Pub Date : 2023-01-18DOI: 10.31000/prima.v7i1.7305
Retno Andriyani, Rahman Rahman, R. Irawati, E. Mutaqin, N. Kamis
Geometry Ability is one of the mathematical abilities that must be mastered by students, this is because geometry ability is one part of learning mathematics. However, the reality in the field in junior high school students, students have difficulty in learning transformation geometry, namely in the material of reflection, rotation, translation and dilatation. This difficulty of students is caused by students not understanding the coordinate points on the cartesian plane. The difficulty of students in determining cartesian coordinates has the effect that students cannot determine straight-line drawings based on straight-line equations. Another thing that causes students difficulty in understanding the geometry of transformation is that students' ability to think abstractly is still very low, students cannot describe concepts from mirroring, turnover, shifting and dilatation. The purpose of this study is to understand the geometry of trasnsformas through the exploration of Jambi batik. The research method used is descriptive qualitative, the result of the research obtained is that there is a concept of transformation geometry in Batik Motik Jambi so that it can be applied in mathematics learning
{"title":"EXPLORATION OF BATIK JAMBI ON LEARNING TRANSFORMATION GEOMETRY","authors":"Retno Andriyani, Rahman Rahman, R. Irawati, E. Mutaqin, N. Kamis","doi":"10.31000/prima.v7i1.7305","DOIUrl":"https://doi.org/10.31000/prima.v7i1.7305","url":null,"abstract":"Geometry Ability is one of the mathematical abilities that must be mastered by students, this is because geometry ability is one part of learning mathematics. However, the reality in the field in junior high school students, students have difficulty in learning transformation geometry, namely in the material of reflection, rotation, translation and dilatation. This difficulty of students is caused by students not understanding the coordinate points on the cartesian plane. The difficulty of students in determining cartesian coordinates has the effect that students cannot determine straight-line drawings based on straight-line equations. Another thing that causes students difficulty in understanding the geometry of transformation is that students' ability to think abstractly is still very low, students cannot describe concepts from mirroring, turnover, shifting and dilatation. The purpose of this study is to understand the geometry of trasnsformas through the exploration of Jambi batik. The research method used is descriptive qualitative, the result of the research obtained is that there is a concept of transformation geometry in Batik Motik Jambi so that it can be applied in mathematics learning","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75808356","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 : 2023-01-18DOI: 10.31000/prima.v7i1.7173
S. Herawati, Puspa Amelia, L. Vermana
Based on the preliminary research in the Real Analysis material, especially those related to limits, it was found that 83.37% of students had moderate and low mathematical reasoning abilities. This condition shows that students are not able to solve problems, because students' creative abilities are low. Developing of student’s creative abilities can be done through Project-Based Learning. This study aims to improve students' creative thinking skills through Project-Based Learning. The approach used in this research is descriptive qualitative. Data analysis is in the form of valid project sheets, practical creative thinking skills using indicators of Fluency, Flexibility, and Novelty. Data was analyzed with the normalized gain score formula. The results showed that of 12 students who took the Real Analysis course, 75% of students' thinking skills were low, and 25% were moderate. When compared with the conditions before learning for the three indicators 1.25, 1.13, and 0 with after learning there was an increase of 2.17, 2.17 and 0.5.Keywords: Project-Based Learning, creative thinking
{"title":"APPLICATION OF PROJECT-BASED LEARNING TO IMPROVE STUDENTS' CREATIVE THINKING ABILITY IN REAL ANALYSIS COURSES","authors":"S. Herawati, Puspa Amelia, L. Vermana","doi":"10.31000/prima.v7i1.7173","DOIUrl":"https://doi.org/10.31000/prima.v7i1.7173","url":null,"abstract":"Based on the preliminary research in the Real Analysis material, especially those related to limits, it was found that 83.37% of students had moderate and low mathematical reasoning abilities. This condition shows that students are not able to solve problems, because students' creative abilities are low. Developing of student’s creative abilities can be done through Project-Based Learning. This study aims to improve students' creative thinking skills through Project-Based Learning. The approach used in this research is descriptive qualitative. Data analysis is in the form of valid project sheets, practical creative thinking skills using indicators of Fluency, Flexibility, and Novelty. Data was analyzed with the normalized gain score formula. The results showed that of 12 students who took the Real Analysis course, 75% of students' thinking skills were low, and 25% were moderate. When compared with the conditions before learning for the three indicators 1.25, 1.13, and 0 with after learning there was an increase of 2.17, 2.17 and 0.5.Keywords: Project-Based Learning, creative thinking","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86824988","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 : 2023-01-18DOI: 10.31000/prima.v7i1.6916
Fetty Nuritasari, Septi Dariyatul Aini
The purpose of this study was to describe the types of student errors in solving problems based on Newman Error Analysis (NEA) in terms of learning styles, namely visual, auditory, and kinesthetic. This type of research uses qualitative-descriptive research. The technique used to collect data in this study was to fill out a learning style questionnaire, problem solving tests, interviews, and documentation and then triangulated to obtain valid data. The results showed: (1) subjects with visual learning styles made mistakes at the stage of process skills (process skills) and writing answers (encoding). (2) subjects with auditory learning styles make mistakes in the stages of understanding (comprehension), transformating (transformation), processing skills (process skills) and writing answers (encoding). (3) subjects with a kinesthetic learning style make mistakes in the transformation, process skills, and writing answers (encoding) stages.
{"title":"ERROR ANALYSIS IN SOLVING GEOMETRY PROBLEMS BASED ON NEWMAN'S ERROR ANALYSIS REVIEWED FROM LEARNING STYLES","authors":"Fetty Nuritasari, Septi Dariyatul Aini","doi":"10.31000/prima.v7i1.6916","DOIUrl":"https://doi.org/10.31000/prima.v7i1.6916","url":null,"abstract":"The purpose of this study was to describe the types of student errors in solving problems based on Newman Error Analysis (NEA) in terms of learning styles, namely visual, auditory, and kinesthetic. This type of research uses qualitative-descriptive research. The technique used to collect data in this study was to fill out a learning style questionnaire, problem solving tests, interviews, and documentation and then triangulated to obtain valid data. The results showed: (1) subjects with visual learning styles made mistakes at the stage of process skills (process skills) and writing answers (encoding). (2) subjects with auditory learning styles make mistakes in the stages of understanding (comprehension), transformating (transformation), processing skills (process skills) and writing answers (encoding). (3) subjects with a kinesthetic learning style make mistakes in the transformation, process skills, and writing answers (encoding) stages.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80285131","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 : 2023-01-18DOI: 10.31000/prima.v7i1.7217
M. A. Firmansyah, Lely Lailatus Syarifah
Problem solving ability is very important in mathematics education, because problem solving ability is one of the goals in learning mathematics. The ability to solve mathematical problems is influenced by various factors, including the various student learning styles. This study aims to describe students' mathematical problem solving abilities in terms of learning styles. This research uses a qualitative descriptive approach. The subjects used were 8 semester 1 students, 6 students were taken with the following details, namely 2 students with a visual learning style, 2 students with an audiotorial learning style, and 2 students with a kinesthetic learning style. Data collection techniques used learning style questionnaires, problem solving ability tests, and interviews. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results of this study show a description of students' mathematical problem-solving abilities in terms of learning styles as follows: (1) visual students can understand the problem well, devise an appropriate solution plan, carry out the plan correctly, and re-check the answers that have been made. (2) auditory students can understand the problem well, develop appropriate resolution plans, carry out plans correctly, but do not carry out the stage of re-checking answers. (3) auditory students can understand the problem well, have not been able to write a settlement plan correctly, are less able to carry out the steps of the settlement plan, and re-check the answers that have been done.
{"title":"MATHEMATICAL PROBLEM SOLVING ABILITY IN VIEW OF LEARNING STYLES","authors":"M. A. Firmansyah, Lely Lailatus Syarifah","doi":"10.31000/prima.v7i1.7217","DOIUrl":"https://doi.org/10.31000/prima.v7i1.7217","url":null,"abstract":"Problem solving ability is very important in mathematics education, because problem solving ability is one of the goals in learning mathematics. The ability to solve mathematical problems is influenced by various factors, including the various student learning styles. This study aims to describe students' mathematical problem solving abilities in terms of learning styles. This research uses a qualitative descriptive approach. The subjects used were 8 semester 1 students, 6 students were taken with the following details, namely 2 students with a visual learning style, 2 students with an audiotorial learning style, and 2 students with a kinesthetic learning style. Data collection techniques used learning style questionnaires, problem solving ability tests, and interviews. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results of this study show a description of students' mathematical problem-solving abilities in terms of learning styles as follows: (1) visual students can understand the problem well, devise an appropriate solution plan, carry out the plan correctly, and re-check the answers that have been made. (2) auditory students can understand the problem well, develop appropriate resolution plans, carry out plans correctly, but do not carry out the stage of re-checking answers. (3) auditory students can understand the problem well, have not been able to write a settlement plan correctly, are less able to carry out the steps of the settlement plan, and re-check the answers that have been done.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81083444","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 : 2023-01-18DOI: 10.31000/prima.v7i1.7321
Hasna Salsabilla Jati, J. Soebagyo
Self-confidence is an aspect of personality that plays a role in shaping the potential of students, if they master the confidence with slick, it is also expected to pursue their mathematics to produce optimal results, so that this aspect also has an influence as an important role in the ability of mathematical reasoning students. This study has the intention to see the effect of student confidence on the mathematical reasoning ability of Grade IX students of SMPN 11 Bekasi semester 1 of the 2022-2023 academic year. The proposed research method is quantitative research techniques with survey research design. The sampling technique used is Simple Random Sampling. The population of Class IX was 237 students. Samples were taken as many as 149 students using the Slovin formula. The research Data was obtained through testing instruments about mathematical reasoning ability as much as 5 points and instrument questionnaire confidence as much as 20 statements. The results obtained can be concluded in the form of self-confidence affect the reasoning ability of students. Self-confidence had a positive effect of 3.4% on students ' reasoning ability. however, students ' self-confidence is still at a moderate level. So, the reasoning ability of students cannot be said to be optimal. Based on the results found, it is necessary to conduct extended research on this theme by using various other influencing factors.
{"title":"THE INFLUENCE OF SELF-CONFIDENCE ON THE MATHEMATICAL REASONING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS","authors":"Hasna Salsabilla Jati, J. Soebagyo","doi":"10.31000/prima.v7i1.7321","DOIUrl":"https://doi.org/10.31000/prima.v7i1.7321","url":null,"abstract":"Self-confidence is an aspect of personality that plays a role in shaping the potential of students, if they master the confidence with slick, it is also expected to pursue their mathematics to produce optimal results, so that this aspect also has an influence as an important role in the ability of mathematical reasoning students. This study has the intention to see the effect of student confidence on the mathematical reasoning ability of Grade IX students of SMPN 11 Bekasi semester 1 of the 2022-2023 academic year. The proposed research method is quantitative research techniques with survey research design. The sampling technique used is Simple Random Sampling. The population of Class IX was 237 students. Samples were taken as many as 149 students using the Slovin formula. The research Data was obtained through testing instruments about mathematical reasoning ability as much as 5 points and instrument questionnaire confidence as much as 20 statements. The results obtained can be concluded in the form of self-confidence affect the reasoning ability of students. Self-confidence had a positive effect of 3.4% on students ' reasoning ability. however, students ' self-confidence is still at a moderate level. So, the reasoning ability of students cannot be said to be optimal. Based on the results found, it is necessary to conduct extended research on this theme by using various other influencing factors.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77847412","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 : 2023-01-18DOI: 10.31000/prima.v7i1.7171
Indah Dwi Utami, M. Masduki
This study aims to describe students' visual mathematical reasoning abilities based on visual learning styles, auditory, and kinesthetic (VAK) in solving systems of linear equations. The research approach used is qualitative with a case study design. The research subjects involved were 30 students of class VIII at a private school in Surakarta. The research instrument used was a VAK learning style questionnaire, visual reasoning test (TPV) questions, and interview guidelines. Data analysis was carried out inductively, namely data collection, data reduction, data presentation, and drawing conclusions. The results showed that there was a diversity of students' reasoning abilities based on learning styles. Although visual and auditory students are able to present mathematical expressions in visual form in the form of graphs, their ability to describe graphs is relatively diverse. In other words, visual and auditory students have various abilities on various investigative indicators. Meanwhile, students with kinesthetic learning styles cannot present mathematical expressions in the form of graphs so they cannot describe visual objects. In other words, kinesthetic students are not able to fulfill the investigation indicators. Thus, it can be concluded that the visual reasoning ability of the kinesthetic student's investigative dimension is the weakest compared to the visual and auditory learning styles. Meanwhile, the dimensions of student investigation with visual and auditory learning styles are relatively diverse.
{"title":"STUDENT'S VISUAL REASONING IN SOLVING LINEAR EQUATIONS IN TERMS OF LEARNING STYLE","authors":"Indah Dwi Utami, M. Masduki","doi":"10.31000/prima.v7i1.7171","DOIUrl":"https://doi.org/10.31000/prima.v7i1.7171","url":null,"abstract":"This study aims to describe students' visual mathematical reasoning abilities based on visual learning styles, auditory, and kinesthetic (VAK) in solving systems of linear equations. The research approach used is qualitative with a case study design. The research subjects involved were 30 students of class VIII at a private school in Surakarta. The research instrument used was a VAK learning style questionnaire, visual reasoning test (TPV) questions, and interview guidelines. Data analysis was carried out inductively, namely data collection, data reduction, data presentation, and drawing conclusions. The results showed that there was a diversity of students' reasoning abilities based on learning styles. Although visual and auditory students are able to present mathematical expressions in visual form in the form of graphs, their ability to describe graphs is relatively diverse. In other words, visual and auditory students have various abilities on various investigative indicators. Meanwhile, students with kinesthetic learning styles cannot present mathematical expressions in the form of graphs so they cannot describe visual objects. In other words, kinesthetic students are not able to fulfill the investigation indicators. Thus, it can be concluded that the visual reasoning ability of the kinesthetic student's investigative dimension is the weakest compared to the visual and auditory learning styles. Meanwhile, the dimensions of student investigation with visual and auditory learning styles are relatively diverse.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90490927","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 : 2023-01-18DOI: 10.31000/prima.v7i1.7312
R. Irawati, R. Rahman, Retno Andriyani, E. Mutaqin, N. Kamil
Ethnomathematics can be an option for teaching a more contextual mathematics which contributes to a successful mathematics learning. The present study highlighted ethnomathematics concepts that could be found in Sumedang’s local food, namely Sumedang Tofu, and the bamboo basket used as its container (bongsang). Mathematical concepts in Sumedang Tofu and its bongsang are related to geometry. Geometry allows students to develop their abilities in presenting or describing the order in the world or their immediate environment. Geometry learning affects students’ ability to connect mathematical ideas, both in the discipline and to other disciplines as well as the real world. The results of this study show that Primary School students still had difficulties in learning and understanding geometry. Therefore, it was necessary to develop a method that would improve students’ understanding of geometrical concepts, which were important because they were highly relevant to students’ daily life. The present study aimed to explore geometrical concepts found in Sumedang tofu and bongsang. Descriptive qualitative approach was implemented, in which the data was gathered through observation, literature study, and interviews. The findings indicated that geometrical concepts could be found in Sumedang tofu and bongsang. Those concepts could be used in mathematics lessons in primary school to provide meaningful learning for students. The results of this study could be used as a foundation to develop an ethnomathematics learning in primary school level.
{"title":"ETHNOMATHEMATICS VALUES IN SUMEDANG TOFU AND BONGSANG (TOFU BASKET) FOR TEACHING GEOMETRY IN PRIMARY SCHOOL","authors":"R. Irawati, R. Rahman, Retno Andriyani, E. Mutaqin, N. Kamil","doi":"10.31000/prima.v7i1.7312","DOIUrl":"https://doi.org/10.31000/prima.v7i1.7312","url":null,"abstract":"Ethnomathematics can be an option for teaching a more contextual mathematics which contributes to a successful mathematics learning. The present study highlighted ethnomathematics concepts that could be found in Sumedang’s local food, namely Sumedang Tofu, and the bamboo basket used as its container (bongsang). Mathematical concepts in Sumedang Tofu and its bongsang are related to geometry. Geometry allows students to develop their abilities in presenting or describing the order in the world or their immediate environment. Geometry learning affects students’ ability to connect mathematical ideas, both in the discipline and to other disciplines as well as the real world. The results of this study show that Primary School students still had difficulties in learning and understanding geometry. Therefore, it was necessary to develop a method that would improve students’ understanding of geometrical concepts, which were important because they were highly relevant to students’ daily life. The present study aimed to explore geometrical concepts found in Sumedang tofu and bongsang. Descriptive qualitative approach was implemented, in which the data was gathered through observation, literature study, and interviews. The findings indicated that geometrical concepts could be found in Sumedang tofu and bongsang. Those concepts could be used in mathematics lessons in primary school to provide meaningful learning for students. The results of this study could be used as a foundation to develop an ethnomathematics learning in primary school level. ","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82770666","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 : 2023-01-18DOI: 10.31000/prima.v7i1.6761
Ni Kadek Indri, Wira Pratiwi, K. A. Wibawa
The purpose of this study was to determine the types of errors and the causes of errors made by students in solving HOTS type questions for SPLTV material based on Newman's procedure in terms of the cognitive style of class X students of Senior High School number six Denpasar. The method of this research is a qualitative method. The data was collected by means of the HOTS test, GEFT, interviews, and documentation. The subjects of this study were students of class X IPA 1 SMA Negeri 6 Denpasar which were then grouped based on cognitive styles, namely Field Independent (FI) and Field Dependent (FD) students and the number of errors in each cognitive style in answering HOTS questions was categorized into 3, namely errors quite complex, complex, and very complex. The average percentage of FI student errors is 38.88%. The average percentage of FD students' errors is 55.55%. The errors of students with cognitive style FD are more than students with cognitive style FI. The causes of errors in the subject of FI are (1) less calm in working on questions, (2) lack of knowledge of the steps that must be taken to solve problems, (3) lack of time in solving problems. completion process, and (4) no re-checking of written answers. The causes of FD student errors are (1) incomplete in reading the questions, (2) in a hurry to finish quickly, (3) not knowing what is known in the questions implicitly, and (4) not checking again.
本研究旨在以登巴萨六中学X班学生的认知风格为研究对象，以纽曼程序为基础，确定学生在解决SPLTV材料HOTS类型问题时的错误类型及其产生的错误原因。本研究采用定性方法。数据通过HOTS测试、GEFT、访谈和文献收集。本研究以IPA 1 SMA Negeri 6 Denpasar X班学生为研究对象，根据认知风格分为场独立(FI)和场依赖(FD)学生，并将每种认知风格在回答HOTS问题时的错误数量分为3类，即相当复杂、复杂和非常复杂的错误。FI学生的平均错误率为38.88%。FD学生的平均错误率为55.55%。认知风格FD型学生的错误多于认知风格FI型学生。FI科目中出现错误的原因有:(1)在做题时不够冷静，(2)对解决问题必须采取的步骤缺乏了解，(3)解决问题的时间不够。(四)书面答案不得复核。FD学生错误的原因是:(1)阅读问题不完整，(2)急于快速完成，(3)不知道问题中隐含的已知内容，(4)没有再次检查。
{"title":"ANALYSIS OF STUDENT ERROR BASED ON NEWMAN'S PROCEDURE IN SOLVING HOTS TYPES REVIEWING FROM COGNITIVE STYLE FI and FD","authors":"Ni Kadek Indri, Wira Pratiwi, K. A. Wibawa","doi":"10.31000/prima.v7i1.6761","DOIUrl":"https://doi.org/10.31000/prima.v7i1.6761","url":null,"abstract":"The purpose of this study was to determine the types of errors and the causes of errors made by students in solving HOTS type questions for SPLTV material based on Newman's procedure in terms of the cognitive style of class X students of Senior High School number six Denpasar. The method of this research is a qualitative method. The data was collected by means of the HOTS test, GEFT, interviews, and documentation. The subjects of this study were students of class X IPA 1 SMA Negeri 6 Denpasar which were then grouped based on cognitive styles, namely Field Independent (FI) and Field Dependent (FD) students and the number of errors in each cognitive style in answering HOTS questions was categorized into 3, namely errors quite complex, complex, and very complex. The average percentage of FI student errors is 38.88%. The average percentage of FD students' errors is 55.55%. The errors of students with cognitive style FD are more than students with cognitive style FI. The causes of errors in the subject of FI are (1) less calm in working on questions, (2) lack of knowledge of the steps that must be taken to solve problems, (3) lack of time in solving problems. completion process, and (4) no re-checking of written answers. The causes of FD student errors are (1) incomplete in reading the questions, (2) in a hurry to finish quickly, (3) not knowing what is known in the questions implicitly, and (4) not checking again.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88499155","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 : 2023-01-18DOI: 10.31000/prima.v7i1.7437
R. S. F. Iskandar, Bambang Avip Priatna Martadiputra, N. Nurjanah
Interactive media is something that is important to be developed in order to improve students' mathematical understanding abilities. One of the learning media used is scratch. Scratch-assisted learning media on rank numbers material is made to make it easier for students to understand concepts and to increase student interest in learning, by studying it is expected to be able to give birth to creative students in making learning media based on scratch animation. The research design used in this research is the research design of 4D model development (Four D Models). This includes 4 stages, namely the definition, design, development and dissemination stages, which the researcher then simplifies by changing from four stages (4D) to three stages (3D), namely: defining, designing and developing.
为了提高学生的数学理解能力，互动媒体的发展是非常重要的。使用的学习媒介之一是scratch。制作scratch -assisted learning media on rank numbers材料是为了让学生更容易理解概念，提高学生的学习兴趣，通过研究，希望能够培养出有创意的学生制作基于scratch动画的学习媒体。本研究采用的研究设计是四维模型开发(Four D Models)的研究设计。这包括4个阶段，即定义，设计，开发和传播阶段，然后研究者通过将四个阶段(4D)简化为三个阶段(3D)，即:定义，设计和开发。
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Pub Date : 2023-01-18DOI: 10.31000/prima.v7i1.7379
D. K. Fardah, E. L. Palupi
Misconceptions are still a problem in learning mathematics. The causes are very diverse, ranging from the cognitive abilities of students who are not good at mathematics to the teacher who is the trigger for this misconception. The misconception diagnostic test benefits readers as a reference and pressure point in conveying certain concepts that are prone to misconceptions. This study aims to diagnose the occurrence of misconceptions and to analyze the types of misconceptions in 29 prospective mathematics teachers on the two-variable (SPLDV) and three-variable (SPLTV) linear purchasing system materials. A test to detect conceptual errors was given to these prospective teacher students to diagnose conceptual errors that occurred when they studied SPLDV in junior high school and SPLTV in high school before being given linear sales system material in Elementary Linear Algebra courses. The results show that there are still classificational, correlational, and theoretical misconceptions. Theoretical misconceptions that occur in students are related to the definition of misconceptions and related to the definition and types of SPL solutions. Classificational misconceptions occur when students classify examples and non-examples of a given linear sales system. Correlational misconceptions occur in students, namely students cannot connect a statement related to SPLDV with its graphical representation of the statement given, also students are not precise in compiling mathematical models of everyday problems given so the solutions obtained are incorrect.
{"title":"MISCONCEPTIONS OF PROSPECTIVE MATHEMATICS TEACHER IN LINEAR EQUATIONS SYSTEM","authors":"D. K. Fardah, E. L. Palupi","doi":"10.31000/prima.v7i1.7379","DOIUrl":"https://doi.org/10.31000/prima.v7i1.7379","url":null,"abstract":"Misconceptions are still a problem in learning mathematics. The causes are very diverse, ranging from the cognitive abilities of students who are not good at mathematics to the teacher who is the trigger for this misconception. The misconception diagnostic test benefits readers as a reference and pressure point in conveying certain concepts that are prone to misconceptions. This study aims to diagnose the occurrence of misconceptions and to analyze the types of misconceptions in 29 prospective mathematics teachers on the two-variable (SPLDV) and three-variable (SPLTV) linear purchasing system materials. A test to detect conceptual errors was given to these prospective teacher students to diagnose conceptual errors that occurred when they studied SPLDV in junior high school and SPLTV in high school before being given linear sales system material in Elementary Linear Algebra courses. The results show that there are still classificational, correlational, and theoretical misconceptions. Theoretical misconceptions that occur in students are related to the definition of misconceptions and related to the definition and types of SPL solutions. Classificational misconceptions occur when students classify examples and non-examples of a given linear sales system. Correlational misconceptions occur in students, namely students cannot connect a statement related to SPLDV with its graphical representation of the statement given, also students are not precise in compiling mathematical models of everyday problems given so the solutions obtained are incorrect.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86263946","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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