Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan yang dilakukan siswa saat menyelesaikan soal operasi bentuk akar. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subyek penelitian ini adalah lima siswa kelas X SMK Al-Amin Gresik. Kesimpulan yang diperoleh berdasarkan analisis data yang dilakukan adalah: 1) terjadi kesalahan mis-analogical construction sebanyak 42% karena karena siswa menganalogikan operasi bentuk akar dengan operasi bilangan rasional; (2) terjadi kesalahan pseudo construction sebanyak 36% ketika siswa seolah-olah tahu hasil operasi, namun setelah ditelusuri ternyata tidak sesuai dengan konsep; (3) terjadi kesalahan mis-logical construction sebanyak 16% saat siswa menganggap bahwa pembuktian suatu kebenaran bisa dilakukan dari konklusi ke hipotesa; dan (4) terjadi kesalahan lubang konstruksi sebanyak 6% saat siswa membangun konsep penjumlahan akar sebagai suatu penjumlahan benda konkret.
{"title":"Analisis Kesalahan Konstruksi Konsep Siswa Kelas X pada Materi Operasi Bentuk Akar","authors":"Moh. Rikza Muqtada, Dita Aldila Krisma, Paskalia Pradanti","doi":"10.33373/pythagoras.v11i2.4470","DOIUrl":"https://doi.org/10.33373/pythagoras.v11i2.4470","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan jenis kesalahan yang dilakukan siswa saat menyelesaikan soal operasi bentuk akar. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Subyek penelitian ini adalah lima siswa kelas X SMK Al-Amin Gresik. Kesimpulan yang diperoleh berdasarkan analisis data yang dilakukan adalah: 1) terjadi kesalahan mis-analogical construction sebanyak 42% karena karena siswa menganalogikan operasi bentuk akar dengan operasi bilangan rasional; (2) terjadi kesalahan pseudo construction sebanyak 36% ketika siswa seolah-olah tahu hasil operasi, namun setelah ditelusuri ternyata tidak sesuai dengan konsep; (3) terjadi kesalahan mis-logical construction sebanyak 16% saat siswa menganggap bahwa pembuktian suatu kebenaran bisa dilakukan dari konklusi ke hipotesa; dan (4) terjadi kesalahan lubang konstruksi sebanyak 6% saat siswa membangun konsep penjumlahan akar sebagai suatu penjumlahan benda konkret.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72555410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-15DOI: 10.22342/jpm.16.3.18291.351-372
Niguse Arefaine, Kassa Michael, S. Assefa
This study investigated the effect of the multiple representations approaches on students’ representation interpretation in learning calculus. Pretest and posttest quasi-experimental design of non-equivalent groups was used. Three intact groups of size 53, 57, and 54 students from Jigjiga and Kebri-Dehar Universities in Ethiopia participated in this study. The groups included a GeoGebra-supported multiple representations approach (MRT) from Jigjiga University, a multiple representation approach (MR), and a conventional approach (CG), both from Kebri Dehar University. Representation interpretation problem pretest and posttest were administered compiled from pre and calculus contents, respectively. Students’ performance on representation interpretation problems was assessed using rubric scores, and their interpretation techniques were labeled as local versus global and syntactic versus semantic. Results revealed no statistically significant mean difference among the three groups on representation interpretation from the posttest that was determined by one-way ANOVA ((F(2.161) = 2.232, P = .111 , Partial eta = .03). More students in each group demonstrated local and semantic interpretation than global and syntactic interpretation. After the treatment, many students from each group shifted towards the local and semantic interpretation. It is recommended that the study need to replicate other calculus contents with different participants to generalize the results of the study.
本研究探讨多元表征方法对学生微积分学习中表征解释的影响。非等效组采用前测和后测准实验设计。来自埃塞俄比亚吉吉加大学和凯布里-德哈大学的三组学生分别为53,57和54人，参加了这项研究。这些小组包括来自Jigjiga大学的geogebra支持的多重表示方法(MRT)、来自Kebri Dehar大学的多重表示方法(MR)和传统方法(CG)。表征解释问题的前测和后测分别根据前测和微积分内容进行。学生在表征解释问题上的表现采用标题分数进行评估，他们的解释技术被标记为局部与全局、句法与语义。经单因素方差分析(单因素方差分析，F(2.161) = 2.232, P = 0.111，偏eta = 0.03)，三组间后验表征解释均数差异无统计学意义。每个组中更多的学生表现出局部和语义解释，而不是整体和句法解释。治疗后，各组中有许多学生转向局部和语义解释。建议本研究需要与不同的参与者重复其他微积分内容，以推广研究结果。
{"title":"Effect of Multiple Representations on Students’ Performance on Interpretations and Techniques of Representation in Calculus","authors":"Niguse Arefaine, Kassa Michael, S. Assefa","doi":"10.22342/jpm.16.3.18291.351-372","DOIUrl":"https://doi.org/10.22342/jpm.16.3.18291.351-372","url":null,"abstract":"This study investigated the effect of the multiple representations approaches on students’ representation interpretation in learning calculus. Pretest and posttest quasi-experimental design of non-equivalent groups was used. Three intact groups of size 53, 57, and 54 students from Jigjiga and Kebri-Dehar Universities in Ethiopia participated in this study. The groups included a GeoGebra-supported multiple representations approach (MRT) from Jigjiga University, a multiple representation approach (MR), and a conventional approach (CG), both from Kebri Dehar University. Representation interpretation problem pretest and posttest were administered compiled from pre and calculus contents, respectively. Students’ performance on representation interpretation problems was assessed using rubric scores, and their interpretation techniques were labeled as local versus global and syntactic versus semantic. Results revealed no statistically significant mean difference among the three groups on representation interpretation from the posttest that was determined by one-way ANOVA ((F(2.161) = 2.232, P = .111 , Partial eta = .03). More students in each group demonstrated local and semantic interpretation than global and syntactic interpretation. After the treatment, many students from each group shifted towards the local and semantic interpretation. It is recommended that the study need to replicate other calculus contents with different participants to generalize the results of the study.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82942697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-10DOI: 10.22342/jpm.16.3.15930.325-338
Farida Tuahuns, Fitri Savitri, Alifa Sabrina
The implementation of online learning due to the COVID-19 pandemic by the Indonesian government through the Ministry of Education has led to changes in the condition of the lecture system in public and private universities. This study aimed to determine the effectiveness of online learning in the mathematics course at STIKes IKIFA in the Pharmacy Study Program during the 2020/2021 academic year using a quantitative descriptive method. Student learning outcomes from pretest and posttest were compared to find the differences before and after treatment during online learning. A total of 95 students were recruited as sample through total sampling. The measurement of the effectiveness of online learning based on students’ outcomes showed that 92.7% of students scored higher than 70 for posttest. The online learning would be considered effective if the students’ learning outcomes exceeded 80%. The effectiveness could also be seen in the increases in learning outcomes recorded by 85.26% of the students. It can be concluded that the online learning implemented in STIKes IKIFA was in the effective category. This result was made possible by a sound collaboration between the university and the lecturer as facilitator in creating an environment for online learning during the COVID-19 pandemic.
{"title":"The Effectiveness of Online Learning Based on Learning Outcomes in the Mathematics Course during the Covid-19 Pandemic Period","authors":"Farida Tuahuns, Fitri Savitri, Alifa Sabrina","doi":"10.22342/jpm.16.3.15930.325-338","DOIUrl":"https://doi.org/10.22342/jpm.16.3.15930.325-338","url":null,"abstract":"The implementation of online learning due to the COVID-19 pandemic by the Indonesian government through the Ministry of Education has led to changes in the condition of the lecture system in public and private universities. This study aimed to determine the effectiveness of online learning in the mathematics course at STIKes IKIFA in the Pharmacy Study Program during the 2020/2021 academic year using a quantitative descriptive method. Student learning outcomes from pretest and posttest were compared to find the differences before and after treatment during online learning. A total of 95 students were recruited as sample through total sampling. The measurement of the effectiveness of online learning based on students’ outcomes showed that 92.7% of students scored higher than 70 for posttest. The online learning would be considered effective if the students’ learning outcomes exceeded 80%. The effectiveness could also be seen in the increases in learning outcomes recorded by 85.26% of the students. It can be concluded that the online learning implemented in STIKes IKIFA was in the effective category. This result was made possible by a sound collaboration between the university and the lecturer as facilitator in creating an environment for online learning during the COVID-19 pandemic.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85828871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.22342/jpm.16.3.15249.339-350
Diki Hasrul Wathani, R. Irawati, P. D. Iswara
Low mathematical literacy is one of the causes of the lack of interest and motivation in learners. Mathematical literacy and realistic mathematical approaches have relevant characteristics. This research aims to develop memes as learning media with a realistic mathematical approach to develop mathematical literacy in elementary school students. The research consists of several steps, which are: analysis, design, development, implementation, and evaluation. The methods used are descriptive, evaluative, and experimental with a pre-experimental design. The instruments used were expert validation questionnaires, student response questionnaires, teacher observation sheets, and evaluation assessments. The results obtained from material experts were 79% and 78% from media expert, both in the appropriate category. Assessments of mathematical content obtained the validation results from the material experts and media experts with scores of 79% and 78%; both belong to the decent category. In large-scale trials, the results of the student response questionnaire after learning obtained a score of 73% while the evaluation results obtained a score of 60%. The students' evaluation scores are evenly distributed from the lower limit of 25 to the upper limit of 95. Based on the results, it can be concluded that meme teaching media with a realistic mathematical approach develop students’ mathematical literacy even though it is not a high level.
{"title":"Development of Meme Learning Media with PMRI to Implement Mathematics Literacy in Students Elementary School","authors":"Diki Hasrul Wathani, R. Irawati, P. D. Iswara","doi":"10.22342/jpm.16.3.15249.339-350","DOIUrl":"https://doi.org/10.22342/jpm.16.3.15249.339-350","url":null,"abstract":"Low mathematical literacy is one of the causes of the lack of interest and motivation in learners. Mathematical literacy and realistic mathematical approaches have relevant characteristics. This research aims to develop memes as learning media with a realistic mathematical approach to develop mathematical literacy in elementary school students. The research consists of several steps, which are: analysis, design, development, implementation, and evaluation. The methods used are descriptive, evaluative, and experimental with a pre-experimental design. The instruments used were expert validation questionnaires, student response questionnaires, teacher observation sheets, and evaluation assessments. The results obtained from material experts were 79% and 78% from media expert, both in the appropriate category. Assessments of mathematical content obtained the validation results from the material experts and media experts with scores of 79% and 78%; both belong to the decent category. In large-scale trials, the results of the student response questionnaire after learning obtained a score of 73% while the evaluation results obtained a score of 60%. The students' evaluation scores are evenly distributed from the lower limit of 25 to the upper limit of 95. Based on the results, it can be concluded that meme teaching media with a realistic mathematical approach develop students’ mathematical literacy even though it is not a high level.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75809629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.22342/jpm.16.3.17820.257-268
A. Jupri, Asep Syarif Hidayat
This study aims to investigate the implementation of a problem-solving approach and its corresponding impact on the creative thinking ability of prospective mathematics teachers. A qualitative case study approach was used in this study in the form of observations of learning and teaching processes for geometry topics through the use of a problem-solving approach and of a written test involving 20 prospective mathematics teachers, in one of the state universities in Bandung, Indonesia. The results showed that the implemented problem-solving approach influenced prospective mathematics teachers’ creative thinking in solving problems. The use of different strategies showed prospective teachers’ creative thinking ability in problem-solving processes. The effect of the problem-solving approach on prospective mathematics teachers can be investigated further to obtain a more comprehensive understanding of creative thinking ability.
{"title":"Problem-solving Approach and Its Impact on Creative Thinking Ability of Prospective Mathematics Teachers","authors":"A. Jupri, Asep Syarif Hidayat","doi":"10.22342/jpm.16.3.17820.257-268","DOIUrl":"https://doi.org/10.22342/jpm.16.3.17820.257-268","url":null,"abstract":"This study aims to investigate the implementation of a problem-solving approach and its corresponding impact on the creative thinking ability of prospective mathematics teachers. A qualitative case study approach was used in this study in the form of observations of learning and teaching processes for geometry topics through the use of a problem-solving approach and of a written test involving 20 prospective mathematics teachers, in one of the state universities in Bandung, Indonesia. The results showed that the implemented problem-solving approach influenced prospective mathematics teachers’ creative thinking in solving problems. The use of different strategies showed prospective teachers’ creative thinking ability in problem-solving processes. The effect of the problem-solving approach on prospective mathematics teachers can be investigated further to obtain a more comprehensive understanding of creative thinking ability.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73271394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-30DOI: 10.22342/jpm.16.3.17883.303-324
D. S. Pambudi, S. Sunardi, T. Sugiarti
Teaching approach applied by mathematics teacher can affect students' mathematical connection ability (MCA). The fact shows that there are still many teachers using conventional learning, causing passive students and low MCA among students. The purpose of this study was to describe the effectiveness of applying a collaborative realistic mathematics education (RME) approach using the classroom and the outdoor environment to improve students' MCA on the topic of similar triangles. This quasi-experimental research with a qualitative descriptive approach took the subject of ninth-grade students at a public junior high school in Jember, Indonesia. Data were collected using observation sheets, questionnaires, tests, and interviews. The data were analyzed using the effectiveness test (N-gain score). The results showed that the application of collaborative RME using the indoor and outdoor classrooms made students more active in physical, social, and mental activities. This learning is effective in improving students' MCA. The average score of 57.47 in the pre-test increased to 93.88 in the post-test, and the N-gain score was 0.86. Mathematics teachers are advised to apply this learning approach, not only on the topic of similarity triangles, but also on other suitable topics.
{"title":"Learning Mathematics Using a Collaborative RME Approach in the Indoor and Outdoor Classrooms to Improve Students' Mathematical Connection Ability","authors":"D. S. Pambudi, S. Sunardi, T. Sugiarti","doi":"10.22342/jpm.16.3.17883.303-324","DOIUrl":"https://doi.org/10.22342/jpm.16.3.17883.303-324","url":null,"abstract":"Teaching approach applied by mathematics teacher can affect students' mathematical connection ability (MCA). The fact shows that there are still many teachers using conventional learning, causing passive students and low MCA among students. The purpose of this study was to describe the effectiveness of applying a collaborative realistic mathematics education (RME) approach using the classroom and the outdoor environment to improve students' MCA on the topic of similar triangles. This quasi-experimental research with a qualitative descriptive approach took the subject of ninth-grade students at a public junior high school in Jember, Indonesia. Data were collected using observation sheets, questionnaires, tests, and interviews. The data were analyzed using the effectiveness test (N-gain score). The results showed that the application of collaborative RME using the indoor and outdoor classrooms made students more active in physical, social, and mental activities. This learning is effective in improving students' MCA. The average score of 57.47 in the pre-test increased to 93.88 in the post-test, and the N-gain score was 0.86. Mathematics teachers are advised to apply this learning approach, not only on the topic of similarity triangles, but also on other suitable topics.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80606950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.22342/jpm.16.3.17086.269-288
K. A. Islamirta, R. Putri, H. Hapizah, Isri Mawarni
This study aims to produce valid and practical questions and discover the potential effect of PISA-Like Math Tasks on uncertainty and data content using the COVID-19 context on mathematical literacy skills. The subjects of this study were students in Grade 9 of Junior High School number 19 Palembang. The research was conducted using the research design of developmental research. The stages in question development research are the preliminary and formative evaluation stages. The preliminary stage includes analysis of student needs, curriculum analysis, and analysis of PISA evaluation instruments. The formative evaluation stage includes self-evaluation, expert reviews, and one-to-one, small group, and field tests. This study resulted in a set of PISA-Like Math Tasks on uncertainty and data content using the COVID-19 context which consisted of 7 units with 12 valid and practical questions and potential effects on mathematical literacy skills, which included communication skills, reasoning skills, mathematical abilities, representation ability, and strategy selection ability. The resulting PISA-Like Math Tasks can help students think mathematically by using ideas from different subjects to solve a given problem.
{"title":"Development of PISA-Like Math Tasks for Uncertainty and Data Using the Context of COVID-19","authors":"K. A. Islamirta, R. Putri, H. Hapizah, Isri Mawarni","doi":"10.22342/jpm.16.3.17086.269-288","DOIUrl":"https://doi.org/10.22342/jpm.16.3.17086.269-288","url":null,"abstract":"This study aims to produce valid and practical questions and discover the potential effect of PISA-Like Math Tasks on uncertainty and data content using the COVID-19 context on mathematical literacy skills. The subjects of this study were students in Grade 9 of Junior High School number 19 Palembang. The research was conducted using the research design of developmental research. The stages in question development research are the preliminary and formative evaluation stages. The preliminary stage includes analysis of student needs, curriculum analysis, and analysis of PISA evaluation instruments. The formative evaluation stage includes self-evaluation, expert reviews, and one-to-one, small group, and field tests. This study resulted in a set of PISA-Like Math Tasks on uncertainty and data content using the COVID-19 context which consisted of 7 units with 12 valid and practical questions and potential effects on mathematical literacy skills, which included communication skills, reasoning skills, mathematical abilities, representation ability, and strategy selection ability. The resulting PISA-Like Math Tasks can help students think mathematically by using ideas from different subjects to solve a given problem.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81836206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.22342/jpm.16.3.17358.239-256
Risda Intan Sistyawati, Z. Zulkardi, H. Hapizah
The emergence of this research is caused by the low mathematical literacy of students in Indonesia. This study aims to obtain valid, practical, and have potential effects of PISA type questions and activities using social distancing context during pandemic. This study is design research with the type of development studies which consist of two main stages, including preliminary design and formative evaluation. This study took a special research subject for grade IX junior high school students aged 14-16 years in the city of Palembang. Analysis of the results of this study was carried out qualitatively based on data in the field obtained in the form of interviews, photos and videos to see student activities in working on questions and activities. From this study, the results obtained include one type of activity and one evaluation question of the results of developing PISA type questions and activities with the context of social distancing during a pandemic that grade IX students can use to develop their mathematics literacy skills. In conclusion, PISA type questions and activities with the context of social distancing during the pandemic can be used for the learning process in the classroom to improve students' mathematical literacy.
{"title":"The Development of PISA Questions and Activities Using Social Distancing Context During Pandemic","authors":"Risda Intan Sistyawati, Z. Zulkardi, H. Hapizah","doi":"10.22342/jpm.16.3.17358.239-256","DOIUrl":"https://doi.org/10.22342/jpm.16.3.17358.239-256","url":null,"abstract":"The emergence of this research is caused by the low mathematical literacy of students in Indonesia. This study aims to obtain valid, practical, and have potential effects of PISA type questions and activities using social distancing context during pandemic. This study is design research with the type of development studies which consist of two main stages, including preliminary design and formative evaluation. This study took a special research subject for grade IX junior high school students aged 14-16 years in the city of Palembang. Analysis of the results of this study was carried out qualitatively based on data in the field obtained in the form of interviews, photos and videos to see student activities in working on questions and activities. From this study, the results obtained include one type of activity and one evaluation question of the results of developing PISA type questions and activities with the context of social distancing during a pandemic that grade IX students can use to develop their mathematics literacy skills. In conclusion, PISA type questions and activities with the context of social distancing during the pandemic can be used for the learning process in the classroom to improve students' mathematical literacy.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"133 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86203696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-22DOI: 10.22342/jpm.16.3.17228.289-302
N. Saputri, Z. Zulkardi, Darmawijoyo Darmawijoyo
Mathematical Modeling is the cornerstone and central aspect of the PISA framework. However, students still encounter difficulties in dealing with problems related to mathematical modeling. This study aims to produce a learning trajectory of mathematical modeling on functions material using the context of an online taxibike. Mathematical modeling activities on functions material are designed using the mathematical modeling cycle in the PISA framework. The subjects in this study were students of class X Bina Ilmi IT Senior High School Palembang. The research method used is validation studies. The research consisted of three stages, namely the preparation stage, the experimental design stage consisting of two cycles (cycle I: pilot experiment and cycle II: teaching experiment) and the retrospective analysis stage. Data was collected through observation, interviews and written test (students' work on the activity sheet and the results of pre-test and post-test). The results showed that learning activities that have been designed can assist students in solving mathematical modeling problems on functions. It begins with the formulate, employed, interprete/evaluate process. Through these mathematical modeling processes, students have a better understanding of functions and become accustomed to using mathematical modeling processes in solving contextual problems related to function material.
{"title":"Mathematical Modeling Learning Design with PISA Framework on Grade X Function","authors":"N. Saputri, Z. Zulkardi, Darmawijoyo Darmawijoyo","doi":"10.22342/jpm.16.3.17228.289-302","DOIUrl":"https://doi.org/10.22342/jpm.16.3.17228.289-302","url":null,"abstract":"Mathematical Modeling is the cornerstone and central aspect of the PISA framework. However, students still encounter difficulties in dealing with problems related to mathematical modeling. This study aims to produce a learning trajectory of mathematical modeling on functions material using the context of an online taxibike. Mathematical modeling activities on functions material are designed using the mathematical modeling cycle in the PISA framework. The subjects in this study were students of class X Bina Ilmi IT Senior High School Palembang. The research method used is validation studies. The research consisted of three stages, namely the preparation stage, the experimental design stage consisting of two cycles (cycle I: pilot experiment and cycle II: teaching experiment) and the retrospective analysis stage. Data was collected through observation, interviews and written test (students' work on the activity sheet and the results of pre-test and post-test). The results showed that learning activities that have been designed can assist students in solving mathematical modeling problems on functions. It begins with the formulate, employed, interprete/evaluate process. Through these mathematical modeling processes, students have a better understanding of functions and become accustomed to using mathematical modeling processes in solving contextual problems related to function material.","PeriodicalId":31653,"journal":{"name":"Pythagoras Jurnal pendidikan Matematika","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86924657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-30DOI: 10.21831/pythagoras.v17i1.49372
Fitriana Yuli Saptaningtyas, Ahmadi Ahmadi
Artikel ini membahas pemodelan matematika penyebaran Covid-19 dengan vaksinasi yang melibatkan waktu tundaan. Waktu tundaan merepresentasikan waktu individu mengalami penurunan kekebalan tubuh sehingga kembali rentan terhadap Covid-19 setelah sembuh. Kita tahu bahwa individu yang dinyatakan sembuh dari Covid-19 dapat terinfeksi kembali. Penelitian ini menganalisa titik ekuilibirum beserta kestabilannya, menentukan bilangan reproduksi dasar untuk melihat penyebaran penyakit, menentukan jenis bifurkasi yang muncul yang diakibatkan oleh waktu tundaan, dan melakukan simulasi numerik untuk melihat perilaku penyebaran penyakit. Di samping itu juga dilakukan kajian analitik untuk menentukan bilangan reproduksi dasar dan analisa perbandingan kestabilan lokal untuk model tanpa waktu tundaan dan dengan waktu tundaan. Hasil dari analisis terhadap model didapat dua titik ekuilibrium, yakni satu bebas penyakit dan satu endemik. Pada model dengan waktu tundaan diperoleh bahwa waktu tundaan tertentu dapat menyebabkan munculnya solusi periodik artinya akan terjadi fluktuasi banyaknya individu yang terinveksi pada periode waktu tertentu. Simulasi numerik dengan mengubah ubah parameter waktu tundaan dan tingkat vaksinasi menunjukkan pada kondisi endemik model dengan waktu tundaan akan menyebabkan lebih banyak individu yang terinveksi dari pada model tanpa waktu tundaan. Mathematical Overview of Time Delay on Covid 19 Models with VaccinationAbstractThis article discusses the mathematical modeling of the spread of Covid-19 with vaccination which involves a time delay. The time delay is represented when an individual experiences a decreased immune system so that he is declared susceptible to Covid-19 after recovering. Because we know that individuals who are declared cured of Covid-19 can be reinfected, this study analyzes the equilibrium point of the model and its stability, determines the primary reproduction number to see the spread of the disease, determines the type of bifurcation that appears due to the time delay, and performs numerical simulations. To see the behavior of the spread of the disease. In addition, analytical studies were carried out to determine the primary reproduction number and local stability comparison analysis for models without time delay and with time delay. The model analysis results obtained two equilibrium points, one free of disease and one endemic. In the time-delayed model, the value of the time-delay parameter is obtained, which causes the emergence of a periodic solution, meaning that there will be fluctuations in the number of individuals infected in a certain period. Numerical simulations by changing the time delay parameters and vaccination rates show that in endemic conditions, models with time delays will cause more individuals to be infected than models that do not use time delays.
这篇文章讨论了Covid-19传播的数学建模，其中包括接种疫苗的时间限制。时间延迟表示个体的免疫系统减弱，恢复后很容易再次受到Covid-19的影响。我们知道任何被治愈的人都可能再次感染Covid-19。这项研究分析了均衡点及其稳定性，确定了观察疾病传播的基本生殖数，确定了随时间变化而来的双化类型，并进行数字模拟来观察疾病传播的行为。除此之外，还进行了分析分析，以确定基本的生殖数，并对未增时间和未增时间模型的局部稳定性比较。对模型的分析得出了两个平衡点，一个没有疾病，一个地方病。在增长率模型中，确定的增长率可能导致周期性解决方案的出现，这意味着在特定时期内增加的个体数量的波动。通过改变增加时间参数和疫苗接种速度，表明模型的当地环境与增长率，将导致更多的个人被感染，而不是没有增长率的模型。这篇文章描述了这篇文章的数学模型，它描绘了这篇文章的数学模型，展示了这篇文章的传播当一种个人体验脱机免疫系统时，时间延迟是代表的，所以在恢复后，他暂停了对Covid-19的验证。因为我们知道individuals who are declared cured Covid-19可以成为reinfected,这个研究的analyzes模型和它的稳定平衡角》,小学determines the reproduction想看到疾病传播》当家,determines bifurcation之型,以至于出现到期时间延迟,》和performs numerical simulations。看看疾病蔓延的行为。此外，分析研究还致力于确定我的原始再生产数字和当地稳定分析的模型没有时间延迟和时间延迟。模型结果分析分析有两个equilium点，一个是免费的疾病和一个地方病。在时间延迟模型中，延迟参数的价值是确定的，这导致了特定解决方案的脆弱，这意味着在某些特定领域会出现波动。由时间延迟和磨损的拟像改变了时间延迟和vaccintes的显示，由时间延迟的模型将导致更多的个人影响，而不是使用时间延迟的模型。
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