Pub Date : 2023-07-05DOI: 10.26740/mathedunesa.v12n1.p313-334
Chandra Kusuma Hadi Putra, Atik Wintarti, Nina Rinda Prihartiwi
This study aims to develop interactive learning media based on PowerPoint VBA on a system of two-variable linear equations and determine the results of the development of learning media in terms of validity, practicality, and effectiveness. This research uses the ADDIE development model. The instruments used included media validation sheets for media experts, media validation sheets for material experts, pretest-posttest sheets, student and teacher observation sheets, and user response questionnaire sheets. Based on the results of the research that has been done, an average validity value of 3.08 (media expert) and 3.29 (material expert) is obtained so that it can be categorized that PowerPoint VBA-based interactive learning media is valid. This learning media trial was conducted on a limited basis to 25 class VII students of SMP Negeri 1 Dlanggu to obtain data from practicality (student observation sheets, teacher observation sheets, and user response questionnaires) and media effectiveness (pretest and posttest). The results of the study after being tested and evaluated, that this learning media is said to be practical because based on the percentage of user response questionnaires obtained 75.75% or it can be used without revision and based on student and teacher observation sheets each obtained a very good category with a percentage of 93.68 % and 78.57%. Based on the pretest and posttest with an N-Gain value of 0.37, it can be said that this PowerPoint VBA-based interactive learning media is effective in the moderate category.
{"title":"Pengembangan Media Pembelajaran Interaktif pada Materi Sistem Persamaan Linear Dua Variabel","authors":"Chandra Kusuma Hadi Putra, Atik Wintarti, Nina Rinda Prihartiwi","doi":"10.26740/mathedunesa.v12n1.p313-334","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n1.p313-334","url":null,"abstract":"This study aims to develop interactive learning media based on PowerPoint VBA on a system of two-variable linear equations and determine the results of the development of learning media in terms of validity, practicality, and effectiveness. This research uses the ADDIE development model. The instruments used included media validation sheets for media experts, media validation sheets for material experts, pretest-posttest sheets, student and teacher observation sheets, and user response questionnaire sheets. Based on the results of the research that has been done, an average validity value of 3.08 (media expert) and 3.29 (material expert) is obtained so that it can be categorized that PowerPoint VBA-based interactive learning media is valid. This learning media trial was conducted on a limited basis to 25 class VII students of SMP Negeri 1 Dlanggu to obtain data from practicality (student observation sheets, teacher observation sheets, and user response questionnaires) and media effectiveness (pretest and posttest). The results of the study after being tested and evaluated, that this learning media is said to be practical because based on the percentage of user response questionnaires obtained 75.75% or it can be used without revision and based on student and teacher observation sheets each obtained a very good category with a percentage of 93.68 % and 78.57%. Based on the pretest and posttest with an N-Gain value of 0.37, it can be said that this PowerPoint VBA-based interactive learning media is effective in the moderate category.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47362987","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 : 2023-07-04DOI: 10.26740/mathedunesa.v12n1.p275-288
Dimas Bagus Setiawan, S. Susanah
This study aims to (1) describe the application of teachers in carrying out mathematics learning with collaborative learning using the Goal-Free Problems strategy. (2) describe student activities while participating in collaborative learning with a goal-free problems strategy. (3) describe students' ability to solve problems after implementing collaborative learning with a goal-free problems strategy. (4) describes students' extraneous cognitive load when applying collaborative learning models with goal-free problems strategies. This research is a descriptive study with a quantitative approach that was carried out in class VIII F of SMP Muhammadiyah 2 Taman. The research instruments used included teacher activity observation sheets, student activity observation sheets, student problem-solving ability test questions, and student response questionnaires. The results showed that the observation of the application of learning by the teacher obtained an average score of 3.81 with very good criteria; student activity obtained a total score of 89.88%, which is classified as active during learning; students' ability to solve problems is classified as good because they get a classical mastery percentage of 79.31%; and 8 out of 10 student response statements got good and very good responses.
{"title":"Penerapan Goal-Free Problems dalam Pembelajaran Matematika secara Kolaboratif untuk Melatih Kemampuan Siswa dalam Memecahkan Masalah","authors":"Dimas Bagus Setiawan, S. Susanah","doi":"10.26740/mathedunesa.v12n1.p275-288","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n1.p275-288","url":null,"abstract":"This study aims to (1) describe the application of teachers in carrying out mathematics learning with collaborative learning using the Goal-Free Problems strategy. (2) describe student activities while participating in collaborative learning with a goal-free problems strategy. (3) describe students' ability to solve problems after implementing collaborative learning with a goal-free problems strategy. (4) describes students' extraneous cognitive load when applying collaborative learning models with goal-free problems strategies. This research is a descriptive study with a quantitative approach that was carried out in class VIII F of SMP Muhammadiyah 2 Taman. The research instruments used included teacher activity observation sheets, student activity observation sheets, student problem-solving ability test questions, and student response questionnaires. The results showed that the observation of the application of learning by the teacher obtained an average score of 3.81 with very good criteria; student activity obtained a total score of 89.88%, which is classified as active during learning; students' ability to solve problems is classified as good because they get a classical mastery percentage of 79.31%; and 8 out of 10 student response statements got good and very good responses.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41423947","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 : 2023-07-04DOI: 10.26740/mathedunesa.v12n1.p289-312
Rika Faradilla Citra Kharisma, Abdul Haris Rosyidi
This study aims to describe the validation process in the mathematical modeling of male and female students. The subjects of this study were male and female students at State Junior High Schools in Surabaya. Data collection procedures through the assignment of mathematical modeling problems and interviews. Data analysis refers to the validation typology of Czocher (2018). The results show that male students and female students have similarities in validating mathematical solutions obtained by repeating arithmetic operations performed previously. In addition, the two students equally succeeded in validating the real result found with consideration related to the effect of changing situation model and arithmetic operations. However, male and female students failed to generate a variety of models so that no activity emerged in generalizing the various solutions obtained. Male students are able to consider the influence of real context aspects on the solutions found, while female students are not. Female students can explain the real model that was built by mentioning the specified mathematical concepts and the reasons for using them, while male students are not.
{"title":"Proses Validasi pada Pemodelan Matematis Siswa SMP (Studi Kasus: Siswa Perempuan dan Siswa Laki-Laki)","authors":"Rika Faradilla Citra Kharisma, Abdul Haris Rosyidi","doi":"10.26740/mathedunesa.v12n1.p289-312","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n1.p289-312","url":null,"abstract":"This study aims to describe the validation process in the mathematical modeling of male and female students. The subjects of this study were male and female students at State Junior High Schools in Surabaya. Data collection procedures through the assignment of mathematical modeling problems and interviews. Data analysis refers to the validation typology of Czocher (2018). The results show that male students and female students have similarities in validating mathematical solutions obtained by repeating arithmetic operations performed previously. In addition, the two students equally succeeded in validating the real result found with consideration related to the effect of changing situation model and arithmetic operations. However, male and female students failed to generate a variety of models so that no activity emerged in generalizing the various solutions obtained. Male students are able to consider the influence of real context aspects on the solutions found, while female students are not. Female students can explain the real model that was built by mentioning the specified mathematical concepts and the reasons for using them, while male students are not.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49617853","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 : 2023-07-03DOI: 10.26740/mathedunesa.v12n1.p259-274
N. Rosidah, Rooselyna Ekawati
This study aims to describe the numeracy of junior high school students in solving AKM geometry and measurement content questions in terms of multiple intelligences. The research method used is descriptive research method with a qualitative approach. The research subjects were three students selected by purposive sampling, each of whom had linguistic, logical-mathematical, and spatial intelligence. The research instruments are multiple intelligence identification tests, mathematical ability tests, AKM tests of geometry and measurement content, and interview guidelines. The results of the study show that subjects with linguistic intelligence through several processes namely (1) identifying and representing information in mathematical form using language representations and symbol representations, but the choice of words used is inappropriate; (2) design and implement strategies to obtain solving results in line with AKM problems, geometry and measurement content; and (3) interpret the results of the solution by making conclusions according to the context of the problem in the AKM problem geometry and measurement content. Subjects with logical-mathematical intelligence through several processes, namely (1) identifying information and representing it in mathematical form i.e. using language representations and symbol representations; (2) design and implement strategies to obtain the results of solving geometry and measurement AKM problems using mathematical concepts; and (3) interpret the results of the solution obtained by making conclusions according to the context of the problem on the AKM geometry and measurement. Subjects with spatial intelligence through several processes, namely (1) identifying information and representing it in mathematical form using representations of language, symbols, and images; (2) design and implement strategies to obtain solving results from geometry and measurement AKM problems using mathematical concepts; and (3) interpret the results of the solution obtained by making conclusions in accordance with the context of the problem in the in line with AKM problem, geometry content and measurement.
{"title":"Numerasi Siswa SMP dalam Memecahkan Soal Setara AKM Konten Geometri dan Pengukuran Ditinjau dari Kecerdasan Majemuk","authors":"N. Rosidah, Rooselyna Ekawati","doi":"10.26740/mathedunesa.v12n1.p259-274","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n1.p259-274","url":null,"abstract":"This study aims to describe the numeracy of junior high school students in solving AKM geometry and measurement content questions in terms of multiple intelligences. The research method used is descriptive research method with a qualitative approach. The research subjects were three students selected by purposive sampling, each of whom had linguistic, logical-mathematical, and spatial intelligence. The research instruments are multiple intelligence identification tests, mathematical ability tests, AKM tests of geometry and measurement content, and interview guidelines. The results of the study show that subjects with linguistic intelligence through several processes namely (1) identifying and representing information in mathematical form using language representations and symbol representations, but the choice of words used is inappropriate; (2) design and implement strategies to obtain solving results in line with AKM problems, geometry and measurement content; and (3) interpret the results of the solution by making conclusions according to the context of the problem in the AKM problem geometry and measurement content. Subjects with logical-mathematical intelligence through several processes, namely (1) identifying information and representing it in mathematical form i.e. using language representations and symbol representations; (2) design and implement strategies to obtain the results of solving geometry and measurement AKM problems using mathematical concepts; and (3) interpret the results of the solution obtained by making conclusions according to the context of the problem on the AKM geometry and measurement. Subjects with spatial intelligence through several processes, namely (1) identifying information and representing it in mathematical form using representations of language, symbols, and images; (2) design and implement strategies to obtain solving results from geometry and measurement AKM problems using mathematical concepts; and (3) interpret the results of the solution obtained by making conclusions in accordance with the context of the problem in the in line with AKM problem, geometry content and measurement.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48771600","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 : 2023-07-02DOI: 10.26740/mathedunesa.v12n1.p240-258
T. K. Nisa', R. Ekawati, A. W. Kohar
Numeraticy is the ability to analyze, interpret information, and find a solution by involving one's mathematical knowledge. Numeracy is known to be influenced by self-efficacy. This study aims to describe students' numeracy in solving data and uncertainty problems in terms of high and low self-efficacy. This study is descriptive research with a qualitative approach was carried out by collecting data from research subjects purposively consisting of three students with high self-efficacy and three students with low self-efficacy. The instruments used included a self-efficacy questionnaire, three data and uncertainty questions, and an interview guide. The data is then analyzed using the numeracy’s sub-indicators. The results showed that in general the numeracy of the group of students with high self-efficacy in solving questions containing data problems and uncertainties was better than the group of students with low self-efficacy. Based on these significant differences, it is recommended for teachers to create a learning climate that can support increased student self-efficacy and numeracy. As well as from the results of the interviews which only focused on parts that were not clear from the student's answers, future researchers should conduct interviews on all of the student’s numeracy in order to obtain more complete research data.
{"title":"Student’s Numeracy on Solving Data and Uncertainty Problems in Term of Self-Efficacy","authors":"T. K. Nisa', R. Ekawati, A. W. Kohar","doi":"10.26740/mathedunesa.v12n1.p240-258","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n1.p240-258","url":null,"abstract":"\u0000Numeraticy is the ability to analyze, interpret information, and find a solution by involving one's mathematical knowledge. Numeracy is known to be influenced by self-efficacy. This study aims to describe students' numeracy in solving data and uncertainty problems in terms of high and low self-efficacy. This study is descriptive research with a qualitative approach was carried out by collecting data from research subjects purposively consisting of three students with high self-efficacy and three students with low self-efficacy. The instruments used included a self-efficacy questionnaire, three data and uncertainty questions, and an interview guide. The data is then analyzed using the numeracy’s sub-indicators. The results showed that in general the numeracy of the group of students with high self-efficacy in solving questions containing data problems and uncertainties was better than the group of students with low self-efficacy. Based on these significant differences, it is recommended for teachers to create a learning climate that can support increased student self-efficacy and numeracy. As well as from the results of the interviews which only focused on parts that were not clear from the student's answers, future researchers should conduct interviews on all of the student’s numeracy in order to obtain more complete research data. \u0000\u0000","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44803651","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 : 2023-06-26DOI: 10.26740/mathedunesa.v12n1.p221-239
Wadhon Eka Shabrina, Pradnyo Wijayanti
Berpikir kritis adalah pemikiran yang masuk akal dan reflektif yang berfokus untuk memutuskan apa yang mesti dipercaya atau dilakukan. Dalam penerapannya di sekolah, kemampuan berpikir kritis siswa belum sepenuhnya terealisasi dengan baik. Salah satu faktor yang mempengaruhi pencapaian kemampuan berpikir kritis siswa adalah gaya belajar. Gaya belajar dapat dibedakan menjadi tiga kelompok besar, yaitu gaya belajar visual, gaya belajar auditorial dan gaya belajar kinestetik. Sehingga dimungkinkan terdapat perbedaan kemampuan berpikir kritis siswa dalam menyelesaikan soal PISA ditinjau dari gaya belajar visual, auditorial, dan kinestetik. Penelitian ini merupakan penelitian deskriptif kualitatif dengan tujuan untuk mendeskripsikan profil berpikir kritis siswa SMA dalam menyelesaikan soal PISA ditinjau dari gaya belajar visual, auditorial, dan kinestetik. Instrumen utama dalam penelitian ini adalah peneliti sendiri, sedangkan instrumen pendukung yang digunakan dalam penelitian ini adalah angket gaya belajar, tes berpikir kritis, dan pedoman wawancara. Penelitian ini dimulai dengan memberikan angket gaya belajar untuk mengategorikan siswa ke dalam ketiga kelompok gaya belajar. Berdasarkan hasil angket tersebut, dipilih satu siswa dari setiap kelompok gaya belajar untuk dijadikan subjek penelitian. Subjek yang terpilih diberikan tes berpikir kritis yang diadaptasi dari soal PISA dan diwawancarai. Data dianalisis berdasarkan indikator kemampuan berpikir kritis yaitu klarifikasi, asesmen, penyimpulan, dan strategi. Hasil penelitian menunjukkan bahwa terdapat perbedaan profil berpikir kritis antara siswa dengan gaya belajar visual, auditorial, dan kinestetik. Hasil dalam penelitian ini menunjukkan bahwa, 1) Siswa dengan gaya belajar visual mampu memenuhi semua aktivitas siswa pada indikator berpikir kritis, yaitu klarifikasi, asesmen, strategi, dan penyimpulan. 2) Siswa dengan gaya belajar auditorial mampu memenuhi semua aktivitas siswa pada dua indikator berpikir kritis, yaitu klarifikasi, asesmen, sebagian aktivitas siswa pada indikator strategi, dan tidak memenuhi indikator penyimpulan. 3) Siswa dengan gaya belajar kinestetik mampu memenuhi semua aktivitas siswa pada tiga indikator berpikir kritis, yaitu klarifikasi, asesmen, penyimpulan, dan sebagian aktivitas siswa pada indikator strategi.
{"title":"Profil Berpikir Kritis Siswa dalam Menyelesaikan Soal PISA Ditinjau dari Gaya Belajar","authors":"Wadhon Eka Shabrina, Pradnyo Wijayanti","doi":"10.26740/mathedunesa.v12n1.p221-239","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n1.p221-239","url":null,"abstract":"Berpikir kritis adalah pemikiran yang masuk akal dan reflektif yang berfokus untuk memutuskan apa yang mesti dipercaya atau dilakukan. Dalam penerapannya di sekolah, kemampuan berpikir kritis siswa belum sepenuhnya terealisasi dengan baik. Salah satu faktor yang mempengaruhi pencapaian kemampuan berpikir kritis siswa adalah gaya belajar. Gaya belajar dapat dibedakan menjadi tiga kelompok besar, yaitu gaya belajar visual, gaya belajar auditorial dan gaya belajar kinestetik. Sehingga dimungkinkan terdapat perbedaan kemampuan berpikir kritis siswa dalam menyelesaikan soal PISA ditinjau dari gaya belajar visual, auditorial, dan kinestetik. \u0000Penelitian ini merupakan penelitian deskriptif kualitatif dengan tujuan untuk mendeskripsikan profil berpikir kritis siswa SMA dalam menyelesaikan soal PISA ditinjau dari gaya belajar visual, auditorial, dan kinestetik. Instrumen utama dalam penelitian ini adalah peneliti sendiri, sedangkan instrumen pendukung yang digunakan dalam penelitian ini adalah angket gaya belajar, tes berpikir kritis, dan pedoman wawancara. Penelitian ini dimulai dengan memberikan angket gaya belajar untuk mengategorikan siswa ke dalam ketiga kelompok gaya belajar. Berdasarkan hasil angket tersebut, dipilih satu siswa dari setiap kelompok gaya belajar untuk dijadikan subjek penelitian. Subjek yang terpilih diberikan tes berpikir kritis yang diadaptasi dari soal PISA dan diwawancarai. Data dianalisis berdasarkan indikator kemampuan berpikir kritis yaitu klarifikasi, asesmen, penyimpulan, dan strategi. \u0000Hasil penelitian menunjukkan bahwa terdapat perbedaan profil berpikir kritis antara siswa dengan gaya belajar visual, auditorial, dan kinestetik. Hasil dalam penelitian ini menunjukkan bahwa, 1) Siswa dengan gaya belajar visual mampu memenuhi semua aktivitas siswa pada indikator berpikir kritis, yaitu klarifikasi, asesmen, strategi, dan penyimpulan. 2) Siswa dengan gaya belajar auditorial mampu memenuhi semua aktivitas siswa pada dua indikator berpikir kritis, yaitu klarifikasi, asesmen, sebagian aktivitas siswa pada indikator strategi, dan tidak memenuhi indikator penyimpulan. 3) Siswa dengan gaya belajar kinestetik mampu memenuhi semua aktivitas siswa pada tiga indikator berpikir kritis, yaitu klarifikasi, asesmen, penyimpulan, dan sebagian aktivitas siswa pada indikator strategi.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41420923","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 : 2023-06-26DOI: 10.26740/mathedunesa.v12n1.p207-220
Savirra Tazkia, T. Siswono
Critical thinking skills are important for every individual, that they need to be developed in classroom learning, one of which is through learning sequences and series material. However, there are still many students who have difficulty solving problems on sequences and series material, so they need help using scaffolding. This study aims to describe students' thinking skills on sequences and series material, as well as scaffolding which helps students' critical thinking skills in solving sequence and series material questions. The subjects of this study were 2 students who failed to complete the two critical thinking skills tests given. The two students were then interviewed and given scaffolding. The interviews were conducted in a semi-structured manner, that the researcher prepared several questions which could indicate indicators of critical thinking skills, as well as scaffolding which could assist students in solving problems, but the researcher was free to improvise by asking for other information according to the conditions during the interview. The data obtained was then analyzed by reducing the data, presenting the data, and drawing conclusions. The results showed that scaffolding in the form of reviewing played a dominant role for supporting the failure of critical thinking skills on the indicators of interpretation, analysis, evaluation and explanation. Restructuring helps the failure of critical thinking skills on the indicators of interpretation. Explaining helps the failure of critical thinking skills on evaluation indicators. Developing conceptual thinking helps indicators of critical thinking skills analysis, inference, and self-regulation.
{"title":"Scaffolding in Supporting Senior High School Students’ Critical Thinking Skills in Sequences and Series Problems","authors":"Savirra Tazkia, T. Siswono","doi":"10.26740/mathedunesa.v12n1.p207-220","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n1.p207-220","url":null,"abstract":"Critical thinking skills are important for every individual, that they need to be developed in classroom learning, one of which is through learning sequences and series material. However, there are still many students who have difficulty solving problems on sequences and series material, so they need help using scaffolding. This study aims to describe students' thinking skills on sequences and series material, as well as scaffolding which helps students' critical thinking skills in solving sequence and series material questions. The subjects of this study were 2 students who failed to complete the two critical thinking skills tests given. The two students were then interviewed and given scaffolding. The interviews were conducted in a semi-structured manner, that the researcher prepared several questions which could indicate indicators of critical thinking skills, as well as scaffolding which could assist students in solving problems, but the researcher was free to improvise by asking for other information according to the conditions during the interview. The data obtained was then analyzed by reducing the data, presenting the data, and drawing conclusions. The results showed that scaffolding in the form of reviewing played a dominant role for supporting the failure of critical thinking skills on the indicators of interpretation, analysis, evaluation and explanation. Restructuring helps the failure of critical thinking skills on the indicators of interpretation. Explaining helps the failure of critical thinking skills on evaluation indicators. Developing conceptual thinking helps indicators of critical thinking skills analysis, inference, and self-regulation.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42059901","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 : 2023-06-24DOI: 10.26740/mathedunesa.v12n1.p194-206
Muhammad Afan Bisri, A. Wintarti, S. Fiangga
The use of textbooks during the learning process makes it less interactive because textbooks only focus on presenting content and neglect the motivation and activities of their users. This study aims to describe the development process of a flipbook-based interactive E-module to facilitate the independent series and sequences learning process and to determine its validity, practicality, and effectiveness. The development of the E-module used the Plomp design research model, which consists of 3 phases: preliminary research, prototyping phase, and assessment phase. The quality of the developed E-module refers to valid, practical, and effective criteria. The results of this study are 1) in the preliminary research, an analysis of needs and problems, a review of the literature, and create a conceptual framework were conducted; 2) in the prototyping phase, designing and developing the E-module using Flip PDF Professional software and testing the validity of the content & media were conducted, the content validity test scored 97.33% (very valid), the construct (media) validity test scored 91.16% (very valid); 3) in the assessment phase, practicality and effectiveness tests were conducted for 1 class of 10th-grade students, the practicality test scored 78.04% (practical), and the effectiveness test got an average N-gain score of 0.7 (high level of effectiveness). Thus, the developed E-module has valid, practical, and effective criteria to facilitate independent series and sequences learning processes.
在学习过程中使用教科书使其互动性降低，因为教科书只注重呈现内容，而忽视了用户的动机和活动。本研究旨在描述基于动画书的交互式电子模块的开发过程，以促进独立的系列和序列学习过程，并确定其有效性、实用性和有效性。电子模块的开发采用了Plomp设计研究模型，该模型包括三个阶段：初步研究、原型设计和评估阶段。开发的电子模块的质量是指有效、实用和有效的标准。本研究的结果是：1）在前期研究中，对需求和问题进行了分析，对文献进行了综述，并建立了概念框架；2） 在原型设计阶段，使用Flip PDF Professional软件设计和开发了电子模块，并对内容和媒体的有效性进行了测试，内容有效性测试得分为97.33%（非常有效），结构（媒体）有效性测试分数为91.16%（非常有效）；3） 在评估阶段，对1班10年级学生进行了实践性和有效性测试，实践性测试得分为78.04%（实践性），有效性测试平均N增益得分为0.7（有效性水平高）。因此，所开发的E模块具有有效、实用和有效的标准来促进独立的序列和序列学习过程。
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Pub Date : 2023-06-22DOI: 10.26740/mathedunesa.v12n1.p176-193
Resti Elmi Mubarkah, Masriyah Masriyah
UNESCO emphasizes that one of the determinants of the progress of a nation is numeracy skills. The numeracy skills of Indonesian students are still unsatisfactory. Students' understanding of measurement and geometry content is very low so their learning outcomes are also low. Low numeracy skills and poor understanding of the material in measurement and geometry content are caused by various things, such as learning styles. Each student has a different learning style, such as visual, auditory, and kinesthetic learning styles. This research is qualitative descriptive research according to its aim to describe the numeracy abilities of SMP/MTs students with visual, auditory, and kinesthetic learning styles in measurement and geometry content. The subjects of this study were three students of class VIII-B at MTs Negeri 1 Magetan with different learning styles and equal mathematical abilities. Methods of data collection in this study are through a learning style questionnaire, written tests, and interviews. The written test is in the form of a math ability test and a numeration assignment. The results of this study were: 1) student with a visual learning style mastered the indicators of communication skills, mathematization, choosing strategies to solve problems, and using language and symbolic, formal, and technical operations while indicators of numeracy skills that were not mastered were indicators of representational and reasoning abilities and argument; 2) student with an auditory learning style master indicators of communication skills, mathematization, and choosing strategies to solve problems while indicators of numeracy skills that are not mastered are indicators of representation, reasoning and argument abilities, and using language and symbolic, formal, and technical operations; 3) student with a kinesthetic learning style only master indicators of mathematical ability and choose strategies to solve problems while indicators of numeracy skills that are not mastered are indicators of communication, representation, reasoning and argument abilities, and using language and symbolic, formal, and technical operations.
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Pub Date : 2023-06-13DOI: 10.26740/mathedunesa.v12n1.p166-175
Berliana Kusuma Wardhani, Lady Agustina, Chusnul Khotimah Galatea
Tujuan dari penelitian ini adalah mendeskripsikan kemampuan argumentasi siswa berdasarkan teori Toulmin pada penyelesaian soal numerasi kelas VIII di SMP Muhammadiyah 6 Wuluhan, Kabupaten Jember. Jenis penelitian yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Teknik pengumpulan data menggunakan tes tulis dan wawancara semi terstruktur. Peneliti menggunakan subjek pada siswa kelas VIII A berlokasi di SMP Muhammadiyah 6 Wuluhan. Data subjek diperoleh 2 level kemampuan argumentasi berdasarkan teori Toulmin yang meliputi claim, data dan claim. Pada level 1 yang meliputi claim adalah siswa yang mampu memberikan klaim berupa asumsi yang sesuai dengan pendapatnya. Pada level 2 yang meliputi data yaitu merupakan siswa yang mampu menunjukan data informasi yang didapatkan dan claim yakni siswa mampu memberikan asumsi yang sesuai dengan pendapatnya. Kata Kunci: Kemampuan Argumentasi, Masalah Numerasi, Teori Toulmin
{"title":"Analisis Kemampuan Argumentasi Siswa dalam Menyelesaikan Soal Numerasi Berdasarkan Teori Toulmin (Level 1 dan Level 2)","authors":"Berliana Kusuma Wardhani, Lady Agustina, Chusnul Khotimah Galatea","doi":"10.26740/mathedunesa.v12n1.p166-175","DOIUrl":"https://doi.org/10.26740/mathedunesa.v12n1.p166-175","url":null,"abstract":"Tujuan dari penelitian ini adalah mendeskripsikan kemampuan argumentasi siswa berdasarkan teori Toulmin pada penyelesaian soal numerasi kelas VIII di SMP Muhammadiyah 6 Wuluhan, Kabupaten Jember. Jenis penelitian yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Teknik pengumpulan data menggunakan tes tulis dan wawancara semi terstruktur. Peneliti menggunakan subjek pada siswa kelas VIII A berlokasi di SMP Muhammadiyah 6 Wuluhan. Data subjek diperoleh 2 level kemampuan argumentasi berdasarkan teori Toulmin yang meliputi claim, data dan claim. Pada level 1 yang meliputi claim adalah siswa yang mampu memberikan klaim berupa asumsi yang sesuai dengan pendapatnya. Pada level 2 yang meliputi data yaitu merupakan siswa yang mampu menunjukan data informasi yang didapatkan dan claim yakni siswa mampu memberikan asumsi yang sesuai dengan pendapatnya. \u0000Kata Kunci: Kemampuan Argumentasi, Masalah Numerasi, Teori Toulmin","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41481777","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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