’ habits of mind, the higher the problem-solving ability of students. Based on the result, it is necessary to carry out further research on habits of mind and students’ mathematical problem-solving abilities.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124787126","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：