Blended learning is a combination of synchronous and asynchronous learning. Implementing blended learning in mathematics learning has some problems, one of which is proving mathematics. This study aims to describe the obstacles to implementing blended learning in universities. The research was carried out at two universities in Indonesia located on the islands of Sumatra and Java. The subject of this research is the lecturer of the Mathematics Education Study Program at the two universities. The data collection technique used is an open questionnaire. The data were analyzed qualitatively and descriptively quantitatively. The study's results stated that lecturers faced many obstacles in implementing blended learning, mainly Internet, Time, Competence, and Student Personality.
{"title":"Constraints of Blended Learning Implementation in Higher Education","authors":"H. Hapizah, B. Mulyono, Ely Susanti, C. Anwar","doi":"10.31629/jg.v7i2.4660","DOIUrl":"https://doi.org/10.31629/jg.v7i2.4660","url":null,"abstract":"Blended learning is a combination of synchronous and asynchronous learning. Implementing blended learning in mathematics learning has some problems, one of which is proving mathematics. This study aims to describe the obstacles to implementing blended learning in universities. The research was carried out at two universities in Indonesia located on the islands of Sumatra and Java. The subject of this research is the lecturer of the Mathematics Education Study Program at the two universities. The data collection technique used is an open questionnaire. The data were analyzed qualitatively and descriptively quantitatively. The study's results stated that lecturers faced many obstacles in implementing blended learning, mainly Internet, Time, Competence, and Student Personality.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43104266","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}
Emmanuel Acquandoh, Zakari Zunurain, Dennis Offei Kwakye, Samuel Redeemer Adornyo
The study aimed to determine how teaching students problem-solving techniques affected their academic problem-solving performance. A quasi-experimental research design was used for this study. The BIA Lamplighter College of Education's level 400 students make up the population for the 2022–2023 academic year. However, all upper primary students were chosen for the study because Problem-solving was a subject taught in that grade. There were three groups of 126 upper primary students in total. Intact groups were used in the study. The problem-solving technique was used in conjunction with the whole class, cooperative, and think-pair-share teaching methods while teaching Groups 1, 2, and 3 (G1, G2, and G3). Scores from the pre-and post-tests were used to gather information. The data were analyzed using ANOVA, Wilcoxon Signed Ranks, Kruskal-Wallis Test, both Wilcoxon W and Mann-Whitney U. The study's conclusions suggest that teaching through Problem-solving may enhance students' problem-solving abilities. The study also discovered that both students taught using whole-class teaching strategies and students led using cooperative learning and think pair teaching strategies benefit from the techniques. After using the "teaching through" problem-solving approach, there was no discernible difference in performance between male and female students.
{"title":"Effects of Teaching Students through Problem-Solving on Students’ Academic Performance in Problem-Solving","authors":"Emmanuel Acquandoh, Zakari Zunurain, Dennis Offei Kwakye, Samuel Redeemer Adornyo","doi":"10.31629/jg.v7i2.5314","DOIUrl":"https://doi.org/10.31629/jg.v7i2.5314","url":null,"abstract":"The study aimed to determine how teaching students problem-solving techniques affected their academic problem-solving performance. A quasi-experimental research design was used for this study. The BIA Lamplighter College of Education's level 400 students make up the population for the 2022–2023 academic year. However, all upper primary students were chosen for the study because Problem-solving was a subject taught in that grade. There were three groups of 126 upper primary students in total. Intact groups were used in the study. The problem-solving technique was used in conjunction with the whole class, cooperative, and think-pair-share teaching methods while teaching Groups 1, 2, and 3 (G1, G2, and G3). Scores from the pre-and post-tests were used to gather information. The data were analyzed using ANOVA, Wilcoxon Signed Ranks, Kruskal-Wallis Test, both Wilcoxon W and Mann-Whitney U. The study's conclusions suggest that teaching through Problem-solving may enhance students' problem-solving abilities. The study also discovered that both students taught using whole-class teaching strategies and students led using cooperative learning and think pair teaching strategies benefit from the techniques. After using the \"teaching through\" problem-solving approach, there was no discernible difference in performance between male and female students.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44785795","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}
One of the methods that can be used to find solutions to linear programming models is the Graphical Method. Graphical methods are divided into the isoline method and the extreme point method. Based on initial observations and interviews, it was found that around 54% of students still needed help understanding the isoline method material in solving linear programs, especially when given real problems related to everyday life. In addition, students' learning interest in linear programming courses also varies. So the purpose of research in this article is to describe the level of understanding of students who have high, medium, and low learning interest in linear programming material, precisely the isoline method material, in determining the optimum solution. The method in this study is a qualitative method with a sampling technique using purposive sampling. Data collection was carried out using a questionnaire method for data on student learning interests and semi-structured test and interview methods to describe the level of student understanding based on APOS theory. The instruments in this study were questionnaires, written tests, and interview guidelines. Checking the validity of the data in this study used time triangulation. The collected data was analyzed using descriptive qualitative analysis. The results of the research show that: (1) subjects with high learning interest are at the level of schematic understanding; (2) subjects with interest in learning are at the level of understanding objects; and (3) subjects with low interest in learning are at the level of understanding of Action.
{"title":"Analysis of the Level of Understanding of the Concept of the Isoline Method of Linear Program Material Based on APOS Theory in terms of Learning Interest","authors":"Iesyah Rodliyah, D. Juniati, S. Khabibah","doi":"10.31629/jg.v7i2.5250","DOIUrl":"https://doi.org/10.31629/jg.v7i2.5250","url":null,"abstract":"One of the methods that can be used to find solutions to linear programming models is the Graphical Method. Graphical methods are divided into the isoline method and the extreme point method. Based on initial observations and interviews, it was found that around 54% of students still needed help understanding the isoline method material in solving linear programs, especially when given real problems related to everyday life. In addition, students' learning interest in linear programming courses also varies. So the purpose of research in this article is to describe the level of understanding of students who have high, medium, and low learning interest in linear programming material, precisely the isoline method material, in determining the optimum solution. The method in this study is a qualitative method with a sampling technique using purposive sampling. Data collection was carried out using a questionnaire method for data on student learning interests and semi-structured test and interview methods to describe the level of student understanding based on APOS theory. The instruments in this study were questionnaires, written tests, and interview guidelines. Checking the validity of the data in this study used time triangulation. The collected data was analyzed using descriptive qualitative analysis. The results of the research show that: (1) subjects with high learning interest are at the level of schematic understanding; (2) subjects with interest in learning are at the level of understanding objects; and (3) subjects with low interest in learning are at the level of understanding of Action.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49375869","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}
This research aims to describe the types of student errors in solving logarithmic problems. The subjects in this study were class X students of SMAN 15 Pekanbaru City, Riau Province. The research method uses a qualitative descriptive approach. Data collection techniques using written tests and documentation. Data analysis used descriptive qualitative analysis by compiling various kinds of student error data as material for research. In this analysis, the types of student errors are categorized based on Kastolan stages. Based on the results of the study, there are still many students who need help solving logarithmic problems. The most errors were conceptual errors at 74.14%, followed by procedural errors at 15.52%, and types of errors with the least technical errors at 10.34%. Conceptual errors indicate a weak understanding of the properties of logarithms, so they cannot apply them. The second type of procedural error occurs due to unsystematic settlement and exit from a predetermined procedure. The kind of error with the lowest percentage is a technique that shows the accuracy of students' calculations in solving problems. This happens because of a need for more thoroughness with the signs that must be used.
{"title":"Analysis of Student Errors in Solving Basic Logarithmic Problems Using Kastolan Error Analysis","authors":"Yodiatmana Yodiatmana, K. Kartini","doi":"10.31629/jg.v7i2.4689","DOIUrl":"https://doi.org/10.31629/jg.v7i2.4689","url":null,"abstract":"This research aims to describe the types of student errors in solving logarithmic problems. The subjects in this study were class X students of SMAN 15 Pekanbaru City, Riau Province. The research method uses a qualitative descriptive approach. Data collection techniques using written tests and documentation. Data analysis used descriptive qualitative analysis by compiling various kinds of student error data as material for research. In this analysis, the types of student errors are categorized based on Kastolan stages. Based on the results of the study, there are still many students who need help solving logarithmic problems. The most errors were conceptual errors at 74.14%, followed by procedural errors at 15.52%, and types of errors with the least technical errors at 10.34%. Conceptual errors indicate a weak understanding of the properties of logarithms, so they cannot apply them. The second type of procedural error occurs due to unsystematic settlement and exit from a predetermined procedure. The kind of error with the lowest percentage is a technique that shows the accuracy of students' calculations in solving problems. This happens because of a need for more thoroughness with the signs that must be used.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46989320","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}
The rapid development of technology must be utilized as well as possible, especially in the world of education, because education is the basis for forming individuals who are strong and able to compete in facing the challenges of the times. The habit of students using existing formulas without knowing the concept of the material causes them to have difficulty solving the same problem but in a different form of problem. Therefore, the development of electronic student worksheets based on Rigorous Mathematical Thinking (RMT) on the material of rows and series becomes an electronic teaching material that contains the stages of the learning process to build an in-depth understanding of the concepts of students as well as being one of the changes from existing technological developments. This study aimed to assess the validity and practicality of electronic student worksheets based on RMT developed. The research method used is Research and Development (R&D) with the 4D development model. The validity and practicality assessment instrument is a student questionnaire sheet with a Likert scale. The data obtained were analyzed using the percentage of the assessment score. The validation results show that electronic student worksheets are categorized as valid, with an average percentage of material validation of 88.13%, an average percentage of media validation of 94.62%, and an average percentage of language validation 93.64%. The practicality test obtained an average percentage of 78.39% in the practical category.
{"title":"Electronic Student Worksheets Based on Rigorous Mathematical Thinking for Sequence and Series Materials in Senior High School","authors":"Hutami Sukma Hayati, Puji Astuti, Febrian Febrian","doi":"10.31629/jg.v7i2.5331","DOIUrl":"https://doi.org/10.31629/jg.v7i2.5331","url":null,"abstract":"The rapid development of technology must be utilized as well as possible, especially in the world of education, because education is the basis for forming individuals who are strong and able to compete in facing the challenges of the times. The habit of students using existing formulas without knowing the concept of the material causes them to have difficulty solving the same problem but in a different form of problem. Therefore, the development of electronic student worksheets based on Rigorous Mathematical Thinking (RMT) on the material of rows and series becomes an electronic teaching material that contains the stages of the learning process to build an in-depth understanding of the concepts of students as well as being one of the changes from existing technological developments. This study aimed to assess the validity and practicality of electronic student worksheets based on RMT developed. The research method used is Research and Development (R&D) with the 4D development model. The validity and practicality assessment instrument is a student questionnaire sheet with a Likert scale. The data obtained were analyzed using the percentage of the assessment score. The validation results show that electronic student worksheets are categorized as valid, with an average percentage of material validation of 88.13%, an average percentage of media validation of 94.62%, and an average percentage of language validation 93.64%. The practicality test obtained an average percentage of 78.39% in the practical category.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41758125","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}
Technological developments in the industrial era 4.0, which coincided with the Covid-19 Pandemic, required teachers to teach students from home. The use of technology is the right solution during the current Pandemic. This research and development aim to produce an Appropriate Technology (AT) e-book on mobile learning during a Pandemic for mathematics teachers that is valid and practical. The subjects of this study were 17 high school mathematics teachers in Lingga and Bintan districts. The research design used is the ADDIE development model, which specifically includes (1) analysis, (2) design, and (3) development. The instruments of data collection used a validation questionnaire sheet and a practicality questionnaire sheet. The data were analyzed by qualitative descriptive statistics to see the validity and practicality of the AT e-book developed. The results showed that the AT e-book was valid, as seen from the validation results of the validators, the score showed an average of 92.5% with very valid criteria. Based on the results of the practicality questionnaire, the AT e-book obtained an average score of 84.9% in the very practical criteria. This result was also confirmed by the teachers directly that the book helped them understand mobile learning easily. Therefore, it can be concluded that the AT e-book on mobile learning during the Pandemic for mathematics teachers has been categorized as valid and practical.
{"title":"Appropriate Technology E-book on Mobile Learning for Mathematics Teachers","authors":"Puji Astuti, Febrian Febrian, Mirta Fera, Rindilla Antika, Zhuzetta AnisaFitry, Arief Setiawan, Cyndi Wulandari, Rabiatul Mardiah, Muhammad Abdul Gani, Yodiatmana Yodiatmana","doi":"10.31629/jg.v7i1.3791","DOIUrl":"https://doi.org/10.31629/jg.v7i1.3791","url":null,"abstract":"Technological developments in the industrial era 4.0, which coincided with the Covid-19 Pandemic, required teachers to teach students from home. The use of technology is the right solution during the current Pandemic. This research and development aim to produce an Appropriate Technology (AT) e-book on mobile learning during a Pandemic for mathematics teachers that is valid and practical. The subjects of this study were 17 high school mathematics teachers in Lingga and Bintan districts. The research design used is the ADDIE development model, which specifically includes (1) analysis, (2) design, and (3) development. The instruments of data collection used a validation questionnaire sheet and a practicality questionnaire sheet. The data were analyzed by qualitative descriptive statistics to see the validity and practicality of the AT e-book developed. The results showed that the AT e-book was valid, as seen from the validation results of the validators, the score showed an average of 92.5% with very valid criteria. Based on the results of the practicality questionnaire, the AT e-book obtained an average score of 84.9% in the very practical criteria. This result was also confirmed by the teachers directly that the book helped them understand mobile learning easily. Therefore, it can be concluded that the AT e-book on mobile learning during the Pandemic for mathematics teachers has been categorized as valid and practical.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47696375","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}
The Minimum Competency Assessment (AKM) is a system used as a source of information to map and evaluate the quality of the education system that presents problems in various contexts. This study aimed to describe SMP/MTs mathematics teachers' ability to make AKM-type questions. This type of research is descriptive and qualitative with the survey method. The subjects of this study were the mathematics teachers of SMP/MTs in the Districts of Siak Kecil, Bukit Batu, and Bandar Laksamana, totaling 21 people, then the data taken were analyzed descriptively. The scoring guideline is based on the indicators for writing AKM questions contained in the scoring rubric. The results of this study indicate that the ability of teachers to make AKM-type questions is still low, namely, on context indicators, The questions made by the teacher have not used the context of numeration, both personal, scientific, and socio-cultural contexts, and on the stimulus indicators, teacher-made questions still use conventional stimuli, and there is no novelty in them. Teachers must have skills in making AKM-type questions, so training and guidance are needed.
{"title":"Analysis of the Ability of SMP/MTs Mathematics Teachers in Making AKM Type Questions","authors":"Elina Elina, M. Maimunah, Y. Roza","doi":"10.31629/jg.v7i1.4466","DOIUrl":"https://doi.org/10.31629/jg.v7i1.4466","url":null,"abstract":"The Minimum Competency Assessment (AKM) is a system used as a source of information to map and evaluate the quality of the education system that presents problems in various contexts. This study aimed to describe SMP/MTs mathematics teachers' ability to make AKM-type questions. This type of research is descriptive and qualitative with the survey method. The subjects of this study were the mathematics teachers of SMP/MTs in the Districts of Siak Kecil, Bukit Batu, and Bandar Laksamana, totaling 21 people, then the data taken were analyzed descriptively. The scoring guideline is based on the indicators for writing AKM questions contained in the scoring rubric. The results of this study indicate that the ability of teachers to make AKM-type questions is still low, namely, on context indicators, The questions made by the teacher have not used the context of numeration, both personal, scientific, and socio-cultural contexts, and on the stimulus indicators, teacher-made questions still use conventional stimuli, and there is no novelty in them. Teachers must have skills in making AKM-type questions, so training and guidance are needed.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47418295","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}
According to the National Council of Mathematics Teachers (NCTM) 2005, Mathematics is a means of problem-solving. NCTM also emphasizes that problem solving cannot be separated from learning Mathematics because problem-solving is an integral part of learning Mathematics. This study aims to improve the mathematical problem-solving ability of students in the Madrasah Tsanawiyah by using a cognitive conflict-based learning model. The subjects of this study were students of class VII Madrasah Tsanawiyah. This type of research is development research. Data collection was carried out in 3 stages, the investigation stage, the prototype phase, and the assessment phase as the level of implementation and achievement in using the cognitive conflict-based learning model. The instruments used in this study were in the form of interview guidelines, questionnaires, and observation sheets. The data analysis carried out is the analysis of data on the validity, practicality, and effectiveness of learning tools. The results of problem-solving abilities can be seen from the results of students' final tests in each meeting which always increase. Based on the study's results, it can be concluded that Cognitive Conflict-based mathematics learning tools can improve students' mathematical problem-solving abilities.
{"title":"The Development of Learning Device Based on Cognitive Conflict to Improve Mathematics Problem Solving Skills for Students in Madrasah Tsanawiyah","authors":"S. Rahayu, A. Fauzan, Y. Yerizon, I. Arnawa","doi":"10.31629/jg.v7i1.4416","DOIUrl":"https://doi.org/10.31629/jg.v7i1.4416","url":null,"abstract":"According to the National Council of Mathematics Teachers (NCTM) 2005, Mathematics is a means of problem-solving. NCTM also emphasizes that problem solving cannot be separated from learning Mathematics because problem-solving is an integral part of learning Mathematics. This study aims to improve the mathematical problem-solving ability of students in the Madrasah Tsanawiyah by using a cognitive conflict-based learning model. The subjects of this study were students of class VII Madrasah Tsanawiyah. This type of research is development research. Data collection was carried out in 3 stages, the investigation stage, the prototype phase, and the assessment phase as the level of implementation and achievement in using the cognitive conflict-based learning model. The instruments used in this study were in the form of interview guidelines, questionnaires, and observation sheets. The data analysis carried out is the analysis of data on the validity, practicality, and effectiveness of learning tools. The results of problem-solving abilities can be seen from the results of students' final tests in each meeting which always increase. Based on the study's results, it can be concluded that Cognitive Conflict-based mathematics learning tools can improve students' mathematical problem-solving abilities.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43562250","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}
T. K. Nisa', Evangelista LW Palupi, Mayang Purbaningrum, Sylvana Novilia Sumarto, Viky H. Putra
Since the Covid-19 pandemic in early 2020, Indonesia has implemented distance education by optimizing the use of technology. Therefore, the researcher developed the Rujuku Mobile Learning Apps Development on Integer Operation Material in Class VII SMP/MTs to support the implementation of distance learning during the pandemic. This study aimed to develop the RUJUKU application and determine student responses in learning after using the developed media. This development research uses the ADDIE method. The data collection technique used a questionnaire with data processing techniques analyzed using percentage data analysis techniques. The results showed that RUJUKU was suitable for use, attractive, and easy to use. This is based on the validation results in terms of material, an average of 89.70%, and in terms of media, an average of 88.81%. Student response is quite good, with a percentage of 89.06%. Based on that result, this research significantly impacted the integers' learning process of addition and subtraction operations during this pandemic.
{"title":"Development of Rujuku Mobile Learning Apps on Integer Operation Material as Alternative Media","authors":"T. K. Nisa', Evangelista LW Palupi, Mayang Purbaningrum, Sylvana Novilia Sumarto, Viky H. Putra","doi":"10.31629/jg.v7i1.4478","DOIUrl":"https://doi.org/10.31629/jg.v7i1.4478","url":null,"abstract":"Since the Covid-19 pandemic in early 2020, Indonesia has implemented distance education by optimizing the use of technology. Therefore, the researcher developed the Rujuku Mobile Learning Apps Development on Integer Operation Material in Class VII SMP/MTs to support the implementation of distance learning during the pandemic. This study aimed to develop the RUJUKU application and determine student responses in learning after using the developed media. This development research uses the ADDIE method. The data collection technique used a questionnaire with data processing techniques analyzed using percentage data analysis techniques. The results showed that RUJUKU was suitable for use, attractive, and easy to use. This is based on the validation results in terms of material, an average of 89.70%, and in terms of media, an average of 88.81%. Student response is quite good, with a percentage of 89.06%. Based on that result, this research significantly impacted the integers' learning process of addition and subtraction operations during this pandemic.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42246192","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}
M. Meryansumayeka, M. Yusuf, Scristia Scristia, Kamaliyah Kamaliyah
The Indonesian government makes efforts to improve students' higher-order thinking skills by implementing a Minimum Competency Assessment or Assessment Kompetensi Minimum (AKM) as a substitute for the National Examination. With the implementation of the AKM, it is necessary to find out how students can solve these questions. This research analyzed students' higher-order thinking skills in solving AKM-type math problems. The research method used is descriptive qualitative research consisting of 3 stages: the preparation stage, the implementation stage, and the data analysis stage. The research was conducted in the odd semester of the 2020/2021 academic year with the research subjects of eleven 8th grade students of SMP IT Raudhatul Ulum Sakatiga, South Sumatra, and SMPN 11 Banjarbaru, South Kalimantan. Data collection techniques used are tests, documentation, observation, and interviews. The data were analyzed qualitatively. The results showed that students with high abilities could solve several questions that required analytical power but were still weak in solving questions that required evaluation. Other students still need to improve their analytical and evaluation skills.
印尼政府通过实施最低能力评估或Kompetensi最低评估（AKM）来代替国家考试，努力提高学生的高级思维技能。随着AKM的实施，有必要了解学生如何解决这些问题。本研究分析了学生在解决AKM型数学问题时的高阶思维能力。所采用的研究方法是描述性定性研究，包括3个阶段：准备阶段、实施阶段和数据分析阶段。这项研究是在2020/2021学年的奇数学期进行的，研究对象是南苏门答腊SMP IT Raudhatul Ulum Sakatiga和南加里曼丹SMPN 11 Banjarbaru的11名八年级学生。使用的数据收集技术包括测试、记录、观察和访谈。对数据进行了定性分析。结果表明，能力高的学生可以解决几个需要分析能力的问题，但在解决需要评估的问题方面仍然较弱。其他学生仍然需要提高他们的分析和评估技能。
{"title":"The Eighth Graders' Higher Order Thinking Skills in Solving Numeracy Problems-Based Minimum Competency Assessment","authors":"M. Meryansumayeka, M. Yusuf, Scristia Scristia, Kamaliyah Kamaliyah","doi":"10.31629/jg.v7i1.4470","DOIUrl":"https://doi.org/10.31629/jg.v7i1.4470","url":null,"abstract":"The Indonesian government makes efforts to improve students' higher-order thinking skills by implementing a Minimum Competency Assessment or Assessment Kompetensi Minimum (AKM) as a substitute for the National Examination. With the implementation of the AKM, it is necessary to find out how students can solve these questions. This research analyzed students' higher-order thinking skills in solving AKM-type math problems. The research method used is descriptive qualitative research consisting of 3 stages: the preparation stage, the implementation stage, and the data analysis stage. The research was conducted in the odd semester of the 2020/2021 academic year with the research subjects of eleven 8th grade students of SMP IT Raudhatul Ulum Sakatiga, South Sumatra, and SMPN 11 Banjarbaru, South Kalimantan. Data collection techniques used are tests, documentation, observation, and interviews. The data were analyzed qualitatively. The results showed that students with high abilities could solve several questions that required analytical power but were still weak in solving questions that required evaluation. Other students still need to improve their analytical and evaluation skills.","PeriodicalId":32098,"journal":{"name":"Jurnal Gantang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46714185","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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