{"title":"PENGEMBANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF DENGAN PENDEKATAN RME MENGGUNAKAN ARTICULATE STORYLINE MATERI BANGUN RUANG SISI DATAR PADA SISWA SMP","authors":"Nurhanifa Nurhanifa, Anwar Mutaqin, Ihsanudin Ihsanudin","doi":"10.56704/jirpm.v2i4.12856","DOIUrl":"https://doi.org/10.56704/jirpm.v2i4.12856","url":null,"abstract":"","PeriodicalId":316436,"journal":{"name":"Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130893197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-19DOI: 10.56704/jirpm.v2i4.12959
N. Amalia, Isna Rafianti, Jaenudin Jaenudin
{"title":"PENGARUH TINGKAT BURNOUT BELAJAR SISWA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DIMASA PANDEMI COVID-19","authors":"N. Amalia, Isna Rafianti, Jaenudin Jaenudin","doi":"10.56704/jirpm.v2i4.12959","DOIUrl":"https://doi.org/10.56704/jirpm.v2i4.12959","url":null,"abstract":"","PeriodicalId":316436,"journal":{"name":"Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika","volume":"91 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131894144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-19DOI: 10.56704/jirpm.v2i4.13086
Sutiha Kamelia, Aan Hendrayana, Yani Setiani
{"title":"Analisis Kemampuan Pemecahan Masalah Matematis Siswa Melalui Pendekatan Polya pada Pembelajaran Daring di MTS Lambangsari","authors":"Sutiha Kamelia, Aan Hendrayana, Yani Setiani","doi":"10.56704/jirpm.v2i4.13086","DOIUrl":"https://doi.org/10.56704/jirpm.v2i4.13086","url":null,"abstract":"","PeriodicalId":316436,"journal":{"name":"Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126635444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.56704/jirpm.v2i3.12276
Samuel Benny Dito, Etika Khaerunnisa
Programme for International Student Assessment (PISA) is assessment international scale with organizers Organization for Economic Co-operation and Development With the aim of measuring literacy skills student, one of them is in mathematics. PISA results in 2018 in the field of mathematical literacy decreased compared to the previous year. Many possibilities cause that to happen, one of which is the use of learning strategies that are not appropriate for students. Learning strategies are the most important part of learning because they concern the direct technical part during learning, one of which is the use of learning models or learning approaches. Type Double Loop Problem Solving It is the creative model of development. Problem Solving with the aim to make the active movement of students even more with a problem-based approach in order to improve students' mathematical literacy skills. The problem-based approach is intended to look for the main causes of problems committed by students, which is in line with the concept of mathematical literacy. The research methods used in this study use literature studies obtained online in the form of thesis, thesis, national journals and international journals published in the last 5 years. Supported by previous research, the authors came to the conclusion that integration Double Loop Problem Solving Into mathematics learning can improve students' mathematical literacy skills.
{"title":"MODEL DOUBLE LOOP PROBLEM SOLVING SEBAGAI STRATEGI MENINGKATKAN KEMAMPUAN LITERASI MATEMATIS","authors":"Samuel Benny Dito, Etika Khaerunnisa","doi":"10.56704/jirpm.v2i3.12276","DOIUrl":"https://doi.org/10.56704/jirpm.v2i3.12276","url":null,"abstract":"Programme for International Student Assessment (PISA) is assessment international scale with organizers Organization for Economic Co-operation and Development With the aim of measuring literacy skills student, one of them is in mathematics. PISA results in 2018 in the field of mathematical literacy decreased compared to the previous year. Many possibilities cause that to happen, one of which is the use of learning strategies that are not appropriate for students. Learning strategies are the most important part of learning because they concern the direct technical part during learning, one of which is the use of learning models or learning approaches. Type Double Loop Problem Solving It is the creative model of development. Problem Solving with the aim to make the active movement of students even more with a problem-based approach in order to improve students' mathematical literacy skills. The problem-based approach is intended to look for the main causes of problems committed by students, which is in line with the concept of mathematical literacy. The research methods used in this study use literature studies obtained online in the form of thesis, thesis, national journals and international journals published in the last 5 years. Supported by previous research, the authors came to the conclusion that integration Double Loop Problem Solving Into mathematics learning can improve students' mathematical literacy skills.","PeriodicalId":316436,"journal":{"name":"Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130743111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.56704/jirpm.v2i3.12353
A. Safitri, S. Syamsuri, Jaenudin Jaenudin
This study aims to describe the construction of the concept of mathematical functions for high school students based on APOS Theory. The approach used in this study is the APOS Research Cycle. The subjects of this study is student of class X SMA Negeri 4 Serang City who had received material on composition functions and inverse functions. The instruments used in this study were written test questions in the form of descriptions and semi-structured interviews. The data analysis technique was carried out qualitatively with 3 stages, namely data reduction, data presentation, and verification or drawing conclusions. The results showed that students experienced spesific mental mechanisms in constructing the concept of mathematical functions. This study also proves that the interiorization stage (action to process) is an important stage in constructing the concept of mathematical functions because it affects the perfection of construction at the next stage, both in process, object, and schema.
本研究旨在描述基于APOS理论的高中生数学函数概念建构。本研究使用的方法是APOS研究周期。本研究的对象是雪朗市SMA Negeri 4班的学生，他收到了有关复合函数和反函数的材料。本研究使用的工具为描述和半结构化访谈形式的笔试问题。数据分析技术定性地分为3个阶段，即数据缩减、数据呈现、验证或得出结论。结果表明，学生在数学函数概念建构过程中经历了特定的心理机制。本研究也证明了内化阶段(动作到过程)是数学函数概念建构的重要阶段，因为它影响着下一阶段建构的完善，无论是过程、对象还是图式。
{"title":"KONSTRUKSI KONSEP FUNGSI MATEMATIS BAGI SISWA SMA BERDASARKAN TEORI APOS","authors":"A. Safitri, S. Syamsuri, Jaenudin Jaenudin","doi":"10.56704/jirpm.v2i3.12353","DOIUrl":"https://doi.org/10.56704/jirpm.v2i3.12353","url":null,"abstract":"This study aims to describe the construction of the concept of mathematical functions for high school students based on APOS Theory. The approach used in this study is the APOS Research Cycle. The subjects of this study is student of class X SMA Negeri 4 Serang City who had received material on composition functions and inverse functions. The instruments used in this study were written test questions in the form of descriptions and semi-structured interviews. The data analysis technique was carried out qualitatively with 3 stages, namely data reduction, data presentation, and verification or drawing conclusions. The results showed that students experienced spesific mental mechanisms in constructing the concept of mathematical functions. This study also proves that the interiorization stage (action to process) is an important stage in constructing the concept of mathematical functions because it affects the perfection of construction at the next stage, both in process, object, and schema.","PeriodicalId":316436,"journal":{"name":"Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika","volume":"2 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115681237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.56704/jirpm.v2i3.11857
Retno Wulandari, S. Suwarto, Novaliyosi Novaliyosi
Online learning atau yang disebut pembelajaran daring merupakan pembelajaran yang membutuhkan jaringan internet dengan memanfaatkan aplikasi sepertimedia social, google classroom, google meet, zoom. Proses pembelajaran yang menitikberatkan peserta didik untuk dapat menyelesaikan pemecahan masalah, guna mengembangkan pengetahuan dan keterampilan merupakan model pembelajaran discovery learning. Penelitian ini bermaksud untuk menganalisis proses pembelajaran yang dilakukan secara daring dengan model pembelajaran discovery learnig. Kesimpulan yang didapat adalah penggunaan belajar secara daring masih mengalami kendala, seperti jaringan internet yang tidak stabil, kesulitan siswa dalam bergabung dengan google meet, kurang disiplin siswa dalam mengaktifkan kamera. Walaupun memeliki kendala dalam pembelajaran daring namun model pembelajaran discovery learning dapat diterapkan dengan baik, hal ini terlihat dari hasil pekerjaan siswa dalam menjawab soal dengan baik. Kata kunci: pembelajaran online , daring, model pembelajaran,discovery learning, geometri ruang ABSTRACT Online learning or what is called online learning is learning that requires an internet network by utilizing applications such as social media, google classroom, google meet, zoom. The learning process that focuses on students to be able to solve problem solving, in order to develop knowledge and skills is a discovery learning learning model. This study intends to analyze the online learning process using the discovery learning model. The conclusion obtained is that the use of online learning is still experiencing problems, such as unstable internet network, difficulties for students in joining google meet, lack of student discipline in activating the camera. Although it has obstacles in online learning, the discovery learning model can be applied well, this can be seen from the results of students' work in answering questions well.
{"title":"ANALISIS PEMBELAJARAN DARING DENGAN MODEL DISCOVERY LEARNING PADA MATERI GEOMETRI RUANG","authors":"Retno Wulandari, S. Suwarto, Novaliyosi Novaliyosi","doi":"10.56704/jirpm.v2i3.11857","DOIUrl":"https://doi.org/10.56704/jirpm.v2i3.11857","url":null,"abstract":"Online learning atau yang disebut pembelajaran daring merupakan pembelajaran yang membutuhkan jaringan internet dengan memanfaatkan aplikasi sepertimedia social, google classroom, google meet, zoom. Proses pembelajaran yang menitikberatkan peserta didik untuk dapat menyelesaikan pemecahan masalah, guna mengembangkan pengetahuan dan keterampilan merupakan model pembelajaran discovery learning. Penelitian ini bermaksud untuk menganalisis proses pembelajaran yang dilakukan secara daring dengan model pembelajaran discovery learnig. Kesimpulan yang didapat adalah penggunaan belajar secara daring masih mengalami kendala, seperti jaringan internet yang tidak stabil, kesulitan siswa dalam bergabung dengan google meet, kurang disiplin siswa dalam mengaktifkan kamera. Walaupun memeliki kendala dalam pembelajaran daring namun model pembelajaran discovery learning dapat diterapkan dengan baik, hal ini terlihat dari hasil pekerjaan siswa dalam menjawab soal dengan baik. Kata kunci: pembelajaran online , daring, model pembelajaran,discovery learning, geometri ruang ABSTRACT Online learning or what is called online learning is learning that requires an internet network by utilizing applications such as social media, google classroom, google meet, zoom. The learning process that focuses on students to be able to solve problem solving, in order to develop knowledge and skills is a discovery learning learning model. This study intends to analyze the online learning process using the discovery learning model. The conclusion obtained is that the use of online learning is still experiencing problems, such as unstable internet network, difficulties for students in joining google meet, lack of student discipline in activating the camera. Although it has obstacles in online learning, the discovery learning model can be applied well, this can be seen from the results of students' work in answering questions well.","PeriodicalId":316436,"journal":{"name":"Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126997389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.56704/jirpm.v2i3.11788
Indah Noviana Ningrum, H. Pujiastuti, Yani Setiani
matematis dengan model pembelajaran problem based learning yang mendapatkan model pembelajaran konvensional, (2) mengetahui peningkatan kemampuan komunikasi matematis siswa dengan model pembelajaran problem based learning lebih baik daripada siswa yang mendapatkan model pembelajaran konvensional, (3) mengetahui pencapaian akhir self-regulated learning siswa dengan model pembelajaran problem based learning lebih baik daripada siswa yang mendapatkan model pembelajaran konvensional, (4) mengetahui peningkatan self-regulated learning siswa dengan model pembelajaran problem based learning lebih baik daripada siswa yang mendapatkan model pembelajaran konvensional, (5) mengetahui korelasi antara kemampuan komunikasi matematis dengan self-regulated learning siswa. Metode penelitian yang digunakan adalah metode kombinasi ( mixed method ) dengan desain concurrent embedded . Populasi penelitian seluruh Nergri ABSTRACT This study aims to (1) The achievement of mathematical communication abilities with the Problem Based Learning model is better than students who wewe given the learning with conventional model, (2) Improvement of mathematical communication ability between the student who get Problem Based Learning model is better than students who get conventional model, (3) Achievement of self-regulated learning of students who were given the learning with conventional learning model, (4) Improvement of self-regulated learning between student who get received lerning with Problem Based Learning model is better than students who get conventional learning model, (5) The correlation between mathematical communication skills and students self-regulated learning. The research method used is a combination method (mixed method) with concurrent embedded design. The study population was all seven grade students of SMP Negeri 4 Serang City. The sampel uses a purposive sampling technique, class VII E (experimental class) with the Problem Based Learning model and class VII I (control class) with the conventional model. The instrument used in this study of matematical communiction ability tes instrumrnt, non-test instruments in the from of scale of self regulated learning, observation sheets, interview guides, documentation as wll as the researchers itself. The correlation between mathematical communication skills and students self-regulated learning.
用数学模型的基于问题的学习学习得到了传统的学习模式,(2)知道提高学生数学与模特沟通能力得到的基于问题的学习比学生学习传统的学习模式,(3)知道self-regulated结束学习成就学生的学习模型基于问题的学习比传统的学生得到学习模式,(4)以学习为基础的问题学习模式的学生的自调节学习模式比获得传统学习模式的学生更好，(5)了解数学沟通能力与学生自适应学习能力之间的关系。所使用的研究方法是将方法与嵌入式设计混合在一起。研究整个人口Nergri抽象这个研究成就奖》aims to (1) mathematical communication模型和基于问题的学习能力是比学生谁wewe吉文conventional一起学习的模型,(2)Improvement of mathematical communication不在乎《学生之间得到基于问题的学习模型是谁比世卫组织学生得到conventional模型,(3)成就奖self-regulated学习的学生的世卫组织在给《conventional一起学习学习模型,(4)Improvement self-regulated学习学学生之间谁把收到的和基于问题的学习模型是比学生谁得到conventional学习模型,(5)《mathematical之间相关技能和学生self-regulated communication学习。研究结果是一种混合的方法与潜在的设计相匹配。研究人口全部是七年级的国家进攻城市学生。uses样本一种采样技术，一种基于学习模式的试样，一种基于理性模型的试样。这项研究的工具是在这个研究中使用的。数学沟通技能和自我调节学习之间的联系。
{"title":"PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS DAN SELF-REGULATED LEARNING SISWA","authors":"Indah Noviana Ningrum, H. Pujiastuti, Yani Setiani","doi":"10.56704/jirpm.v2i3.11788","DOIUrl":"https://doi.org/10.56704/jirpm.v2i3.11788","url":null,"abstract":"matematis dengan model pembelajaran problem based learning yang mendapatkan model pembelajaran konvensional, (2) mengetahui peningkatan kemampuan komunikasi matematis siswa dengan model pembelajaran problem based learning lebih baik daripada siswa yang mendapatkan model pembelajaran konvensional, (3) mengetahui pencapaian akhir self-regulated learning siswa dengan model pembelajaran problem based learning lebih baik daripada siswa yang mendapatkan model pembelajaran konvensional, (4) mengetahui peningkatan self-regulated learning siswa dengan model pembelajaran problem based learning lebih baik daripada siswa yang mendapatkan model pembelajaran konvensional, (5) mengetahui korelasi antara kemampuan komunikasi matematis dengan self-regulated learning siswa. Metode penelitian yang digunakan adalah metode kombinasi ( mixed method ) dengan desain concurrent embedded . Populasi penelitian seluruh Nergri ABSTRACT This study aims to (1) The achievement of mathematical communication abilities with the Problem Based Learning model is better than students who wewe given the learning with conventional model, (2) Improvement of mathematical communication ability between the student who get Problem Based Learning model is better than students who get conventional model, (3) Achievement of self-regulated learning of students who were given the learning with conventional learning model, (4) Improvement of self-regulated learning between student who get received lerning with Problem Based Learning model is better than students who get conventional learning model, (5) The correlation between mathematical communication skills and students self-regulated learning. The research method used is a combination method (mixed method) with concurrent embedded design. The study population was all seven grade students of SMP Negeri 4 Serang City. The sampel uses a purposive sampling technique, class VII E (experimental class) with the Problem Based Learning model and class VII I (control class) with the conventional model. The instrument used in this study of matematical communiction ability tes instrumrnt, non-test instruments in the from of scale of self regulated learning, observation sheets, interview guides, documentation as wll as the researchers itself. The correlation between mathematical communication skills and students self-regulated learning.","PeriodicalId":316436,"journal":{"name":"Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128734429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.56704/jirpm.v2i3.12503
Indah Khoirun Nisa, S. Syamsuri, Cecep Anwar Hadi Firdos Santosa
Active learning is a learning strategy that involves students actively intellectually and emotionally in the learning process that can create interaction and develop students' thinking skills. The inhibiting factors for the implementation of active learning include the teacher's lack of understanding of the concept of active learning pedagogy, less provided trainings on active learning, and no provision of teaching-learning media at classroom. This study aims to describe active learning in mathematics learning with number pattern material based on the dimensions of context setting, class preparation, class delivery and continuous improvement. This study uses a case study qualitative research with research subjects involving 2 mathematics teachers at SMPN 1 Cilegon. Data analysis techniques in this study are data reduction, data presentation, and drawing conclusions. The results of this study indicate that the application of active learning based on the dimensions of context setting, class preparation, class delivery and continuous improvement has not been maximally implemented. Indicators of guiding questions, managing student engagement effectively, recognizing differences in student comfort levels and providing feedback are one of the teacher's problems in implementing active learning in the classroom.
{"title":"Analisis Pembelajaran Aktif dalam Kelas Daring Matematika SMP pada Materi Pola Bilangan Berdasarkan Auster-Wylie","authors":"Indah Khoirun Nisa, S. Syamsuri, Cecep Anwar Hadi Firdos Santosa","doi":"10.56704/jirpm.v2i3.12503","DOIUrl":"https://doi.org/10.56704/jirpm.v2i3.12503","url":null,"abstract":"Active learning is a learning strategy that involves students actively intellectually and emotionally in the learning process that can create interaction and develop students' thinking skills. The inhibiting factors for the implementation of active learning include the teacher's lack of understanding of the concept of active learning pedagogy, less provided trainings on active learning, and no provision of teaching-learning media at classroom. This study aims to describe active learning in mathematics learning with number pattern material based on the dimensions of context setting, class preparation, class delivery and continuous improvement. This study uses a case study qualitative research with research subjects involving 2 mathematics teachers at SMPN 1 Cilegon. Data analysis techniques in this study are data reduction, data presentation, and drawing conclusions. The results of this study indicate that the application of active learning based on the dimensions of context setting, class preparation, class delivery and continuous improvement has not been maximally implemented. Indicators of guiding questions, managing student engagement effectively, recognizing differences in student comfort levels and providing feedback are one of the teacher's problems in implementing active learning in the classroom.","PeriodicalId":316436,"journal":{"name":"Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121118446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.56704/jirpm.v2i2.11649
Nursati Israhayu, S. Syamsuri, A. Pamungkas
Concepts in mathematics are interrelated with each other, so students need to understand the basic concepts of mathematics in depth. Understanding mathematical concepts is more meaningful if it is constructed by the students themselves. The construction of mathematical concepts is an active activity carried out to obtain or build a concept in mathematics. This study uses the APOS theory as a framework because this theory can describe how a child's mental activities are in the form of actions, processes, objects and schemas when constructing mathematical concepts. The purpose of this study was to describe the construction of arithmetic and geometric sequence concepts for high school students based on APOS theory. The subjects in this study were 6 students at SMA Citra Islami. The research method used is a case study method with the APOS Research Cycle approach. The data analysis technique was carried out qualitatively through 3 stages, namely: data reduction, data presentation, and drawing conclusions. The results showed that students went through four stages of mental mechanisms, namely: interiorization (action stage to process stage), encapsulation (process stage to object stage), coordination (process stage to process stage) and de-encapsulation (object stage to process stage).
{"title":"Kontruksi Konsep Barisan Aritmatika dan Geometri Bagi Siswa SMA Berdasarkan Teori APOS","authors":"Nursati Israhayu, S. Syamsuri, A. Pamungkas","doi":"10.56704/jirpm.v2i2.11649","DOIUrl":"https://doi.org/10.56704/jirpm.v2i2.11649","url":null,"abstract":"Concepts in mathematics are interrelated with each other, so students need to understand the basic concepts of mathematics in depth. Understanding mathematical concepts is more meaningful if it is constructed by the students themselves. The construction of mathematical concepts is an active activity carried out to obtain or build a concept in mathematics. This study uses the APOS theory as a framework because this theory can describe how a child's mental activities are in the form of actions, processes, objects and schemas when constructing mathematical concepts. The purpose of this study was to describe the construction of arithmetic and geometric sequence concepts for high school students based on APOS theory. The subjects in this study were 6 students at SMA Citra Islami. The research method used is a case study method with the APOS Research Cycle approach. The data analysis technique was carried out qualitatively through 3 stages, namely: data reduction, data presentation, and drawing conclusions. The results showed that students went through four stages of mental mechanisms, namely: interiorization (action stage to process stage), encapsulation (process stage to object stage), coordination (process stage to process stage) and de-encapsulation (object stage to process stage).","PeriodicalId":316436,"journal":{"name":"Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125134779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.56704/jirpm.v2i2.11668
Indri Yani Sofyan, Yani Setiani, Isna Rafianti
Penelitian Sehingga model pembelajaran dapat mendukung untuk meningkatkan tersebut. Salah satu cara yang diyakini berpengaruh terhadap kemampuan berpikir kritis matematis siswa yaitu dengan menggunakan Pendekatan Realistic Mathematics Education (RME) Berbantuan Video Berbasis Kontekstual. Bertujuan untuk mengetahui Pengaruh Kemampuan Berpikir Kritis Matematis Siswa SMP melalui Pendekatan Realistic Mathematics Education (RME) Berbantuan Video Berbasis Kontekstual. Metode yang digunakan dalam penelitian ini adalah kuasi-ekperimental dengan jenis desain nonequivalent control grup design . Populasi penelitian kelas VIII SMP Negeri 5 Cibadak tahun ajaran 2019/2020 dengan sampel penelitian ini terdiri dari dua kelas yakni kelas VIII.A sebagai kelas eksperimen dan kelas VIII.B sebagai kelas kontrol masing-masing kelas berjumlah 26 siswa. Instrumen yang digunakan berupa instrumen tes kemampuan berpikir ABSTRACT This research is motivated by the low mathematical critical thinking ability of junior high school students. So the need for a learning model that can support to improve these abilities. One way that is believed to have an effect on students' mathematical critical thinking skills is to use a Contextual-Based Video-Assisted Realistic Mathematics Education (RME) Approach. Aims to determine the Effect of Mathematical Critical Thinking Ability of Junior High School Students through a Contextual Based Video-Assisted Realistic Mathematics Education (RME) Approach. The method used in this research is quasi-experimental with nonequivalent control group design. The research population for class VIII SMP Negeri 5 Cibadak for the academic year 2019/2020 with this research sample consisted of two classes, namely class VIII.A as the experimental class and class VIII.B as the control class, each class totaling 26 students. The instrument used is a mathematical critical thinking ability test instrument. The results obtained in this study are the achievement and improvement of mathematical critical thinking skills in the experimental class is better than the control class.
研究，使学习模式能够支持改进。一种被认为影响学生数学批判性思维能力的方法是使用基于上下文的视频的现实数学教育方法。旨在通过基于上下文的视频辅助性数学教育(RME)分析学生数学思考能力的影响。本研究采用的方法是杂交的非equivalent控制群组设计类型。国中八世初中五世研究人口，本研究样本包括八年级。A作为实验类和第8类。B作为一个控制类，每个班有26名学生。该研究采用的工具是由低数学水平的初中学生的思考能力测试激发的。所以需要一个学习模式来支撑这些能力。一种方法是认为用现实数学教育(RME)来获得认可。基于真实的数学教育教育，这项研究的方法用于非equive control group设计的试验。本科生八年级学生5年级学生奖学金2017 /2020，本研究被认为是两年级学生namely八年级。美国实验八年级。B是控制级，每级26个学生。所使用的仪器是数学专业的能力测试仪器。这项研究的结果是数学专业的进步和进步的科学思维比控制的好。
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