Pub Date : 2022-09-07DOI: 10.22460/jiml.v5i3.12642
Ufi Lutfiah, R. Oktaviyanthi, K. Khotimah
This study aims to determine the feasibility of LKPD teaching materials with the probing prompting learning model to facilitate the mathematical problem solving abilities of junior high school students on the flat-sided building material (cubes and blocks) and to determine student responses to the developed student worksheets (LKPD). This study uses research and development methods with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results of the research data obtained, and it can be concluded that the student worksheet (LKPD) of the probing prompting model is suitable for use with the results of the material test ( x = 33), mathematics education test ( x = 54), and media expert test ( x = 63). Student responses when viewed based on the results of the overall aspect value of the limited scale test, the value ( x = 45.71) is in the very feasible category. Meanwhile, the students' responses to the wide-scale (field) test based on the overall aspect scored (x =46.81) with a very decent category.
{"title":"Student Worksheet Design using Prompting Model to Facilitate Mathematics Problem Solving Ability","authors":"Ufi Lutfiah, R. Oktaviyanthi, K. Khotimah","doi":"10.22460/jiml.v5i3.12642","DOIUrl":"https://doi.org/10.22460/jiml.v5i3.12642","url":null,"abstract":"This study aims to determine the feasibility of LKPD teaching materials with the probing prompting learning model to facilitate the mathematical problem solving abilities of junior high school students on the flat-sided building material (cubes and blocks) and to determine student responses to the developed student worksheets (LKPD). This study uses research and development methods with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The results of the research data obtained, and it can be concluded that the student worksheet (LKPD) of the probing prompting model is suitable for use with the results of the material test ( x = 33), mathematics education test ( x = 54), and media expert test ( x = 63). Student responses when viewed based on the results of the overall aspect value of the limited scale test, the value ( x = 45.71) is in the very feasible category. Meanwhile, the students' responses to the wide-scale (field) test based on the overall aspect scored (x =46.81) with a very decent category.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"61 30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115828251","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 : 2022-08-01DOI: 10.22460/jiml.v5i3.11416
Moqian Moqian, J. Pereira
With the deepening of the reform and development of the new curriculum education in the 21st century, the mathematics core accomplishment has been paid more and more attention by middle school teachers, among which, the logical reasoning ability is one of the important contents of the mathematics core accomplishment in middle school. The research purpose of this paper is to solve the problem of middle school students mathematical logical reasoning ability is not strong, starting from the mathematical problem itself, to explore how to cultivate students' logical reasoning thinking ability and teaching methods. This paper adopts the literature analysis method to summarize and analyze the relevant literature, uses the case analysis method to deeply analyze the relevant classic examples, and uses the statistical analysis method to analyze the students' logical reasoning literacy. Through the analysis of cases and students, this study believes that having the ability of mathematical logic reasoning can help students to solve mathematical problems, and similarly, it also promotes the development of students' mathematical logic reasoning ability in the process of solving problems. When cultivating students logical reasoning ability in problem-solving problems, we can start from the following aspects, 1. Pay attention to the study of basic knowledge, 2. Cultivate students' observation ability, 3. Analysis and prove with the help of innovative problems.
{"title":"Problem-Solving-Oriented Training Teaching Method to Improve Mathematical Logical Reasoning Ability on Middle School Students","authors":"Moqian Moqian, J. Pereira","doi":"10.22460/jiml.v5i3.11416","DOIUrl":"https://doi.org/10.22460/jiml.v5i3.11416","url":null,"abstract":"With the deepening of the reform and development of the new curriculum education in the 21st century, the mathematics core accomplishment has been paid more and more attention by middle school teachers, among which, the logical reasoning ability is one of the important contents of the mathematics core accomplishment in middle school. The research purpose of this paper is to solve the problem of middle school students mathematical logical reasoning ability is not strong, starting from the mathematical problem itself, to explore how to cultivate students' logical reasoning thinking ability and teaching methods. This paper adopts the literature analysis method to summarize and analyze the relevant literature, uses the case analysis method to deeply analyze the relevant classic examples, and uses the statistical analysis method to analyze the students' logical reasoning literacy. Through the analysis of cases and students, this study believes that having the ability of mathematical logic reasoning can help students to solve mathematical problems, and similarly, it also promotes the development of students' mathematical logic reasoning ability in the process of solving problems. When cultivating students logical reasoning ability in problem-solving problems, we can start from the following aspects, 1. Pay attention to the study of basic knowledge, 2. Cultivate students' observation ability, 3. Analysis and prove with the help of innovative problems.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130228097","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 : 2022-07-25DOI: 10.22460/jiml.v5i3.11565
N. Permana, H. Hendriana, Rudy Kurniawan
In industrial revolution 4.0, education must follow and utilize information and communication technology. Android is an operating system on mobile devices, and Indonesia's most popular and widely used mobile device operating system. The Open-Ended approach is an approach in mathematics learning that provides opportunities for students to explore open problems with various strategies for solving problems. One problem that often arises in learning in schools is the study of the anchovies of each textbook varies, and the material contained in the book does not match the characteristics of the students. To realize this, the world of education needs to implement the use of e-Modules. Seeing this problem, the development of an android-based e-Module with an open-ended approach is required. Research and development with the ADDIE model is this type of research. The subjects of this study were as many as 15 middle school students in grade 8 for limited tests and 30 students for a broader test. The research aimed to produce Android-based electronic teaching materials with an open-ended approach to square and triangular materials. The resulting product is an e-Module in the form of an android package kit (APK). The result of the study concluded that the development of teaching materials with an android-based open-ended approach went well with the practicality test results obtained by 83%, which means that the teaching materials are efficient to use and got 86.6% in the effectiveness test, which means that the teaching materials developed are suitable for use.
{"title":"The Development of Android-Based Open-Ended Approach Teaching Materials on Squares and Triangles","authors":"N. Permana, H. Hendriana, Rudy Kurniawan","doi":"10.22460/jiml.v5i3.11565","DOIUrl":"https://doi.org/10.22460/jiml.v5i3.11565","url":null,"abstract":"In industrial revolution 4.0, education must follow and utilize information and communication technology. Android is an operating system on mobile devices, and Indonesia's most popular and widely used mobile device operating system. The Open-Ended approach is an approach in mathematics learning that provides opportunities for students to explore open problems with various strategies for solving problems. One problem that often arises in learning in schools is the study of the anchovies of each textbook varies, and the material contained in the book does not match the characteristics of the students. To realize this, the world of education needs to implement the use of e-Modules. Seeing this problem, the development of an android-based e-Module with an open-ended approach is required. Research and development with the ADDIE model is this type of research. The subjects of this study were as many as 15 middle school students in grade 8 for limited tests and 30 students for a broader test. The research aimed to produce Android-based electronic teaching materials with an open-ended approach to square and triangular materials. The resulting product is an e-Module in the form of an android package kit (APK). The result of the study concluded that the development of teaching materials with an android-based open-ended approach went well with the practicality test results obtained by 83%, which means that the teaching materials are efficient to use and got 86.6% in the effectiveness test, which means that the teaching materials developed are suitable for use.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124152613","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 : 2022-07-25DOI: 10.22460/jiml.v5i3.11624
Fitri Oviyani, U. Sumarmo, H. D. Putra
This study aims to produce teaching materials based on the GeoGebra-assisted Problem Based Learning approach that are valid, effective and practical to improve mathematical mathematical communication skills in linear programming material. The subjects in this study werw 30 students for a limited trial, 60 students for a broad trial, and 60 students for product testing including 30 experimental class and 30 control class. The instruments used in this study were interview sheets, student observation sheets on learning, response questionnaires to learning, validation questionnaires, five questions about mathematical communication ability tests, and non-test questionnaires for students' self-confidence. The results of this study indicate that the process of developing teaching materials is carried out well and the product is feasible to use, mathematical communication skills and self-confidence of students who receive learning using the GeoGebra-assisted Problem Based Learning method are better than students who receive learning using the usual approach, difficulties during learning do not indicate a high level of difficulty, in terms of mathematical communication problems students have difficulty in perfoming algebraic operations and more than half of students respond positively to learning.
{"title":"The Development of Problem Based Learning Geogebra-Assisted Teaching Materials to Improve Mathematics Communication Ability of Vocational School Students","authors":"Fitri Oviyani, U. Sumarmo, H. D. Putra","doi":"10.22460/jiml.v5i3.11624","DOIUrl":"https://doi.org/10.22460/jiml.v5i3.11624","url":null,"abstract":"This study aims to produce teaching materials based on the GeoGebra-assisted Problem Based Learning approach that are valid, effective and practical to improve mathematical mathematical communication skills in linear programming material. The subjects in this study werw 30 students for a limited trial, 60 students for a broad trial, and 60 students for product testing including 30 experimental class and 30 control class. The instruments used in this study were interview sheets, student observation sheets on learning, response questionnaires to learning, validation questionnaires, five questions about mathematical communication ability tests, and non-test questionnaires for students' self-confidence. The results of this study indicate that the process of developing teaching materials is carried out well and the product is feasible to use, mathematical communication skills and self-confidence of students who receive learning using the GeoGebra-assisted Problem Based Learning method are better than students who receive learning using the usual approach, difficulties during learning do not indicate a high level of difficulty, in terms of mathematical communication problems students have difficulty in perfoming algebraic operations and more than half of students respond positively to learning.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115325652","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 : 2022-06-30DOI: 10.22460/jiml.v5i2.11265
I. Putra
This study aims to determine the level of students' statistical reasoning. This research was conducted in one of the schools in Donggo District, Bima Regency, NTB Indonesia by taking a sample of 2 students, namely 1 male student and 1 female student. This research is a descriptive qualitative research. Data collection techniques in this study were observation and interviews, while the instruments used were tests and interviews. The test consists of two, namely a test to determine students' mathematical abilities and a test to determine students' reasoning abilities. The results of this study indicate that the level of statistical reasoning of male students is included in the level 5 category because they have done all stages of statistical reasoning correctly, while female students are included in the level 4 category, because female students are not capable of representing the data stage.
本研究旨在确定学生的统计推理水平。本研究在NTB Indonesia Bima Regency Donggo District的一所学校进行，样本为2名学生，分别为1男1女。本研究为描述性质的研究。本研究的数据收集技术为观察和访谈，使用的工具为测试和访谈。测试由两个部分组成，即测试学生的数学能力和测试学生的推理能力。本研究结果表明，男生的统计推理水平属于第五级，因为男生正确完成了统计推理的所有阶段，而女生属于第四级，因为女生不具备代表数据阶段的能力。
{"title":"The Level Of Student’s Statistical Reasoning In Solving Statistics Problems Based on Gender Difference","authors":"I. Putra","doi":"10.22460/jiml.v5i2.11265","DOIUrl":"https://doi.org/10.22460/jiml.v5i2.11265","url":null,"abstract":"This study aims to determine the level of students' statistical reasoning. This research was conducted in one of the schools in Donggo District, Bima Regency, NTB Indonesia by taking a sample of 2 students, namely 1 male student and 1 female student. This research is a descriptive qualitative research. Data collection techniques in this study were observation and interviews, while the instruments used were tests and interviews. The test consists of two, namely a test to determine students' mathematical abilities and a test to determine students' reasoning abilities. The results of this study indicate that the level of statistical reasoning of male students is included in the level 5 category because they have done all stages of statistical reasoning correctly, while female students are included in the level 4 category, because female students are not capable of representing the data stage.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130014675","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 : 2022-06-30DOI: 10.22460/jiml.v5i2.11202
Adea Fitriana, Samsul Maarif
The difficulty felt by students in the learning process when students face a question and students feel difficulties in using their knowledge, we can say it to be a learning obstacle. Meanwhile, in learning, mathematical resilience can be said to be a positive attitude of students in the learning process. The relationship of mathematical resilience to mathematics learning will make students more interested and motivated in learning mathematics. This type of research is descriptive qualitative. This study studies and explores the characteristics of learning obstacles to numeracy ability based on students' mathematical resilience in geometry materials. The data collection techniques used are numeracy ability tests with geometry materials, student mathematical resilience questionnaires, and interviews. The subjects in this study were 24 students of class V B of SDN Mekarjaya 01. In this study, the data were analyzed by identifying the answers of 24 respondents to the numeracy ability test and mathematical resilience questionnaire that students had conducted. The result is that we can see some of the characteristics of learning barriers found in grade V students of SDN Mekarjaya 01, the characteristics of these learning barriers include difficulties and weaknesses in calculating, difficulties in transferring knowledge, and difficulties in understanding mathematical language. Looking at the characteristics of learning barriers, it is concluded that students have resilience in mathematics can affect students' attitudes in facing problems in learning mathematics.
{"title":"Analysis of Learning Obstacle to Numeracy Ability Based on Mathematical Resilience of Elementary Students","authors":"Adea Fitriana, Samsul Maarif","doi":"10.22460/jiml.v5i2.11202","DOIUrl":"https://doi.org/10.22460/jiml.v5i2.11202","url":null,"abstract":"The difficulty felt by students in the learning process when students face a question and students feel difficulties in using their knowledge, we can say it to be a learning obstacle. Meanwhile, in learning, mathematical resilience can be said to be a positive attitude of students in the learning process. The relationship of mathematical resilience to mathematics learning will make students more interested and motivated in learning mathematics. This type of research is descriptive qualitative. This study studies and explores the characteristics of learning obstacles to numeracy ability based on students' mathematical resilience in geometry materials. The data collection techniques used are numeracy ability tests with geometry materials, student mathematical resilience questionnaires, and interviews. The subjects in this study were 24 students of class V B of SDN Mekarjaya 01. In this study, the data were analyzed by identifying the answers of 24 respondents to the numeracy ability test and mathematical resilience questionnaire that students had conducted. The result is that we can see some of the characteristics of learning barriers found in grade V students of SDN Mekarjaya 01, the characteristics of these learning barriers include difficulties and weaknesses in calculating, difficulties in transferring knowledge, and difficulties in understanding mathematical language. Looking at the characteristics of learning barriers, it is concluded that students have resilience in mathematics can affect students' attitudes in facing problems in learning mathematics.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123092504","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 : 2022-06-30DOI: 10.22460/jiml.v5i2.11324
A. Rasul, P. Cakranegara, Yunus Shobrun, Rendi Hadian Tamagola
High mathematics learning outcomes become a benchmark for student success in learning mathematics. Students need self-concept and motivation to achieve high mathematics learning outcomes. This study aims to determine how much self-concept and motivation influence the learning outcomes of Senior High School students. This type of research is ex-post facto research. The population in this study were one of school in Mimika. The number of samples collected using cluster random sampling were 355 students. Data collection techniques used self-concept questionnaires, motivation questionnaires and mathematics learning outcomes tests. The research data were analyzed by descriptive analysis and multiple linear regression analysis. The results showed that: (1) The mathematics motivation of students were categorized as very high, (2) Students' mathematical self-concept were categorized as very high, (3) the mathematics learning outcomes of students were categorized as very high, (4) motivation has a positive effect on mathematics learning outcomes for students, (5) self-concept has a positive effect on mathematics learning outcomes for students, (6) motivation and self-concept have a positive effect on mathematics learning outcomes. Based on the results, we conclude that there is no influence of self-concept and motivation on students' mathematics learning outcomes.
{"title":"The Effect of Motivation and Self-Concept on Mathematics Learning Outcomes Senior High School Students","authors":"A. Rasul, P. Cakranegara, Yunus Shobrun, Rendi Hadian Tamagola","doi":"10.22460/jiml.v5i2.11324","DOIUrl":"https://doi.org/10.22460/jiml.v5i2.11324","url":null,"abstract":"High mathematics learning outcomes become a benchmark for student success in learning mathematics. Students need self-concept and motivation to achieve high mathematics learning outcomes. This study aims to determine how much self-concept and motivation influence the learning outcomes of Senior High School students. This type of research is ex-post facto research. The population in this study were one of school in Mimika. The number of samples collected using cluster random sampling were 355 students. Data collection techniques used self-concept questionnaires, motivation questionnaires and mathematics learning outcomes tests. The research data were analyzed by descriptive analysis and multiple linear regression analysis. The results showed that: (1) The mathematics motivation of students were categorized as very high, (2) Students' mathematical self-concept were categorized as very high, (3) the mathematics learning outcomes of students were categorized as very high, (4) motivation has a positive effect on mathematics learning outcomes for students, (5) self-concept has a positive effect on mathematics learning outcomes for students, (6) motivation and self-concept have a positive effect on mathematics learning outcomes. Based on the results, we conclude that there is no influence of self-concept and motivation on students' mathematics learning outcomes.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132236844","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 : 2022-06-16DOI: 10.22460/jiml.v5i2.10780
Ratna Apriyani, U. Aripin
This research is classroom action research. This research aims to analyze the effect of the scientific approach on students' mathematical communication. The method used is descriptive qualitative. The subjects of this study were 34 students of class VII SMP Pasundan 3 Cimahi, consisting of 22 male students and 12 female students. The test instrument used in this study was in the form of a test in the form of a description of 5 questions using indicators of students' mathematical communication skills on comparative material and a non-test used in the form of a questionnaire on the learning activity attitude scale as many as 20 positive and negative questions. This research was carried out in 2 cycles consisting of 2 meetings in each cycle. The data analysis technique used in this study was carried out in three stages, 1) data reduction, 2) data presentation, and 3) conclusion stage. The results of students' answers are shown by the N-Gain data in the Average category with a score of 0,4381. The results of data analysis show that there is an influence of a scientific approach on students' mathematical communication skills after being given action of 70%. Therefore, it can be concluded that there is an effect of using a scientific approach on mathematical communication skills.
{"title":"Analysis Scientific Approach Effect On Mathematical Communication Ability Of Junior High School Students","authors":"Ratna Apriyani, U. Aripin","doi":"10.22460/jiml.v5i2.10780","DOIUrl":"https://doi.org/10.22460/jiml.v5i2.10780","url":null,"abstract":"This research is classroom action research. This research aims to analyze the effect of the scientific approach on students' mathematical communication. The method used is descriptive qualitative. The subjects of this study were 34 students of class VII SMP Pasundan 3 Cimahi, consisting of 22 male students and 12 female students. The test instrument used in this study was in the form of a test in the form of a description of 5 questions using indicators of students' mathematical communication skills on comparative material and a non-test used in the form of a questionnaire on the learning activity attitude scale as many as 20 positive and negative questions. This research was carried out in 2 cycles consisting of 2 meetings in each cycle. The data analysis technique used in this study was carried out in three stages, 1) data reduction, 2) data presentation, and 3) conclusion stage. The results of students' answers are shown by the N-Gain data in the Average category with a score of 0,4381. The results of data analysis show that there is an influence of a scientific approach on students' mathematical communication skills after being given action of 70%. Therefore, it can be concluded that there is an effect of using a scientific approach on mathematical communication skills.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131930806","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 : 2022-05-29DOI: 10.22460/jiml.v5i2.10729
M. A. Maulyda, V. Hidayati, A. N. K. Rosyidah
This research is motivated by the lack of public awareness of the importance of affective aspects in the world of education, especially mathematics. In mathematics, a positive attitude towards mathematics which includes self-confidence, flexibility, persistence, curiosity and appreciation of the role of mathematics is called a mathematical disposition. One of the internal factors that influence the mathematical disposition is Advesity Quotient (AQ) which has three levels, namely climber, camper and quitter. The purpose of this study is describe the mathematical disposition of students with AQ climbers, campers and quitters. The approach used in this research is qualitative with descriptive type. The instrument used is an aq questionnaire which is used to classify students' aq levels and an observation sheet which is used to determine students' mathematical dispositions. The research subjects were fifth grade students in the Mataram City area. The conclusions of this research are (1) Subjects with AQ climber have a mathematical disposition score of 90% can show all indicators of students' mathematical disposition, namely self-confidence, flexibility, persistence, curiosity and appreciation of the role of mathematics. (2) Subjects with AQ camper have a score of 57.5% mathematical disposition can show three indicators of students' mathematical disposition, namely self-confidence, curiosity and appreciation of the role of mathematics. (3) Subjects with AQ quitter have a mathematical disposition score of 41.5% that does not show a mathematical disposition at all.
{"title":"Mathematical Disposition Scheme of Elementary School Students based on Adversity Quotient (AQ)","authors":"M. A. Maulyda, V. Hidayati, A. N. K. Rosyidah","doi":"10.22460/jiml.v5i2.10729","DOIUrl":"https://doi.org/10.22460/jiml.v5i2.10729","url":null,"abstract":"This research is motivated by the lack of public awareness of the importance of affective aspects in the world of education, especially mathematics. In mathematics, a positive attitude towards mathematics which includes self-confidence, flexibility, persistence, curiosity and appreciation of the role of mathematics is called a mathematical disposition. One of the internal factors that influence the mathematical disposition is Advesity Quotient (AQ) which has three levels, namely climber, camper and quitter. The purpose of this study is describe the mathematical disposition of students with AQ climbers, campers and quitters. The approach used in this research is qualitative with descriptive type. The instrument used is an aq questionnaire which is used to classify students' aq levels and an observation sheet which is used to determine students' mathematical dispositions. The research subjects were fifth grade students in the Mataram City area. The conclusions of this research are (1) Subjects with AQ climber have a mathematical disposition score of 90% can show all indicators of students' mathematical disposition, namely self-confidence, flexibility, persistence, curiosity and appreciation of the role of mathematics. (2) Subjects with AQ camper have a score of 57.5% mathematical disposition can show three indicators of students' mathematical disposition, namely self-confidence, curiosity and appreciation of the role of mathematics. (3) Subjects with AQ quitter have a mathematical disposition score of 41.5% that does not show a mathematical disposition at all.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132324638","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 : 2022-03-30DOI: 10.22460/jiml.v5i1.10858
M. Hutajulu
This research is motivated by the many problems that arise as a result of the corona 19 pandemic which requires learning to be done online. One of the problems that arise from online learning is the lack of effective use of online learning so that it can affect student learning outcomes including mathematical communication skills. The aims of this research are to find out and examine: 1) the implementation of online learning by using Google Meet to improve mathematical communication skills for Mathematics Education Students at IKIP Siliwangi. 2) the effectiveness of using Google Meet in online learning to improve mathematical communication skills for Education Students IKIP Siliwangi Mathematics. The methodology used in this research is descriptive quantitative. The data collection used in this research is by means of observation, pretest and posttest mathematical communication skills, and documentation. The result of this research is that the implementation of the use of Google Meet in online learning can improve students' mathematical communication skills. In addition, the effectiveness of using Google Meet to improve students' mathematical communication skills is very effective.
{"title":"The Effectiveness Of Using Google Meet In Online Learning To Improve Mathematical Communication Skills","authors":"M. Hutajulu","doi":"10.22460/jiml.v5i1.10858","DOIUrl":"https://doi.org/10.22460/jiml.v5i1.10858","url":null,"abstract":"This research is motivated by the many problems that arise as a result of the corona 19 pandemic which requires learning to be done online. One of the problems that arise from online learning is the lack of effective use of online learning so that it can affect student learning outcomes including mathematical communication skills. The aims of this research are to find out and examine: 1) the implementation of online learning by using Google Meet to improve mathematical communication skills for Mathematics Education Students at IKIP Siliwangi. 2) the effectiveness of using Google Meet in online learning to improve mathematical communication skills for Education Students IKIP Siliwangi Mathematics. The methodology used in this research is descriptive quantitative. The data collection used in this research is by means of observation, pretest and posttest mathematical communication skills, and documentation. The result of this research is that the implementation of the use of Google Meet in online learning can improve students' mathematical communication skills. In addition, the effectiveness of using Google Meet to improve students' mathematical communication skills is very effective.","PeriodicalId":294861,"journal":{"name":"(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129451120","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：