Pub Date : 2023-11-30DOI: 10.22236/kalamatika.vol8no2.2023pp177-190
Elinda Elinda, Neneng Aminah, S. A. Pramuditya, Anggita Maharani
This research utilized a qualitative approach to providing a descriptive and in-depth exploration of elementary school students' mathematical and conceptual understanding of their learning interests. The study includes 20 participants, selected based on the categories of their learning interests, with three representatives chosen from each category. Participants are also selected based on their age, according to Piaget's theory, and communication abilities. Data collection techniques involve data reduction, data categorization, and data verification. Based on the research findings and discussions, it can be concluded that students with high learning interests demonstrate a strong understanding of mathematical concepts. Similarly, students with moderate learning interest exhibit a commendable grasp of mathematical concepts, while students with low learning interest tend to have lower conceptual understanding. For future research, it is recommended to explore the use of instructional media to assess children's learning interests.
{"title":"ANALYSIS OF PRIMARY SCHOOL STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING BASED ON LEARNING INTEREST","authors":"Elinda Elinda, Neneng Aminah, S. A. Pramuditya, Anggita Maharani","doi":"10.22236/kalamatika.vol8no2.2023pp177-190","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no2.2023pp177-190","url":null,"abstract":"This research utilized a qualitative approach to providing a descriptive and in-depth exploration of elementary school students' mathematical and conceptual understanding of their learning interests. The study includes 20 participants, selected based on the categories of their learning interests, with three representatives chosen from each category. Participants are also selected based on their age, according to Piaget's theory, and communication abilities. Data collection techniques involve data reduction, data categorization, and data verification. Based on the research findings and discussions, it can be concluded that students with high learning interests demonstrate a strong understanding of mathematical concepts. Similarly, students with moderate learning interest exhibit a commendable grasp of mathematical concepts, while students with low learning interest tend to have lower conceptual understanding. For future research, it is recommended to explore the use of instructional media to assess children's learning interests.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.22236/kalamatika.vol8no2.2023pp133-148
Durrah Sakinah, Ilham Ismail Lubis, Mhmd Habibi
Culture-based education holds significant value as a tool and strategy for individuals and society in the information and technology age. Consequently, the researchers aim to explore ethnomathematics in typical Bugis food called Tumbu' Bugis. This study employed a qualitative method, utilizing an ethnographic approach and involving local communities familiar with the research study, specifically the Bugis tribe. Through observation and interviews, it was found that the typical food of Tumbu' Bugis contains the concept of geometry on the leaves used as Tumbu' wrappers and on the shape of Tumbu'. The concept of 3D shapes was also found, especially tubes (cylinders). In addition, there is also an algebraic concept in Tumbu' regarding the number of leaves needed to make Tumbu' and the number of Tumbu wrappers produced in one banana leaf. Tumbu' can be used as a medium for learning mathematics in plane geometry, including the properties and area of circumference and rectangular shapes. Comparison materials may also involve Tumbu' Bugis specialties. In conclusion, the typical food of Tumbu' Bugis encapsulates mathematical concepts, facilitating the teaching and learning process for teachers and students, ultimately aiding in achieving learning goals.
{"title":"ETHNOMATHEMATICAL EXPLORATION OF TUMBU' BUGIS FOOD","authors":"Durrah Sakinah, Ilham Ismail Lubis, Mhmd Habibi","doi":"10.22236/kalamatika.vol8no2.2023pp133-148","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no2.2023pp133-148","url":null,"abstract":"Culture-based education holds significant value as a tool and strategy for individuals and society in the information and technology age. Consequently, the researchers aim to explore ethnomathematics in typical Bugis food called Tumbu' Bugis. This study employed a qualitative method, utilizing an ethnographic approach and involving local communities familiar with the research study, specifically the Bugis tribe. Through observation and interviews, it was found that the typical food of Tumbu' Bugis contains the concept of geometry on the leaves used as Tumbu' wrappers and on the shape of Tumbu'. The concept of 3D shapes was also found, especially tubes (cylinders). In addition, there is also an algebraic concept in Tumbu' regarding the number of leaves needed to make Tumbu' and the number of Tumbu wrappers produced in one banana leaf. Tumbu' can be used as a medium for learning mathematics in plane geometry, including the properties and area of circumference and rectangular shapes. Comparison materials may also involve Tumbu' Bugis specialties. In conclusion, the typical food of Tumbu' Bugis encapsulates mathematical concepts, facilitating the teaching and learning process for teachers and students, ultimately aiding in achieving learning goals.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139198084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.22236/kalamatika.vol8no2.2023pp221-238
Destianti Sulistyawati, Windia Hadi, Angga Hidayat, Rosida Rakhmawati Muhammad
This study seeks to determine the impact of the Problem-Based Learning (PBL) model supplemented with higher-order thinking skills (HOTS) problems on the mathematical problem-solving skills of high school students. The research employs a quantitative approach, specifically through adopting a quasi-experimental method with a post-test-only non-equivalent control group design. The participants consist of 72 tenth-grade students, with half (36 students) exposed to the PBL model enriched with HOTS problems, and the other half exposed to the standard PBL model without HOTS problems. A descriptive test comprising five mathematical problem-solving items was administered to measure the impact. This test was rigorously validated by two professors from UHAMKA and further validated by students from another tenth-grade class. The data analysis was conducted using the Non-Parametric Mann-Whitney test. The findings suggest a noteworthy difference in mathematical problem-solving abilities between students instructed using the PBL model integrated with HOTS problems and those who did not.
{"title":"THE IMPACT OF PROBLEM-BASED LEARNING AUGMENTED WITH HOTS PROBLEMS ON STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITIES","authors":"Destianti Sulistyawati, Windia Hadi, Angga Hidayat, Rosida Rakhmawati Muhammad","doi":"10.22236/kalamatika.vol8no2.2023pp221-238","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no2.2023pp221-238","url":null,"abstract":"This study seeks to determine the impact of the Problem-Based Learning (PBL) model supplemented with higher-order thinking skills (HOTS) problems on the mathematical problem-solving skills of high school students. The research employs a quantitative approach, specifically through adopting a quasi-experimental method with a post-test-only non-equivalent control group design. The participants consist of 72 tenth-grade students, with half (36 students) exposed to the PBL model enriched with HOTS problems, and the other half exposed to the standard PBL model without HOTS problems. A descriptive test comprising five mathematical problem-solving items was administered to measure the impact. This test was rigorously validated by two professors from UHAMKA and further validated by students from another tenth-grade class. The data analysis was conducted using the Non-Parametric Mann-Whitney test. The findings suggest a noteworthy difference in mathematical problem-solving abilities between students instructed using the PBL model integrated with HOTS problems and those who did not.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.22236/kalamatika.vol8no2.2023pp191-206
Aklimawati Aklimawati, Yeni Lestiana, Wulandari Wulandari, Rahmah Johar, C. Khairunnisak, Erna Isyafani
Rapid advancement in technology has increased the significance of numerical literacy skills. The numerical methods course requires numerical literacy skills. The course enables students to solve a mathematical problem by interpreting the answer using an approximation rather than an actual value. This research used a descriptive quantitative method. The population of this study consisted of 80 university students enrolled in a numerical methods course. The sampling technique used a saturated sample, which involved everyone in the population as the sample. Data were collected from the learning outcomes test and questionnaire responses. The data were analyzed using a quantitative descriptive statistical analysis technique, and the data analysis computations were performed using SPSS Statistics 2. The study showed that the students' Numeracy and Literacy Skills improved when GeoGebra-assisted teaching materials were implemented in the numerical methods.
{"title":"ENHANCING STUDENT NUMERACY AND LITERACY WITH GEOGEBRA: A CASE IN NUMERICAL METHODS","authors":"Aklimawati Aklimawati, Yeni Lestiana, Wulandari Wulandari, Rahmah Johar, C. Khairunnisak, Erna Isyafani","doi":"10.22236/kalamatika.vol8no2.2023pp191-206","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no2.2023pp191-206","url":null,"abstract":"Rapid advancement in technology has increased the significance of numerical literacy skills. The numerical methods course requires numerical literacy skills. The course enables students to solve a mathematical problem by interpreting the answer using an approximation rather than an actual value. This research used a descriptive quantitative method. The population of this study consisted of 80 university students enrolled in a numerical methods course. The sampling technique used a saturated sample, which involved everyone in the population as the sample. Data were collected from the learning outcomes test and questionnaire responses. The data were analyzed using a quantitative descriptive statistical analysis technique, and the data analysis computations were performed using SPSS Statistics 2. The study showed that the students' Numeracy and Literacy Skills improved when GeoGebra-assisted teaching materials were implemented in the numerical methods.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139208972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.22236/kalamatika.vol8no2.2023pp207-220
Ulfa Hanifa, Suhendra Suhendra, Muhammad Fakhri Jauhari
Understanding mathematical concepts plays a crucial role in students achieving favorable learning outcomes. However, there remains room for improvement in students' grasp of these concepts. The main objective of this research was to assess how effective the probing prompting learning model is in improving students' understanding of mathematical concepts. This research employed the quantitative approach with the experimental method. Used tests, observations, and questionnaires to collect the data. The study included 25 students in the experimental group and 26 students in the control group. The findings showed: 1) The average percentage of teacher activity was 96.30% (“very good” category); 2) The t-test analysis findings showed a significant difference in the enhancement of understanding of mathematical concepts between students exposed to the probing prompting learning model (high category) and those using conventional learning approach; 3) Students responded positively to the probing prompting learning model, as evidenced by their attitude. In conclusion, this study suggests that the probing prompting learning model can serve as an effective alternative for facilitating learning and improving students' understanding of mathematical concepts.
{"title":"PROBING-PROMPTING LEARNING: ITS EFFECT ON IMPROVING CONCEPTUAL UNDERSTANDING IN MATHEMATICS","authors":"Ulfa Hanifa, Suhendra Suhendra, Muhammad Fakhri Jauhari","doi":"10.22236/kalamatika.vol8no2.2023pp207-220","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no2.2023pp207-220","url":null,"abstract":"Understanding mathematical concepts plays a crucial role in students achieving favorable learning outcomes. However, there remains room for improvement in students' grasp of these concepts. The main objective of this research was to assess how effective the probing prompting learning model is in improving students' understanding of mathematical concepts. This research employed the quantitative approach with the experimental method. Used tests, observations, and questionnaires to collect the data. The study included 25 students in the experimental group and 26 students in the control group. The findings showed: 1) The average percentage of teacher activity was 96.30% (“very good” category); 2) The t-test analysis findings showed a significant difference in the enhancement of understanding of mathematical concepts between students exposed to the probing prompting learning model (high category) and those using conventional learning approach; 3) Students responded positively to the probing prompting learning model, as evidenced by their attitude. In conclusion, this study suggests that the probing prompting learning model can serve as an effective alternative for facilitating learning and improving students' understanding of mathematical concepts.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139200003","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 levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in this study were metacognition tests, questionnaires, and interviews. The results showed that students with high Mathematics Initial Ability had metacognition knowledge with reflective use and strategic use levels. Learning citizens with medium initial mathematical ability have metacognition knowledge with strategic use level, and learning citizens with low initial mathematical ability are at the aware use metacognition knowledge level. In the indicator of metacognition skills, learning citizens with high initial mathematics abilities are at the strategic use level, learning citizens with moderate initial mathematical ability categories are at the strategic use level, and aware use, learning citizens with low initial mathematical ability categories are at the tacit use level. In general, the metacognitive abilities of learning citizens in the high, medium, and low initial mathematical categories are at the strategic use, aware use.
{"title":"METACOGNITION OF YEAR 12 PACKAGE C LEARNERS ON PERMUTATION","authors":"Peni Fauziah Puadah, Suhendra Suhendra, Angga Hidayat","doi":"10.22236/kalamatika.vol8no2.2023pp238-250","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no2.2023pp238-250","url":null,"abstract":"One of the levels in the thinking process that students can use to solve problems is metacognition. Metacognition encourages students to realize and control their thinking process. Metacognition skills are needed to support students' independent learning process, one of which is in the learning process carried out in the Equivalency Education program. This study aims to describe the metacognition skills of Year 12 students on permutation and combination. This descriptive qualitative research was conducted at a Community Learning Center in Bandung, involving 12 subjects. The instruments used in this study were metacognition tests, questionnaires, and interviews. The results showed that students with high Mathematics Initial Ability had metacognition knowledge with reflective use and strategic use levels. Learning citizens with medium initial mathematical ability have metacognition knowledge with strategic use level, and learning citizens with low initial mathematical ability are at the aware use metacognition knowledge level. In the indicator of metacognition skills, learning citizens with high initial mathematics abilities are at the strategic use level, learning citizens with moderate initial mathematical ability categories are at the strategic use level, and aware use, learning citizens with low initial mathematical ability categories are at the tacit use level. In general, the metacognitive abilities of learning citizens in the high, medium, and low initial mathematical categories are at the strategic use, aware use.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.22236/kalamatika.vol8no2.2023pp149-176
Fuji Astuti, Sri Adi Widodo, I. Taufiq, Widowati Pusporini, Kamarul Ariffin Mansor
The study aimed to examine whether Tri-N-based trigonometry instruction improved students' critical thinking skills and sanguine personality. Single-subject research with an ABA design was the method used in this study. The stages of this study were the initial Baseline (A), the Intervention (B), and the second Baseline (A'). Year 10 science students with sanguine personalities who were chosen using a purposive sampling technique served as the study's subjects. This study employed observation methods, testing tests, and documentation for data collection. Data analysis within and between conditions are the methods used to analyze data. The findings of this study revealed that using Niteni, Nirokke, and Nambahi learning on trigonometry improved students' critical thinking skills with sanguine dispositions.
本研究旨在探讨基于Tri-N的三角函数教学是否提高了学生的批判性思维能力和性格。本研究采用了 ABA 设计的单主体研究方法。本研究的阶段为初始基线（A）、干预（B）和第二次基线（A'）。研究对象是采用目的性抽样技术选出的性格温和的 10 年级理科学生。本研究采用了观察法、测试法和记录法来收集数据。数据分析采用条件内数据分析和条件间数据分析。研究结果表明，使用 Niteni、Nirokke 和 Nambahi 学习三角法提高了学生的批判性思维能力，同时也提高了学生的品格。
{"title":"CRITICAL THINKING SKILLS OF YEAR 10 SANGUINIS STUDENTS IN LEARNING BASED ON NITENI, NIROKKE, AND NAMBAHI","authors":"Fuji Astuti, Sri Adi Widodo, I. Taufiq, Widowati Pusporini, Kamarul Ariffin Mansor","doi":"10.22236/kalamatika.vol8no2.2023pp149-176","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no2.2023pp149-176","url":null,"abstract":"The study aimed to examine whether Tri-N-based trigonometry instruction improved students' critical thinking skills and sanguine personality. Single-subject research with an ABA design was the method used in this study. The stages of this study were the initial Baseline (A), the Intervention (B), and the second Baseline (A'). Year 10 science students with sanguine personalities who were chosen using a purposive sampling technique served as the study's subjects. This study employed observation methods, testing tests, and documentation for data collection. Data analysis within and between conditions are the methods used to analyze data. The findings of this study revealed that using Niteni, Nirokke, and Nambahi learning on trigonometry improved students' critical thinking skills with sanguine dispositions.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-30DOI: 10.22236/kalamatika.vol8no2.2023pp119-132
Tri Cahya Mulia, Tian Abdul Aziz
This project aims to employ the aptitude treatment interaction model in the teaching system of linear equations as an alternative learning approach for high school students pursuing vocational careers. Instructional design was utilized to develop the learning model. An essential aspect of applying the aptitude treatment interaction model to learning design is the analysis of student requirements. Learning outcomes and performance goals are thoughtfully considered and aligned with instructional objectives. The findings suggest that educators should utilize the aptitude treatment interaction model when teaching systems of linear equations. The effectiveness of the learning model depends on how well it is tailored to the student's abilities.
{"title":"LEARNING SYSTEM OF LINEAR EQUATIONS WITH APTITUDE TREATMENT INTERACTION MODEL FOR VOCATIONAL HIGH SCHOOL","authors":"Tri Cahya Mulia, Tian Abdul Aziz","doi":"10.22236/kalamatika.vol8no2.2023pp119-132","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no2.2023pp119-132","url":null,"abstract":"This project aims to employ the aptitude treatment interaction model in the teaching system of linear equations as an alternative learning approach for high school students pursuing vocational careers. Instructional design was utilized to develop the learning model. An essential aspect of applying the aptitude treatment interaction model to learning design is the analysis of student requirements. Learning outcomes and performance goals are thoughtfully considered and aligned with instructional objectives. The findings suggest that educators should utilize the aptitude treatment interaction model when teaching systems of linear equations. The effectiveness of the learning model depends on how well it is tailored to the student's abilities.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139207885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.22236/kalamatika.vol8no1.2023pp93-106
Suci Nuryati Suci, Reflina Reflina
Mathematics learning independence can vary among students, with some showing greater initiative than others. This study analyzed the level of independence in learning quadratic functions among junior high school students who were using the GeoGebra application. The study involved 36 Year 9 students and employed a qualitative descriptive method. Data collection techniques included a questionnaire containing 30 positive and negative statements with eight indicators to determine how students respond to independent learning in mathematics using the GeoGebra application. The study found that using the GeoGebra application had a positive impact on learning mathematics, specifically in quadratic functions.
{"title":"EFFECT OF GEOGEBRA TOWARDS STUDENTS’ INDEPENDENT LEARNING IN MATHEMATICS","authors":"Suci Nuryati Suci, Reflina Reflina","doi":"10.22236/kalamatika.vol8no1.2023pp93-106","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no1.2023pp93-106","url":null,"abstract":"Mathematics learning independence can vary among students, with some showing greater initiative than others. This study analyzed the level of independence in learning quadratic functions among junior high school students who were using the GeoGebra application. The study involved 36 Year 9 students and employed a qualitative descriptive method. Data collection techniques included a questionnaire containing 30 positive and negative statements with eight indicators to determine how students respond to independent learning in mathematics using the GeoGebra application. The study found that using the GeoGebra application had a positive impact on learning mathematics, specifically in quadratic functions.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126068858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-30DOI: 10.22236/kalamatika.vol8no1.2023pp49-62
Valeria Yekti Kwasaning Gusti, W. Rahayu
The study investigated the influence of the Treffinger learning model and self-directed learning on the critical thinking skills of junior high school students. The Treffinger learning model is one of the few models addressing the problem of creativity and providing practical suggestions on how to achieve cohesion. On the other hand, self-directed learning is a mental process to increase the knowledge, skills, and self-achievement of individuals with self-planned and self-conducted activities. The research employed a post-test experiment and control group design with two groups. The study employed two groups; one group was treated using the Treffinger learning model, while the other group was treated using a conventional model. Both groups were analyzed using a self-directed learning questionnaire and a critical mathematical thinking skills test. The sample of this research comprised 88 Grade 8 students purposefully selected in relation to the research objectives. The results of the study showed that the Treffinger learning model was statistically significant in enhancing critical mathematical thinking skills compared to the conventional learning models. Additionally, the study found that students who exhibited high levels of self-directed learning were more likely to benefit from the Treffinger learning model than the conventional model, with a statistically significant mean difference of 3.05 points.
{"title":"THE INFLUENCE OF THE TREFFINGER LEARNING MODEL AND SELF-DIRECTED LEARNING ON STUDENTS’ MATHEMATIC CRITICAL THINKING SKILLS","authors":"Valeria Yekti Kwasaning Gusti, W. Rahayu","doi":"10.22236/kalamatika.vol8no1.2023pp49-62","DOIUrl":"https://doi.org/10.22236/kalamatika.vol8no1.2023pp49-62","url":null,"abstract":"The study investigated the influence of the Treffinger learning model and self-directed learning on the critical thinking skills of junior high school students. The Treffinger learning model is one of the few models addressing the problem of creativity and providing practical suggestions on how to achieve cohesion. On the other hand, self-directed learning is a mental process to increase the knowledge, skills, and self-achievement of individuals with self-planned and self-conducted activities. The research employed a post-test experiment and control group design with two groups. The study employed two groups; one group was treated using the Treffinger learning model, while the other group was treated using a conventional model. Both groups were analyzed using a self-directed learning questionnaire and a critical mathematical thinking skills test. The sample of this research comprised 88 Grade 8 students purposefully selected in relation to the research objectives. The results of the study showed that the Treffinger learning model was statistically significant in enhancing critical mathematical thinking skills compared to the conventional learning models. Additionally, the study found that students who exhibited high levels of self-directed learning were more likely to benefit from the Treffinger learning model than the conventional model, with a statistically significant mean difference of 3.05 points.","PeriodicalId":326644,"journal":{"name":"Kalamatika: Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132260493","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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