Penelitian kualitatif dengan pendekatan studi kasus ini bertujuan untuk mendeskripsikan kesalahan mahasiswa semester pertama yang mengambil mata kuliah trigonometri dalam menyelesaikan masalah kecepatan sudut. Tujuh mahasiswa program studi pendidikan matematika di salah satu perguruan tinggi di Kota Malang menjadi subjek penelitian. Data yang dikumpulkan dalam penelitian ini terdiri atas hasil pekerjaan subjek yang diperoleh melalui tes pemecahan masalah kecepatan sudut dan transkrip hasil wawancara dengan subjek. Analisis data hasil pekerjaan subjek dilakukan dengan menglasifikasikan berdasarkan jenis-jenis kesalahan. Sedangkan analisis transkrip hasil wawancara dilakukan dengan mengodekan kata-kata yang menunjukkan penyebab munculnya kesalahan subjek. Hasil penelitian menunjukkan bahwa kesalahan mahasiswa semester pertama dalam menyelesaikan masalah kecepatan sudut terdiri dari kesalahan konsep dan kesalahan prinsip. Faktor penyebab dari kesalahan konsep ini yaitu tidak memahami konsep kecepatan sudut dan faktor penyebab kesalahan prinsip ini yaitu kesalahpahaman bahwa rumus kecepatan linier sama dengan rumus kecepatan sudut. Oleh karena itu, untuk menghindari kesalahan ini, maka pembelajaran materi kecepatan sudut disarankan untuk dilakukan dengan menekankan pada pemahaman konsep kecepatan sudut dan perbedaan antara rumus kecepatan sudut dengan rumus kecepatan linier. The errors of the first-semester students in solving the angular velocity problem in trigonometry courseAbstractThis qualitative research that used case study approach aimed to describe the errors of the first semester students in solving the angular velocity problem. Seven students of the mathematics education study program at a university in Malang City involved as the research subject. The data collected in this study consisted of the subject’s work on the midterm test which contains angular velocity problems and transcripts of interviews with the subject. Data analysis of the subject’s work was carried out by classifying based on the types of errors. Meanwhile, the transcript analysis of the interview results was carried out by coding the words that indicated the cause of the subject’s error. The results showed that the errors of the first semester students in solving the angular velocity problem consisted of conceptual and principle errors. The conceptual errors were caused by a lack of understanding of angular velocity concept and the factor causing principle errors was the misunderstanding that the linear velocity formula is the same as the angular velocity formula. Therefore, to avoid this error, the learning of angular velocity is suggested to emphasize the understanding of the concept of angular velocity and the difference between the angular and linear velocity formula.
{"title":"Kesalahan mahasiswa semester pertama dalam menyelesaikan masalah kecepatan sudut pada mata kuliah trigonometri","authors":"Y. Setiawan","doi":"10.21831/PG.V16I1.38560","DOIUrl":"https://doi.org/10.21831/PG.V16I1.38560","url":null,"abstract":"Penelitian kualitatif dengan pendekatan studi kasus ini bertujuan untuk mendeskripsikan kesalahan mahasiswa semester pertama yang mengambil mata kuliah trigonometri dalam menyelesaikan masalah kecepatan sudut. Tujuh mahasiswa program studi pendidikan matematika di salah satu perguruan tinggi di Kota Malang menjadi subjek penelitian. Data yang dikumpulkan dalam penelitian ini terdiri atas hasil pekerjaan subjek yang diperoleh melalui tes pemecahan masalah kecepatan sudut dan transkrip hasil wawancara dengan subjek. Analisis data hasil pekerjaan subjek dilakukan dengan menglasifikasikan berdasarkan jenis-jenis kesalahan. Sedangkan analisis transkrip hasil wawancara dilakukan dengan mengodekan kata-kata yang menunjukkan penyebab munculnya kesalahan subjek. Hasil penelitian menunjukkan bahwa kesalahan mahasiswa semester pertama dalam menyelesaikan masalah kecepatan sudut terdiri dari kesalahan konsep dan kesalahan prinsip. Faktor penyebab dari kesalahan konsep ini yaitu tidak memahami konsep kecepatan sudut dan faktor penyebab kesalahan prinsip ini yaitu kesalahpahaman bahwa rumus kecepatan linier sama dengan rumus kecepatan sudut. Oleh karena itu, untuk menghindari kesalahan ini, maka pembelajaran materi kecepatan sudut disarankan untuk dilakukan dengan menekankan pada pemahaman konsep kecepatan sudut dan perbedaan antara rumus kecepatan sudut dengan rumus kecepatan linier. The errors of the first-semester students in solving the angular velocity problem in trigonometry courseAbstractThis qualitative research that used case study approach aimed to describe the errors of the first semester students in solving the angular velocity problem. Seven students of the mathematics education study program at a university in Malang City involved as the research subject. The data collected in this study consisted of the subject’s work on the midterm test which contains angular velocity problems and transcripts of interviews with the subject. Data analysis of the subject’s work was carried out by classifying based on the types of errors. Meanwhile, the transcript analysis of the interview results was carried out by coding the words that indicated the cause of the subject’s error. The results showed that the errors of the first semester students in solving the angular velocity problem consisted of conceptual and principle errors. The conceptual errors were caused by a lack of understanding of angular velocity concept and the factor causing principle errors was the misunderstanding that the linear velocity formula is the same as the angular velocity formula. Therefore, to avoid this error, the learning of angular velocity is suggested to emphasize the understanding of the concept of angular velocity and the difference between the angular and linear velocity formula.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79909446","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}
Penelitian ini bertujuan untuk menghasilkan lintasan belajar pada materi limas untuk menumbuhkan kemampuan spasial siswa melalui pendidikan matematika realistik. Penelitian ini merupakan design research yang memuat tiga tahap, yaitu preparing for the experiment, the teaching experiment, dan retrospective analysis. Subjek penelitian adalah siswa kelas VIII di salah satu SMP di Aceh Besar, Indonesia. Uji coba terhadap Hypothetical Learning Trajectory (HLT) siklus 1 dilakukan secara offline dengan melibatkan tiga siswa, sementara uji coba Hypothetical Learning Trajectory (HLT) siklus 2 dilakukan secara online dengan melibatkan 10 siswa. Instrumen pengumpulan data berupa lembar aktivitas siswa, lembar observasi, pedoman wawancara, catatan lapangan, dan rekaman video pembelajaran. Penelitian ini menghasilkan lintasan belajar limas yang diperoleh dari merevisi HLT dengan cara memperbanyak tampilan contoh-contoh limas dalam kehidupan sehari-hari, menggambar lebih banyak jaring-jaring limas, mengurutkan pola dalam menemukan rumus jumlah diagonal bidang, dan menayangkan animasi 3D melalui GeoGebra. Lintasan belajar limas dimulai dari melukis limas, menggambar jaring-jaring limas, menemukan rumus berkaitan dengan hubungan antar unsur-unsur limas, menemukan rumus luas permukaan limas, dan menemukan rumus volume limas. Lintasan belajar yang dikembangkan secara teoritis dapat menumbuhkan kemampuan spasial siswa melalui pendidikan matematika realistik pada materi limas. Development of pyramid learning trajectory to promote students' spatial ability through realistic mathematics education assisted by GeoGebraAbstractThis study aimed to produce a learning trajectory in pyramid material to foster students' spatial ability through realistic mathematics education. This is design research which consists of three stages, namely experimental preparation, teaching experiment, and retrospective analysis. The research subjects were students of class VIII in a junior high school in Aceh Besar, Indonesia. The trial of Hypothetical Learning Trajectory (HLT) for cycle 1 that was performed offline involved three students and the trial of Hypothetical Learning Trajectory (HLT) for cycle 2 that was performed online involved 10 students. The instruments for data collection were student activity sheet (worksheet), observation sheet, interview protocol, field note, and learning video recording. The research produced a pyramid learning trajectory obtained from revising HLT by presenting more pyramid models in everyday life, drawing more pyramid nets, recognizing patterns in determining the number of face diagonal, and displaying 3D animations through GeoGebra. The pyramid learning trajectory started from drawing a pyramid, drawing the net of a pyramid, finding formulas related to the relationship between pyramid elements, finding the formula for the surface area of a pyramid, and finding the formula for the volume of a pyramid. The developed learning trajectory, theoretically, coul
{"title":"Pengembangan lintasan belajar limas untuk mengembangkan kemampuan spasial siswa melalui pendidikan matematika realistik berbantuan GeoGebra","authors":"Ulfa Meirida, R. Johar, Anizar . Ahmad","doi":"10.21831/PG.V16I1.36157","DOIUrl":"https://doi.org/10.21831/PG.V16I1.36157","url":null,"abstract":"Penelitian ini bertujuan untuk menghasilkan lintasan belajar pada materi limas untuk menumbuhkan kemampuan spasial siswa melalui pendidikan matematika realistik. Penelitian ini merupakan design research yang memuat tiga tahap, yaitu preparing for the experiment, the teaching experiment, dan retrospective analysis. Subjek penelitian adalah siswa kelas VIII di salah satu SMP di Aceh Besar, Indonesia. Uji coba terhadap Hypothetical Learning Trajectory (HLT) siklus 1 dilakukan secara offline dengan melibatkan tiga siswa, sementara uji coba Hypothetical Learning Trajectory (HLT) siklus 2 dilakukan secara online dengan melibatkan 10 siswa. Instrumen pengumpulan data berupa lembar aktivitas siswa, lembar observasi, pedoman wawancara, catatan lapangan, dan rekaman video pembelajaran. Penelitian ini menghasilkan lintasan belajar limas yang diperoleh dari merevisi HLT dengan cara memperbanyak tampilan contoh-contoh limas dalam kehidupan sehari-hari, menggambar lebih banyak jaring-jaring limas, mengurutkan pola dalam menemukan rumus jumlah diagonal bidang, dan menayangkan animasi 3D melalui GeoGebra. Lintasan belajar limas dimulai dari melukis limas, menggambar jaring-jaring limas, menemukan rumus berkaitan dengan hubungan antar unsur-unsur limas, menemukan rumus luas permukaan limas, dan menemukan rumus volume limas. Lintasan belajar yang dikembangkan secara teoritis dapat menumbuhkan kemampuan spasial siswa melalui pendidikan matematika realistik pada materi limas. Development of pyramid learning trajectory to promote students' spatial ability through realistic mathematics education assisted by GeoGebraAbstractThis study aimed to produce a learning trajectory in pyramid material to foster students' spatial ability through realistic mathematics education. This is design research which consists of three stages, namely experimental preparation, teaching experiment, and retrospective analysis. The research subjects were students of class VIII in a junior high school in Aceh Besar, Indonesia. The trial of Hypothetical Learning Trajectory (HLT) for cycle 1 that was performed offline involved three students and the trial of Hypothetical Learning Trajectory (HLT) for cycle 2 that was performed online involved 10 students. The instruments for data collection were student activity sheet (worksheet), observation sheet, interview protocol, field note, and learning video recording. The research produced a pyramid learning trajectory obtained from revising HLT by presenting more pyramid models in everyday life, drawing more pyramid nets, recognizing patterns in determining the number of face diagonal, and displaying 3D animations through GeoGebra. The pyramid learning trajectory started from drawing a pyramid, drawing the net of a pyramid, finding formulas related to the relationship between pyramid elements, finding the formula for the surface area of a pyramid, and finding the formula for the volume of a pyramid. The developed learning trajectory, theoretically, coul","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76638394","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 : 2021-06-30DOI: 10.22342/jpm.15.2.13022.191-202
Sharli Yunita Astari, N. Kesumawati, Misdalina Misdalina
This study aimed to develop teaching materials using an IT-based PMRI approach for junior high school students. The type of this research was a research and development model. This study employed the ADDIE development model consisting of five stages: analysis, design, development, implementation, and evaluation. The teaching materials were validated by material experts and media experts before being tested. In addition, this study involved a student response questionnaire investigating the IT-based teaching materials. The validity of teaching materials revealed an average score of 4.40 determined by the results of the teaching material assessment conducted by two expert lecturers, and an average score of 4.80, determined by the results of the teaching material assessment conducted by mathematics teachers at SMP Negeri 56 Palembang. The practicality of teaching materials (student books) had an average score of 4.27 determined by the students' responses to teaching materials. The results of validating material experts, media experts, subject teachers, and student response questionnaires indicated that the teaching materials developed were valid and practical. Overall, this study has shown that the teaching materials developed are very suitable for learning. In addition, the teaching materials developed can improve student learning outcomes on arithmetics materials.
本研究旨在利用资讯科技为基础的PMRI方法，为初中生开发教材。这个研究的类型是一个研发模式。本研究采用ADDIE开发模型，分为分析、设计、开发、实施和评估五个阶段。教材在测试前经过材料专家和媒体专家的验证。此外，本研究采用学生回应问卷调查资讯科技教材。根据两位专家讲师的教材评估结果，教材的效度平均得分为4.40分，根据SMP Negeri 56 Palembang数学教师的教材评估结果，教材的效度平均得分为4.80分。教材(学生用书)的实用性由学生对教材的反应决定，平均分为4.27分。通过对教材专家、媒体专家、学科教师和学生反馈问卷的验证结果表明，所编制的教材是有效的、实用的。总体而言，本研究表明所开发的教材非常适合学习。此外，所开发的教材可以提高学生在算术教材上的学习效果。
{"title":"Development of Social Arithmetic Teaching Materials Using IT-Based PMRI Approach for SMP Students","authors":"Sharli Yunita Astari, N. Kesumawati, Misdalina Misdalina","doi":"10.22342/jpm.15.2.13022.191-202","DOIUrl":"https://doi.org/10.22342/jpm.15.2.13022.191-202","url":null,"abstract":"This study aimed to develop teaching materials using an IT-based PMRI approach for junior high school students. The type of this research was a research and development model. This study employed the ADDIE development model consisting of five stages: analysis, design, development, implementation, and evaluation. The teaching materials were validated by material experts and media experts before being tested. In addition, this study involved a student response questionnaire investigating the IT-based teaching materials. The validity of teaching materials revealed an average score of 4.40 determined by the results of the teaching material assessment conducted by two expert lecturers, and an average score of 4.80, determined by the results of the teaching material assessment conducted by mathematics teachers at SMP Negeri 56 Palembang. The practicality of teaching materials (student books) had an average score of 4.27 determined by the students' responses to teaching materials. The results of validating material experts, media experts, subject teachers, and student response questionnaires indicated that the teaching materials developed were valid and practical. Overall, this study has shown that the teaching materials developed are very suitable for learning. In addition, the teaching materials developed can improve student learning outcomes on arithmetics materials.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"95 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88964209","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 : 2021-06-30DOI: 10.22342/jpm.15.2.13519.115-132
A. A. Rachma, R. Rosjanuardi
Sequences and series is one of the mathematical topics that are related to everyday life. The topic is also taught at several levels of education in Indonesia. However, many students still experrienced difficulties in learning this topic. This study uses an interpretive paradigm that is part of the Didactical Design Research (DDR). This research aims to analyze students’ learning obstacles on the topic of sequence and series using the onto-semiotic approach. To do so, written test consists of five questions related to the conceptual understanding of an arithmetic sequences and series was administered to 23 students from one of the senior high schools in Kota Tangerang Selatan followed by interviews with 4 students. The results show that learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. Based on the onto-semiotics approach, the students had difficulties in defining a mathematical idea on sequences and series topics. They could convert a problem into mathematical model but were confused to use a proper procedure. It can be concluded that students still experience obstacles in learning sequences and series topic. The results of this study can be used by teachers as considerations in designing learning situation on the topic of sequence and series.
{"title":"Students’ Obstacles in Learning Sequence and Series Using Onto-Semiotic Approach","authors":"A. A. Rachma, R. Rosjanuardi","doi":"10.22342/jpm.15.2.13519.115-132","DOIUrl":"https://doi.org/10.22342/jpm.15.2.13519.115-132","url":null,"abstract":"Sequences and series is one of the mathematical topics that are related to everyday life. The topic is also taught at several levels of education in Indonesia. However, many students still experrienced difficulties in learning this topic. This study uses an interpretive paradigm that is part of the Didactical Design Research (DDR). This research aims to analyze students’ learning obstacles on the topic of sequence and series using the onto-semiotic approach. To do so, written test consists of five questions related to the conceptual understanding of an arithmetic sequences and series was administered to 23 students from one of the senior high schools in Kota Tangerang Selatan followed by interviews with 4 students. The results show that learning obstacles are classified into epistemological, ontogenic, and didactical obstacles. Based on the onto-semiotics approach, the students had difficulties in defining a mathematical idea on sequences and series topics. They could convert a problem into mathematical model but were confused to use a proper procedure. It can be concluded that students still experience obstacles in learning sequences and series topic. The results of this study can be used by teachers as considerations in designing learning situation on the topic of sequence and series.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86577478","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 : 2021-06-30DOI: 10.22342/jpm.15.2.13800.133-144
I. Nurhikmayati, N. Kania
Integrating mathematics into local culture is a way to enhance students' interest in local wisdom. The concept of mathematics is explored to find out the existence of mathematics in society's culture which has not been seen so far. The Mathematical concept is used to explore the existence of mathematics in terrace culture on the Panyaweuyan terrace of Majalengka city. This study to describe the result of exploratory project-based learning of the Panyaweuyan terrace with this kind of exploratory research. The exploring of the relationship between the terrace culture of panyaweuyan and concept mathematics, especially in the concept of arithmetic sequences is analyzed and described through literature studies, observation, and interviews with 4 informants who are local farmers. The results that there is a relationship between the arithmetic sequence concept with the local culture of Panyaweuyan Majalengka city. The results of the study stated that each mound on each step on the Panyeweuyan terraces was formed through an arithmetic sequence formula. Farmers in Panyaweuyan terraces are naturally able to make terraces according to the arithmetic sequence formula without knowing the basics of mathematics. Therefore, the concept of mathematics is part of local culture which has an important role in preserving the nation's culture.
{"title":"How to Learning Arithmetic Sequences with Project-Based Learning in Terrace Culture?","authors":"I. Nurhikmayati, N. Kania","doi":"10.22342/jpm.15.2.13800.133-144","DOIUrl":"https://doi.org/10.22342/jpm.15.2.13800.133-144","url":null,"abstract":"Integrating mathematics into local culture is a way to enhance students' interest in local wisdom. The concept of mathematics is explored to find out the existence of mathematics in society's culture which has not been seen so far. The Mathematical concept is used to explore the existence of mathematics in terrace culture on the Panyaweuyan terrace of Majalengka city. This study to describe the result of exploratory project-based learning of the Panyaweuyan terrace with this kind of exploratory research. The exploring of the relationship between the terrace culture of panyaweuyan and concept mathematics, especially in the concept of arithmetic sequences is analyzed and described through literature studies, observation, and interviews with 4 informants who are local farmers. The results that there is a relationship between the arithmetic sequence concept with the local culture of Panyaweuyan Majalengka city. The results of the study stated that each mound on each step on the Panyeweuyan terraces was formed through an arithmetic sequence formula. Farmers in Panyaweuyan terraces are naturally able to make terraces according to the arithmetic sequence formula without knowing the basics of mathematics. Therefore, the concept of mathematics is part of local culture which has an important role in preserving the nation's culture.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83984708","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 : 2021-06-30DOI: 10.22342/jpm.15.2.13908.145-160
W. Murtafiah, M. Lukitasari, N. Lestari
Students’ lack of mathematical literacy skills is also accompanied by the lack of mathematical literacy skills of most pre-service teachers. The purpose of this study is to investigate the decision-making process conducted by pre-service teachers in solving mathematical literacy problems. This qualitative descriptive study involved two subjects taken from 42 pre-service mathematics teacher students. Each subject was identified based on their pattern in solving mathematical literacy problems correctly and inappropriately. Data were collected through tests of mathematical literacy problems and test-based interviews. The results showed that there were differences in the decision-making process done by the students with correct and incorrect problem solving, namely: (1) building ideas, having three vs. two solution ideas, formulating and employing correctly vs. formulating correctly and employing inappropriately; (2) clarifying ideas, giving reasons for each idea vs. having wrong reasons due to calculation errors, interpreting correctly vs. interpreting incorrectly; and (3) assessing the reasonableness of an idea, providing logical reasons with one choice vs. logical reasons with one choice but less sure. Based on the findings, it can be concluded that the creativity of prospective teacher students in building ideas is still low and reasoning in expressing and choosing ideas is still weak, causing immature decision making. The finding of this study provides suggestions for educators to provide structured assignments and for other researchers to find factors influencing pre-service teachers’ decision-making in mathematics problem-solving to improve pre-service teachers’ decision-making skills.
{"title":"Exploring the Decision-Making Process of Pre-Service Teachers in Solving Mathematics Literacy Problems","authors":"W. Murtafiah, M. Lukitasari, N. Lestari","doi":"10.22342/jpm.15.2.13908.145-160","DOIUrl":"https://doi.org/10.22342/jpm.15.2.13908.145-160","url":null,"abstract":"Students’ lack of mathematical literacy skills is also accompanied by the lack of mathematical literacy skills of most pre-service teachers. The purpose of this study is to investigate the decision-making process conducted by pre-service teachers in solving mathematical literacy problems. This qualitative descriptive study involved two subjects taken from 42 pre-service mathematics teacher students. Each subject was identified based on their pattern in solving mathematical literacy problems correctly and inappropriately. Data were collected through tests of mathematical literacy problems and test-based interviews. The results showed that there were differences in the decision-making process done by the students with correct and incorrect problem solving, namely: (1) building ideas, having three vs. two solution ideas, formulating and employing correctly vs. formulating correctly and employing inappropriately; (2) clarifying ideas, giving reasons for each idea vs. having wrong reasons due to calculation errors, interpreting correctly vs. interpreting incorrectly; and (3) assessing the reasonableness of an idea, providing logical reasons with one choice vs. logical reasons with one choice but less sure. Based on the findings, it can be concluded that the creativity of prospective teacher students in building ideas is still low and reasoning in expressing and choosing ideas is still weak, causing immature decision making. The finding of this study provides suggestions for educators to provide structured assignments and for other researchers to find factors influencing pre-service teachers’ decision-making in mathematics problem-solving to improve pre-service teachers’ decision-making skills.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87332182","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 : 2021-06-30DOI: 10.22342/jpm.15.2.13714.175-190
Miftah Sigit Rahmawati, R. Soekarta
This study aims at evaluating the application of social media-based e-learning and online assignments during Covid-19 pandemic based on: (1) the availability of facilities and infrastructure in implementing social media-based e-learning and online assignments during the Covid-19 pandemic, (2) comprehension and management of e-learning and online assignments by lecturers and students, (3) social media-based e-learning and online assignments. This study is a qualitative descriptive study using the CIPP evaluation by evaluating each component, including context, input, process and product/outcome. The sources of study data involved lecturers and students of Informatics Engineering at Muhammadiyah University Sorong in Matrix Algebra course. The instruments of primary data collection was online assignments and Google Form questionnaires, while secondary data was obtained through observation, literature study, documentation and interviews. The results show that students obtained an overall average score (mean) of 76.4 from the maximum score of 100, and a percentage of assignment collection of 65.78%. This results were categorized as adequate, in meaning it is rather effective for theory comprehension, and was categorized as moderate in terms of boosting students’ motivation in doing social media-based online assignments, depending on the type of assignment. This signifies that the evaluation of CIPP in social media-based e-learning and online assignments in algebra has positive outcome in terms of infrastructure, management, and use.
{"title":"Social Media-Based E-learning and Online Assignments on Algebraic Materials","authors":"Miftah Sigit Rahmawati, R. Soekarta","doi":"10.22342/jpm.15.2.13714.175-190","DOIUrl":"https://doi.org/10.22342/jpm.15.2.13714.175-190","url":null,"abstract":"This study aims at evaluating the application of social media-based e-learning and online assignments during Covid-19 pandemic based on: (1) the availability of facilities and infrastructure in implementing social media-based e-learning and online assignments during the Covid-19 pandemic, (2) comprehension and management of e-learning and online assignments by lecturers and students, (3) social media-based e-learning and online assignments. This study is a qualitative descriptive study using the CIPP evaluation by evaluating each component, including context, input, process and product/outcome. The sources of study data involved lecturers and students of Informatics Engineering at Muhammadiyah University Sorong in Matrix Algebra course. The instruments of primary data collection was online assignments and Google Form questionnaires, while secondary data was obtained through observation, literature study, documentation and interviews. The results show that students obtained an overall average score (mean) of 76.4 from the maximum score of 100, and a percentage of assignment collection of 65.78%. This results were categorized as adequate, in meaning it is rather effective for theory comprehension, and was categorized as moderate in terms of boosting students’ motivation in doing social media-based online assignments, depending on the type of assignment. This signifies that the evaluation of CIPP in social media-based e-learning and online assignments in algebra has positive outcome in terms of infrastructure, management, and use.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84799727","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 : 2021-04-30DOI: 10.33373/PYTHAGORAS.V10I1.2934
Ardy Irawan, M. R. R. Hakim
Media pembelajaran memiliki kontribusi dalam proses belajar mengajar, tidak saja membantu pengajar menyampaikan pelajaran tetapi juga memberikan nilai tambah dalam pembelajaran. Pembelajaran dengan menggunakan media dalam proses belajar mengajar memiliki dua peranan penting, yaitu: (1) media sebagai alat bantu mengajar atau disebut sebagai dependent media karena posisi di sini sebagai alat bantu (efektivitas), (2) media sebagai sumber belajar yang digunakan sendiri oleh para peserta secara mandiri atau disebut dengan independent media. Salah satu media yang dapat dijadikan solusi sebagai media pembelajaran yang menarik adalah komik matematika. Tujuan penelitian ini adalah untuk mendeskripsikan kepraktisan dari media yang dikembangkan yaitu komik matematika. Penelitian yang dilakukan merupakan penelitian pengembangan atau research and development (R&D). Model pengembangan yang digunakan adalah ADDIE yang diadaptasi dari Branch (2009) meliputi tahap analysis (analisis), design (perancangan), development (pengembangan), implementation (implementasi), evaluation (evaluasi). Teknik pengumpulan data kepraktisan dilakukan dengan menggunakan angket uji kepraktisan media pembelajaran oleh guru pada uji perorangan dan pengumpulan data kepraktisan oleh pada uji lapangan skala lecil dengan menggunakan angket persepsi siswa. Data pada instrumen angket uji kepraktisan yang telah diisi kemudian dianalisis secara kuantitatif dengan melakukan perhitungan skor total untuk seluruh indikator yang kemudian dianalisis dengan rumus untuk mengetahui nilai kepraktisannya. Berdasarkan hasil uji kepraktisan dapat diketahui bahwa media yang dikembangkan termasuk dalam kategori sangat praktis yaitu dengan persentase uji coba perorangan (guru) 91,4% dan uji kelompok kecil (siswa) 93,8%. Jika dilihat berdasarkan penilaian dari guru maupun siswa menunjukan bahwa ada pertimbangkan mengenai media pembelajaran sehingga memenuhi kriteria kepraktisan. Kata kunci: Media pembelajaran, Komik Matematika
{"title":"Kepraktisan Media Pembelajaran Komik Matematika pada Materi Himpunan Kelas VII SMP/MTs","authors":"Ardy Irawan, M. R. R. Hakim","doi":"10.33373/PYTHAGORAS.V10I1.2934","DOIUrl":"https://doi.org/10.33373/PYTHAGORAS.V10I1.2934","url":null,"abstract":"Media pembelajaran memiliki kontribusi dalam proses belajar mengajar, tidak saja membantu pengajar menyampaikan pelajaran tetapi juga memberikan nilai tambah dalam pembelajaran. Pembelajaran dengan menggunakan media dalam proses belajar mengajar memiliki dua peranan penting, yaitu: (1) media sebagai alat bantu mengajar atau disebut sebagai dependent media karena posisi di sini sebagai alat bantu (efektivitas), (2) media sebagai sumber belajar yang digunakan sendiri oleh para peserta secara mandiri atau disebut dengan independent media. Salah satu media yang dapat dijadikan solusi sebagai media pembelajaran yang menarik adalah komik matematika. Tujuan penelitian ini adalah untuk mendeskripsikan kepraktisan dari media yang dikembangkan yaitu komik matematika. Penelitian yang dilakukan merupakan penelitian pengembangan atau research and development (R&D). Model pengembangan yang digunakan adalah ADDIE yang diadaptasi dari Branch (2009) meliputi tahap analysis (analisis), design (perancangan), development (pengembangan), implementation (implementasi), evaluation (evaluasi). Teknik pengumpulan data kepraktisan dilakukan dengan menggunakan angket uji kepraktisan media pembelajaran oleh guru pada uji perorangan dan pengumpulan data kepraktisan oleh pada uji lapangan skala lecil dengan menggunakan angket persepsi siswa. Data pada instrumen angket uji kepraktisan yang telah diisi kemudian dianalisis secara kuantitatif dengan melakukan perhitungan skor total untuk seluruh indikator yang kemudian dianalisis dengan rumus untuk mengetahui nilai kepraktisannya. Berdasarkan hasil uji kepraktisan dapat diketahui bahwa media yang dikembangkan termasuk dalam kategori sangat praktis yaitu dengan persentase uji coba perorangan (guru) 91,4% dan uji kelompok kecil (siswa) 93,8%. Jika dilihat berdasarkan penilaian dari guru maupun siswa menunjukan bahwa ada pertimbangkan mengenai media pembelajaran sehingga memenuhi kriteria kepraktisan. \u0000 \u0000Kata kunci: Media pembelajaran, Komik Matematika","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72643392","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 : 2021-04-30DOI: 10.33373/pythagoras.v10i1.2946
Sri Rachmasari, Aripin Aripin, Sri Tirto Mada Wistama
Abstrak. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir reflektif siswa dalam memecahkan masalah matematis ditinjau dari kemandirian belajar dan tipe kepribadian (guardian) menurut Keirsey. Jenis penelitian ini adalah penelitian kualitatif dengan metode penelitian eksplorasi. Teknik pengumpulan data menggunakan metode think aloud. Subjek penelitian diambil dari siswa kelas X SMK Negeri Bantarkalong tahun ajaran 2020/2021. Teknik analisis data yang digunakan adalah reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Siswa dengan tipe kepribadian guardian, pada fase contemplating siswa tidak dapat memeriksa kembali, karena merasa sudah yakin bahwa jawaban yang diperoleh sudah tepat. Siswa dalam membahas sesuatu hal tentang realitas dan menulis secara faktual menggunakan kata-kata, menyukai pembahasan yang berkaitan sesuatu yang nyata memang ada di sekitar mereka. Selanjutnya, Siswa tipe kepribadian guardian, dengan tingkat kemandirian tinggi mampu melewati fase-fase proses berpikir reflektif matematis dengan sangat baik dan konsisten, siswa memiliki inisiatif dan motivasi tinggi, percaya diri dan rasa tanggung jawab tinggi, namun siswa tingkat kemandirian belajar sedang cukup mampu melewati fase-fase proses berpikir reflektif matematis, dibandingkan siswa tingkat kemandirian belajar rendah. Siswa tidak mampu mengerjakan soal yang diberikan sesuai dengan fase-fase proses berpikir reflektif matematisKata kunci: Berpikir reflektif, Pemecahan masalah, Kemandirian belajar, tipe kepribadian (guardian) Abstract. This study proposes to describe students' reflective thinking processes in solving mathematical problems in terms of learning independence and personality type (guardian) according to Keirsey. This research method is qualitative research with exploratory research methods—data collection techniques using the think-aloud method. The research subjects were taken from class X students of SMK Negeri Bantarkalong in the 2020/2021 academic year. The data analysis technique used was data reduction, data presentation and conclusion drawing. The results showed that students with the guardian personality type, in the contemplating phase, could not check again, because they felt sure that the answer they got was correct in discussing things about reality and writing factually using words, students like discussions that are related to something real that is around them. Furthermore, Guardian personality type students, with a high level of independence can pass through the phases of the mathematical reflective thinking process very well and consistently; students have high initiative and motivation, are confident and have a high sense of responsibility. However, students with a moderate level of learning independence can pass through phases of the mathematical reflective thinking process, compared to students with low learning independence levels. Students are not able to do the questions given according to
{"title":"Studi Berpikir Reflektif Siswa dalam Memecahkan Masalah Matematis Ditinjau dari Kemandirian Belajar dan Tipe Kepribadian (Guardian)","authors":"Sri Rachmasari, Aripin Aripin, Sri Tirto Mada Wistama","doi":"10.33373/pythagoras.v10i1.2946","DOIUrl":"https://doi.org/10.33373/pythagoras.v10i1.2946","url":null,"abstract":"Abstrak. Penelitian ini bertujuan untuk mendeskripsikan proses berpikir reflektif siswa dalam memecahkan masalah matematis ditinjau dari kemandirian belajar dan tipe kepribadian (guardian) menurut Keirsey. Jenis penelitian ini adalah penelitian kualitatif dengan metode penelitian eksplorasi. Teknik pengumpulan data menggunakan metode think aloud. Subjek penelitian diambil dari siswa kelas X SMK Negeri Bantarkalong tahun ajaran 2020/2021. Teknik analisis data yang digunakan adalah reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Siswa dengan tipe kepribadian guardian, pada fase contemplating siswa tidak dapat memeriksa kembali, karena merasa sudah yakin bahwa jawaban yang diperoleh sudah tepat. Siswa dalam membahas sesuatu hal tentang realitas dan menulis secara faktual menggunakan kata-kata, menyukai pembahasan yang berkaitan sesuatu yang nyata memang ada di sekitar mereka. Selanjutnya, Siswa tipe kepribadian guardian, dengan tingkat kemandirian tinggi mampu melewati fase-fase proses berpikir reflektif matematis dengan sangat baik dan konsisten, siswa memiliki inisiatif dan motivasi tinggi, percaya diri dan rasa tanggung jawab tinggi, namun siswa tingkat kemandirian belajar sedang cukup mampu melewati fase-fase proses berpikir reflektif matematis, dibandingkan siswa tingkat kemandirian belajar rendah. Siswa tidak mampu mengerjakan soal yang diberikan sesuai dengan fase-fase proses berpikir reflektif matematisKata kunci: Berpikir reflektif, Pemecahan masalah, Kemandirian belajar, tipe kepribadian (guardian) Abstract. This study proposes to describe students' reflective thinking processes in solving mathematical problems in terms of learning independence and personality type (guardian) according to Keirsey. This research method is qualitative research with exploratory research methods—data collection techniques using the think-aloud method. The research subjects were taken from class X students of SMK Negeri Bantarkalong in the 2020/2021 academic year. The data analysis technique used was data reduction, data presentation and conclusion drawing. The results showed that students with the guardian personality type, in the contemplating phase, could not check again, because they felt sure that the answer they got was correct in discussing things about reality and writing factually using words, students like discussions that are related to something real that is around them. Furthermore, Guardian personality type students, with a high level of independence can pass through the phases of the mathematical reflective thinking process very well and consistently; students have high initiative and motivation, are confident and have a high sense of responsibility. However, students with a moderate level of learning independence can pass through phases of the mathematical reflective thinking process, compared to students with low learning independence levels. Students are not able to do the questions given according to","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85129513","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 : 2021-04-30DOI: 10.33373/PYTHAGORAS.V10I1.3127
Kiki Ernada, Suryo Hartanto, Yesi Gusmania
Hasil belajar matematika yang rendah diindikasikan karena siswa kurang aktif dan pembelajaran yang hanya berpusat pada guru. Penelitian ini memiliki tujuan untuk mengetahui efektifitas model pembelajaran TGT menggunakan media ludo terhadap hasil belajar matematika siswa SMK Kolese Tiara Bangsa Batam dan untuk mengetahui perbedaan hasil belajar model pembelajaran TGT menggunakan media ludo dan konvensional. Jenis penelitian adalah Quasi Experimental Design. Populasi penelitian ini yaitu seluruh siswa kelas XI SMK Kolese Tiara Bangsa Batam tahun ajaran 2019/2020, dengan sampel penelitian menggunakan teknik Purposive Sampling dengan banyak sampel 52 orang. Data yang diambil didapat dari soal tes uraian sebanyak 10 soal. Tes yang sudah valid dan reliabel. Teknik analisa data untuk hipotesis 1 dan 2 menggunakan uji t satu pihak (one sample t-test). Sedangkan hipotesis 3 menggunakan T-test Independent. Hasil penelitian menunjukkan terdapat efektifitas model pembelajaran TGT dengan menggunakan media ludo karena ( thitung 4,101 > tabel 1,729) dan dengan terdapat perbedaan hasil belajar siswa antarasiswa kelas XI SMK Kolese Tiara Bangsa yang diberi perlakuan model pembelajaran TGT dengan media ludo dan model pembelajaran konvensional pada.( thitung 3,223 > ttabel 1,676). Kata Kunci: TGT, Media ludo, Hasil Belajar.
{"title":"Efektivitas Model Pembelajaran Teams Games Tournaments (TGT) dengan Media Ludo terhadap Hasil Belajar Matematika Siswa SMK Kolese Tiara Bangsa Batam","authors":"Kiki Ernada, Suryo Hartanto, Yesi Gusmania","doi":"10.33373/PYTHAGORAS.V10I1.3127","DOIUrl":"https://doi.org/10.33373/PYTHAGORAS.V10I1.3127","url":null,"abstract":"Hasil belajar matematika yang rendah diindikasikan karena siswa kurang aktif dan pembelajaran yang hanya berpusat pada guru. Penelitian ini memiliki tujuan untuk mengetahui efektifitas model pembelajaran TGT menggunakan media ludo terhadap hasil belajar matematika siswa SMK Kolese Tiara Bangsa Batam dan untuk mengetahui perbedaan hasil belajar model pembelajaran TGT menggunakan media ludo dan konvensional. Jenis penelitian adalah Quasi Experimental Design. Populasi penelitian ini yaitu seluruh siswa kelas XI SMK Kolese Tiara Bangsa Batam tahun ajaran 2019/2020, dengan sampel penelitian menggunakan teknik Purposive Sampling dengan banyak sampel 52 orang. Data yang diambil didapat dari soal tes uraian sebanyak 10 soal. Tes yang sudah valid dan reliabel. Teknik analisa data untuk hipotesis 1 dan 2 menggunakan uji t satu pihak (one sample t-test). Sedangkan hipotesis 3 menggunakan T-test Independent. Hasil penelitian menunjukkan terdapat efektifitas model pembelajaran TGT dengan menggunakan media ludo karena ( thitung 4,101 > tabel 1,729) dan dengan terdapat perbedaan hasil belajar siswa antarasiswa kelas XI SMK Kolese Tiara Bangsa yang diberi perlakuan model pembelajaran TGT dengan media ludo dan model pembelajaran konvensional pada.( thitung 3,223 > ttabel 1,676). \u0000Kata Kunci: TGT, Media ludo, Hasil Belajar.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85849838","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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