Pub Date : 2023-01-18DOI: 10.31000/prima.v7i1.7341
Dinda Haniyah, H. Khusna
Math anxiety is one of the aspects that plays a role in the form of talent that students have, so that if math anxiety can be controlled properly, so this aspect also has an important effect on students' math communication ability. This research aims to determine math anxiety as a predictor of the math communication ability of high school students. The sample in this research was at SMAN 10 Bekasi in semester 1 of the 2022-2023 academic year class XII. The research method used is the correlational research method. The sampling technique used is Simple Random Sampling. The sample taken was 58 students. The results of the research instrument test were obtained by testing the math communication ability test instrument as many as 5 questions and the math anxiety questionnaire instrument as many as 32 questions. This research have only examines one prediktor on math communication ability not only math anxiety many other factors affect math communication ability which has 91.2% and math anxiety as a predictor is also very small with 8.8% because it is effected by other factors So, students' communication ability cannot yet be said to be ideal. Because the average student does not have the math communication ability to ask questions and in solving math problems still depends on his friends. Meanwhile, students who have good grades are mostly due to often practicing questions at home and have the active to ask the teacher.
{"title":"MATH ANXIETY AS A PREDICTOR OF MATH COMMUNICATION ABILITY ON SENIOR HIGH SCHOOL STUDENTS","authors":"Dinda Haniyah, H. Khusna","doi":"10.31000/prima.v7i1.7341","DOIUrl":"https://doi.org/10.31000/prima.v7i1.7341","url":null,"abstract":"Math anxiety is one of the aspects that plays a role in the form of talent that students have, so that if math anxiety can be controlled properly, so this aspect also has an important effect on students' math communication ability. This research aims to determine math anxiety as a predictor of the math communication ability of high school students. The sample in this research was at SMAN 10 Bekasi in semester 1 of the 2022-2023 academic year class XII. The research method used is the correlational research method. The sampling technique used is Simple Random Sampling. The sample taken was 58 students. The results of the research instrument test were obtained by testing the math communication ability test instrument as many as 5 questions and the math anxiety questionnaire instrument as many as 32 questions. This research have only examines one prediktor on math communication ability not only math anxiety many other factors affect math communication ability which has 91.2% and math anxiety as a predictor is also very small with 8.8% because it is effected by other factors So, students' communication ability cannot yet be said to be ideal. Because the average student does not have the math communication ability to ask questions and in solving math problems still depends on his friends. Meanwhile, students who have good grades are mostly due to often practicing questions at home and have the active to ask the teacher.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79029680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.31000/prima.v6i2.5340
Suripah Suripah, F. Firdaus, Fini Rezy Enabela Novilanti
The learning held is expected to be an inspiration for students and to integrate character values. However, due to the Covid-19 pandemic, students have various perceptions of the implementation of lectures and related aspects. Therefore, the purpose of this study was to describe students' perceptions of the implementation of online learning at the Islamic University of Riau. This study uses a quantitative descriptive approach. Students' perceptions of the implementation of learning are carried out by giving a questionnaire that refers to three components, namely: lecturer competence, learning process components, and infrastructure components. Data was collected using an online questionnaire using Google Form which was distributed to 117 students of the IT-Based Statistical Data Analysis course by purposive random sampling. The results showed that the competence component of the lecturers obtained the highest level of perception, namely 85.16%, the facilities and infrastructure components as much as 84.55%, and the learning process component as much as 80.16%. This shows that the success of learning according to student perceptions is largely determined by the competence of the lecturer, while the facilities and infrastructure, as well as the learning process, support the success of all related components. In general, it can be concluded that students' perceptions of the implementation of online lectures in the IT-Based Data Analysis course at the Islamic University of Riau gave a positive response with a perception rate of 83.29%.
{"title":"MATHEMATICS EDUCATION STUDENT PERCEPTIONS OF ONLINE LEARNING FOR IT-BASED DATA ANALYSIS COURSES THAT ARE INTEGRATED WITH CHARACTER VALUES","authors":"Suripah Suripah, F. Firdaus, Fini Rezy Enabela Novilanti","doi":"10.31000/prima.v6i2.5340","DOIUrl":"https://doi.org/10.31000/prima.v6i2.5340","url":null,"abstract":"The learning held is expected to be an inspiration for students and to integrate character values. However, due to the Covid-19 pandemic, students have various perceptions of the implementation of lectures and related aspects. Therefore, the purpose of this study was to describe students' perceptions of the implementation of online learning at the Islamic University of Riau. This study uses a quantitative descriptive approach. Students' perceptions of the implementation of learning are carried out by giving a questionnaire that refers to three components, namely: lecturer competence, learning process components, and infrastructure components. Data was collected using an online questionnaire using Google Form which was distributed to 117 students of the IT-Based Statistical Data Analysis course by purposive random sampling. The results showed that the competence component of the lecturers obtained the highest level of perception, namely 85.16%, the facilities and infrastructure components as much as 84.55%, and the learning process component as much as 80.16%. This shows that the success of learning according to student perceptions is largely determined by the competence of the lecturer, while the facilities and infrastructure, as well as the learning process, support the success of all related components. In general, it can be concluded that students' perceptions of the implementation of online lectures in the IT-Based Data Analysis course at the Islamic University of Riau gave a positive response with a perception rate of 83.29%.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80562178","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.31000/prima.v6i2.6196
I. R. Ihsan, M. Yakob, R. S. F. Iskandar, R. Priyanda, R. Amalia
The aim of this study is to determine the interests and perceptions of mathematics education students in Langsa City towards distance learning, then the next is to study and analyze their communication patterns in learning during the Covid-19 pandemic. The method used in the study was an online survey of 114 mathematics education students from two different universities located in Langsa City, Aceh Province, Indonesia. Survey material contains questions and statements related to interests, perceptions, and communication patterns as the main problems in this study. With all the supports and obstacles, student interest in online learning is very low, 84.21% of respondents are not interested. Then, most of them find it difficult to concentrate while following the lesson. Boredom and difficulty finding relevant learning resources are also part of students' perceptions of online learning. Most of them (79.95%) find it difficult to learn, although 70.18% can still understand the learning material. Furthermore, the WhatsApp application (with all its features) is the most widely used medium of communication to support learning activities (71.93%), both for questions and discussions (both with lecturers and peers). Virtual meeting application is the second most used media for communication (28.07%). The pattern of communication in learning activities is dominated by communication between students and groups of students with a frequency level of 67.64%. Furthermore, communication is carried out between lecturers and groups of students and between lecturers and individuals with a frequency of 24.52% and 7.84%, respectively. According to the results of this study, we argue that it is necessary to develop an integrated blended learning design equipped with a directed communication pattern.
{"title":"INTERESTS, PERCEPTIONS, AND COMMUNICATION PATTERNS OF PRE-SERVICE MATHEMATICS TEACHER IN LANGSA CITY DURING ONLINE LEARNING","authors":"I. R. Ihsan, M. Yakob, R. S. F. Iskandar, R. Priyanda, R. Amalia","doi":"10.31000/prima.v6i2.6196","DOIUrl":"https://doi.org/10.31000/prima.v6i2.6196","url":null,"abstract":"The aim of this study is to determine the interests and perceptions of mathematics education students in Langsa City towards distance learning, then the next is to study and analyze their communication patterns in learning during the Covid-19 pandemic. The method used in the study was an online survey of 114 mathematics education students from two different universities located in Langsa City, Aceh Province, Indonesia. Survey material contains questions and statements related to interests, perceptions, and communication patterns as the main problems in this study. With all the supports and obstacles, student interest in online learning is very low, 84.21% of respondents are not interested. Then, most of them find it difficult to concentrate while following the lesson. Boredom and difficulty finding relevant learning resources are also part of students' perceptions of online learning. Most of them (79.95%) find it difficult to learn, although 70.18% can still understand the learning material. Furthermore, the WhatsApp application (with all its features) is the most widely used medium of communication to support learning activities (71.93%), both for questions and discussions (both with lecturers and peers). Virtual meeting application is the second most used media for communication (28.07%). The pattern of communication in learning activities is dominated by communication between students and groups of students with a frequency level of 67.64%. Furthermore, communication is carried out between lecturers and groups of students and between lecturers and individuals with a frequency of 24.52% and 7.84%, respectively. According to the results of this study, we argue that it is necessary to develop an integrated blended learning design equipped with a directed communication pattern.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90989341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.31000/prima.v6i2.6142
Riana Kristina Suminar, Indra Nur Rahman
Mathematical problem solving ability has a close relationship in developing literacy and numeracy in elementary schools. The purpose of this study was to describe mathematical problem solving abilities to develop literacy and describe mathematical problem solving abilities to develop numeracy in elementary schools. This research was carried out in class V SD Negeri Sibela Timur Surakarta City to students with a total of 3 students. The method used in this research is descriptive qualitative research method. Data collection was carried out with tests and documentation. The results of this study indicate that the ability of students to solve mathematical problems is different. Of the 3 students, 1 student has the ability to solve math problems in the good category, 1 student in the medium category, and 1 student in the low category. Mathematical problem solving ability is in line with the results of giving literacy and numeracy questions. Students in the good category get high literacy and numeracy test scores, students in the moderate category get sufficient test scores, and students in the low category get low literacy and numeracy test scores.
{"title":"MATHEMATICAL PROBLEM SOLVING ABILITY TO DEVELOP NUMERICAL LITERACY IN ELEMENTARY SCHOOL STUDENTS","authors":"Riana Kristina Suminar, Indra Nur Rahman","doi":"10.31000/prima.v6i2.6142","DOIUrl":"https://doi.org/10.31000/prima.v6i2.6142","url":null,"abstract":"Mathematical problem solving ability has a close relationship in developing literacy and numeracy in elementary schools. The purpose of this study was to describe mathematical problem solving abilities to develop literacy and describe mathematical problem solving abilities to develop numeracy in elementary schools. This research was carried out in class V SD Negeri Sibela Timur Surakarta City to students with a total of 3 students. The method used in this research is descriptive qualitative research method. Data collection was carried out with tests and documentation. The results of this study indicate that the ability of students to solve mathematical problems is different. Of the 3 students, 1 student has the ability to solve math problems in the good category, 1 student in the medium category, and 1 student in the low category. Mathematical problem solving ability is in line with the results of giving literacy and numeracy questions. Students in the good category get high literacy and numeracy test scores, students in the moderate category get sufficient test scores, and students in the low category get low literacy and numeracy test scores.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86680276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.31000/prima.v6i2.5456
Sri Apriatni, H. Nindiasari, Khaeroni Khaeroni
Several studies show that the learning process with a metacognitive approach helps students develop their reflective thinking skills. One of the IMPROVE syntaxes is asking metacognitive questions. This study aims to describe the influence of the IMPROVE learning model on students' mathematical reflective thinking abilities. For this reason, this study uses a quantitative approach with descriptive analysis techniques after comparing two groups of data according to the non-equivalent control group design. The study involved several students of class X IPA at MAN 2 Serang City as a population consisting of two study groups as samples. The data collection technique uses the Mathematical Reflective Thinking Ability Test (KBRM) instrument which contains six indicators. The application of the IMPROVE learning model, based on the results of the study, was proven to have a positive and significant influence on increasing students' mathematical reflective thinking skills. Also, the mathematical reflective thinking ability of students who apply the IMPROVE learning model is in the fairly good category, while the mathematical reflective thinking ability of students who apply ordinary learning is in the poor category. The achievement of each indicator of students' mathematical reflective thinking skills who apply IMPROVE learning is in the good category on 2 question indicators, fairly good category on 2 question indicators and not a good category on 2 question indicators out of a total of 6 indicators of mathematical reflective thinking ability questions
{"title":"IMPROVING STUDENT'S MATHEMATIC REFLECTIVE THINKING ABILITY THROUGH THE IMPROVE LEARNING MODEL","authors":"Sri Apriatni, H. Nindiasari, Khaeroni Khaeroni","doi":"10.31000/prima.v6i2.5456","DOIUrl":"https://doi.org/10.31000/prima.v6i2.5456","url":null,"abstract":"Several studies show that the learning process with a metacognitive approach helps students develop their reflective thinking skills. One of the IMPROVE syntaxes is asking metacognitive questions. This study aims to describe the influence of the IMPROVE learning model on students' mathematical reflective thinking abilities. For this reason, this study uses a quantitative approach with descriptive analysis techniques after comparing two groups of data according to the non-equivalent control group design. The study involved several students of class X IPA at MAN 2 Serang City as a population consisting of two study groups as samples. The data collection technique uses the Mathematical Reflective Thinking Ability Test (KBRM) instrument which contains six indicators. The application of the IMPROVE learning model, based on the results of the study, was proven to have a positive and significant influence on increasing students' mathematical reflective thinking skills. Also, the mathematical reflective thinking ability of students who apply the IMPROVE learning model is in the fairly good category, while the mathematical reflective thinking ability of students who apply ordinary learning is in the poor category. The achievement of each indicator of students' mathematical reflective thinking skills who apply IMPROVE learning is in the good category on 2 question indicators, fairly good category on 2 question indicators and not a good category on 2 question indicators out of a total of 6 indicators of mathematical reflective thinking ability questions","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89068514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.31000/prima.v6i2.6180
Agus Nurdiyanto, Nurhanurawati Nurhanurawati
Teaching materials are an important in the implementation of education. Teaching materials have to the needs and attract students' interest in learning. Teaching materials must also be able to assist teachers in delivering subject matter. From the results of observations of teaching materials in vocational students, researchers found data that the delivery of materials in teaching materials was quite monotonous. The presentation of this monotonous material does not attract students' interest in using teaching materials. This research is a descriptive qualitative research. The place of this research is a vocational high school (SMK) State 3 Metro, Lampung Province. The research subjects used were 8 students and 3 mathematics teachers at SMKN 3 Metro. The research instrument used was a questionnaire sheet and an interview guide. The data analysis technique uses the Miles and Huberman stages, namely: data reduction, data presentation, and drawing conclusions. Based on result and discussion show that materials teaching mathematics for vocational students are needed novelty of: 1) systematic preparation, 2) materials adapted to the characteristics of vocational students, 3) presentation of teaching materials adapted to technological developments, 4) use of technology to attract students' interest, 5) the form of teaching materials that are more practical and easy to use. AbstrakBahan ajar merupakan bagian penting dalam pelaksanaan Pendidikan. Bahan ajar yang baik harus bisa memenuhi kebutuhan dan menarik minat peserta didik dalam belajar. Bahan ajar juga harus dapat membantu guru dalam menyampaikan materi pelajaran. Dari hasil observasi bahan ajar pada siswa SMK, peneliti menemukan data bahwa penyampaian materi pada bahan ajar cukup monoton. Penyajian materi yang monoton ini kurang menarik minat siswa dalam menggunakan bahan ajar. Penelitian ini merupakan penelitian kualitatif deskriptif. Tempat penelitian ini adalah sekolah menengah kejuruan (SMK) Negeri 3 Metro Provinsi Lampung. Subyek penelitian yang digunakan adalah 8 orang siswa dan 3 orang guru matematika SMKN 3 Metro. Instrumen penelitian yang digunakan adalah lembar angket dan pedoman wawancara. Teknik analisis data menggunakan tahapan Miles dan Huberman yaitu : reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil analisis data dan pembahasan dapat disimpulkan bahwa diperlukan pembaruan bahan ajar matematika siswa SMK berupa : 1) sistematika penyusunan berbeda, 2) materi yang disesuaikan dengan karakteristik siswa SMK, 3) penyajian bahan ajar yang disesuaikan dengan perkembangan teknologi, 4) penggunaan teknologi untuk menarik minat siswa, 5) bentuk bahan ajar yang lebih praktis dan mudah digunakan.
教材是教育实施的重要环节。教材要切合需要，吸引学生的学习兴趣。教材还必须能够帮助教师传授主题。从对高职生教材的观察结果中，研究者发现教材中材料的传递相当单调。这种单调的材料的呈现不能引起学生使用教材的兴趣。本研究为描述性质的研究。本研究的地点是楠榜省的一所职业高中(SMK)。研究对象为SMKN 3 Metro中学的8名学生和3名数学教师。使用的研究工具是问卷和访谈指南。数据分析技术使用Miles和Huberman阶段，即:数据简化、数据呈现和得出结论。结果和讨论表明，高职生数学教材教学需要有以下几个方面的新颖性:1)系统编制;2)适应高职生特点的教材;3)适应技术发展的教材;4)利用技术吸引学生的兴趣;5)教材的形式更实用、更易于使用。[摘要]bahan ajar merupakan bagian penting dalam pelaksanaan Pendidikan。巴汗汗汗汗汗汗汗汗汗汗汗汗汗汗汗汗汗汗汗汗汗汗。Bahan ajar juga harus dapat membantu guru dalam menyampaikan materi pelajaran。Dari hasil observasi bahan ajar pada siswa SMK, peneliti menemukan data bahwa penyampaan materi pada bahan ajar cucuup monoton。Penyajian材料，yang monoton, i kurang, menarik, minat, siwa, dalam, menggunakan, bahan, ajar。Penelitian ini merupakan Penelitian质量描述。temat penelitian ini adalah sekolah menengah kejuruan (SMK) Negeri 3都会省楠榜。Subyek penelitian yang digunakan adalah 8猩猩siswa dan 3猩猩guru matmatatika SMKN 3 Metro。仪器仪表，yang digunakan adalah, lembarangket和pedoman wawancara。Teknik分析数据menggunakan tahapan Miles dan Huberman yitu: reduksi数据，penyajian数据，dan penarikan kespulan。Berdasarkan hasil分析数据dan pembahasan dapat dispulpulkan bahwa diperlukan ppanpanan bahan ajar matmatatika siswa SMK berupa: 1)系统分析(sistematika penyusunan berbea)， 2)材料分析(materi yang dissuaikan dengan karakteristik SMK, 3) penyajian bahanajar yang dissuaikan dengan perkembangan technology, 4) penggunaan technology untuk menarik miniswa, 5) bentuk bahanajar yang lebih praktis dan mudah digunakan。
{"title":"ANALYSIS OF THE NEED FOR RENEWAL OF MATHEMATICS TEACHING MATERIALS IN VOCATIONAL HIGH SCHOOL","authors":"Agus Nurdiyanto, Nurhanurawati Nurhanurawati","doi":"10.31000/prima.v6i2.6180","DOIUrl":"https://doi.org/10.31000/prima.v6i2.6180","url":null,"abstract":"Teaching materials are an important in the implementation of education. Teaching materials have to the needs and attract students' interest in learning. Teaching materials must also be able to assist teachers in delivering subject matter. From the results of observations of teaching materials in vocational students, researchers found data that the delivery of materials in teaching materials was quite monotonous. The presentation of this monotonous material does not attract students' interest in using teaching materials. This research is a descriptive qualitative research. The place of this research is a vocational high school (SMK) State 3 Metro, Lampung Province. The research subjects used were 8 students and 3 mathematics teachers at SMKN 3 Metro. The research instrument used was a questionnaire sheet and an interview guide. The data analysis technique uses the Miles and Huberman stages, namely: data reduction, data presentation, and drawing conclusions. Based on result and discussion show that materials teaching mathematics for vocational students are needed novelty of: 1) systematic preparation, 2) materials adapted to the characteristics of vocational students, 3) presentation of teaching materials adapted to technological developments, 4) use of technology to attract students' interest, 5) the form of teaching materials that are more practical and easy to use. AbstrakBahan ajar merupakan bagian penting dalam pelaksanaan Pendidikan. Bahan ajar yang baik harus bisa memenuhi kebutuhan dan menarik minat peserta didik dalam belajar. Bahan ajar juga harus dapat membantu guru dalam menyampaikan materi pelajaran. Dari hasil observasi bahan ajar pada siswa SMK, peneliti menemukan data bahwa penyampaian materi pada bahan ajar cukup monoton. Penyajian materi yang monoton ini kurang menarik minat siswa dalam menggunakan bahan ajar. Penelitian ini merupakan penelitian kualitatif deskriptif. Tempat penelitian ini adalah sekolah menengah kejuruan (SMK) Negeri 3 Metro Provinsi Lampung. Subyek penelitian yang digunakan adalah 8 orang siswa dan 3 orang guru matematika SMKN 3 Metro. Instrumen penelitian yang digunakan adalah lembar angket dan pedoman wawancara. Teknik analisis data menggunakan tahapan Miles dan Huberman yaitu : reduksi data, penyajian data, dan penarikan kesimpulan. Berdasarkan hasil analisis data dan pembahasan dapat disimpulkan bahwa diperlukan pembaruan bahan ajar matematika siswa SMK berupa : 1) sistematika penyusunan berbeda, 2) materi yang disesuaikan dengan karakteristik siswa SMK, 3) penyajian bahan ajar yang disesuaikan dengan perkembangan teknologi, 4) penggunaan teknologi untuk menarik minat siswa, 5) bentuk bahan ajar yang lebih praktis dan mudah digunakan.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82010932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.31000/prima.v6i2.5770
M. A. Firmansyah, Lely Lailatus Syarifah
The subjects in this study were second semester students of 2020/2021 mathematics education study program, Universitas Muhammadiyah Tangerang. The purpose of this study was to find out how big the role of mathematical belief in student learning outcomes in the differential calculus course which was held in the even semester of 2020/2021. The research method is a survey method with a descriptive correlation analysis technique with instruments in the form of questionnaires and tests. The data were analyzed by regression analysis using SPSS statistic 20 software. The results showed that based on the results of the analysis and discussion, conclusions could be drawn including the role of mathematical belief in giving a significant influence on student learning outcomes in the differential calculus course. The results of the study using SPSS 20 showed that the value of the close relationship between mathematical beliefs and learning outcomes was 0.89, this indicates that there is a very strong relationship between mathematical beliefs and learning outcomes. The results show that the belief in mathematics on the learning outcomes of the differential calculus course contributes 79.2%. Analysis of the Significance Test of the Role of Mathematics Belief on Learning Outcomes for Differential Calculus Courses shows that an increase in the mathematical belief score in the Differential Calculus course will give an increase of 0.830
{"title":"THE ROLE OF BELIEF MATHEMATICS ON STUDENTS' LEARNING OUTCOMES IN DIFFERENTIAL CALCULUS COURSES","authors":"M. A. Firmansyah, Lely Lailatus Syarifah","doi":"10.31000/prima.v6i2.5770","DOIUrl":"https://doi.org/10.31000/prima.v6i2.5770","url":null,"abstract":"The subjects in this study were second semester students of 2020/2021 mathematics education study program, Universitas Muhammadiyah Tangerang. The purpose of this study was to find out how big the role of mathematical belief in student learning outcomes in the differential calculus course which was held in the even semester of 2020/2021. The research method is a survey method with a descriptive correlation analysis technique with instruments in the form of questionnaires and tests. The data were analyzed by regression analysis using SPSS statistic 20 software. The results showed that based on the results of the analysis and discussion, conclusions could be drawn including the role of mathematical belief in giving a significant influence on student learning outcomes in the differential calculus course. The results of the study using SPSS 20 showed that the value of the close relationship between mathematical beliefs and learning outcomes was 0.89, this indicates that there is a very strong relationship between mathematical beliefs and learning outcomes. The results show that the belief in mathematics on the learning outcomes of the differential calculus course contributes 79.2%. Analysis of the Significance Test of the Role of Mathematics Belief on Learning Outcomes for Differential Calculus Courses shows that an increase in the mathematical belief score in the Differential Calculus course will give an increase of 0.830","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90243493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.31000/prima.v6i2.5381
E. Kurniadi, Vina Amilia Suganda, Bunda Harini
This study aims to explain the dimensions of pedagogical content knowledge of mathematics teachers in learning mathematical modeling. Four dimensions of teacher pedagogical content knowledge for mathematical modeling: (1) Dimension of mathematical modeling theory, (2) Dimension of cognitive, (3) Dimension of learning, and (4) dimension of evaluation. The data collection is observation and interview. Based on the basic assumptions about the impact of teaching on learning, teacher competence will result in quality teaching and quality student learning. Therefore, all of dimensions should be included as mandatory components in teacher education and professional development.
{"title":"THE PEDAGOGICAL CONTENT KNOWLEDGE DIMENSIONS OF MATHEMATICS TEACHER IN MATHEMATICS MODELING LEARNING","authors":"E. Kurniadi, Vina Amilia Suganda, Bunda Harini","doi":"10.31000/prima.v6i2.5381","DOIUrl":"https://doi.org/10.31000/prima.v6i2.5381","url":null,"abstract":"This study aims to explain the dimensions of pedagogical content knowledge of mathematics teachers in learning mathematical modeling. Four dimensions of teacher pedagogical content knowledge for mathematical modeling: (1) Dimension of mathematical modeling theory, (2) Dimension of cognitive, (3) Dimension of learning, and (4) dimension of evaluation. The data collection is observation and interview. Based on the basic assumptions about the impact of teaching on learning, teacher competence will result in quality teaching and quality student learning. Therefore, all of dimensions should be included as mandatory components in teacher education and professional development.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74601631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.31000/prima.v6i2.5514
Maulidia Wanahari, Zul Amry, Elmanani Simamora
Online learning (in the network) is learning online through specified media. This study aims to: 1) describe how the level of validity, practicality and effectiveness of guided discovery-based learning tools using Hypercontent to improve critical mathematical thinking skills at SMAN 1 Tambangan; 2) describe the improvement of students' mathematical critical thinking skills using guided discovery-based learning tools using Hypercontent at SMAN 1 Tambangan The method used in this research is development research. The subjects in this study were the 11th grade students SMAN 1 Tambangan in the academic year 2021/2022. The results showed that 1) Guided discovery-based learning tools using hypercontent to improve students' mathematical critical thinking skills that were developed already met the criteria of being valid, practical and effective; 2) The improvement of mathematical critical thinking skills using guided discovery-based learning tools using hypercontent that has been developed seen from the N-gain value in the first trial of 0.33 increased to 0.4 in the second trial, meaning that it is in the "medium" category.
{"title":"DEVELOPMENT OF GUIDED DISCOVERY-BASED LEARNING TOOLS USING HYPERCONTENT TO IMPROVE STUDENTS' MATHEMATICAL CRITICAL THINKING ABILITY","authors":"Maulidia Wanahari, Zul Amry, Elmanani Simamora","doi":"10.31000/prima.v6i2.5514","DOIUrl":"https://doi.org/10.31000/prima.v6i2.5514","url":null,"abstract":"Online learning (in the network) is learning online through specified media. This study aims to: 1) describe how the level of validity, practicality and effectiveness of guided discovery-based learning tools using Hypercontent to improve critical mathematical thinking skills at SMAN 1 Tambangan; 2) describe the improvement of students' mathematical critical thinking skills using guided discovery-based learning tools using Hypercontent at SMAN 1 Tambangan The method used in this research is development research. The subjects in this study were the 11th grade students SMAN 1 Tambangan in the academic year 2021/2022. The results showed that 1) Guided discovery-based learning tools using hypercontent to improve students' mathematical critical thinking skills that were developed already met the criteria of being valid, practical and effective; 2) The improvement of mathematical critical thinking skills using guided discovery-based learning tools using hypercontent that has been developed seen from the N-gain value in the first trial of 0.33 increased to 0.4 in the second trial, meaning that it is in the \"medium\" category.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"154 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78003719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.31000/prima.v6i1.5316
Rika Mulyati Mustika Sari, N. Priatna, D. Juandi
This research is based on the importance of logical-mathematical thinking skills in solving logical-mathematical problems. The research purpose is to describe high school students' logical thinking abilities on geometric transformation material in terms of mathematical self-concepts. The research used a qualitative approach, with the research subject as many as six students of 12th grades science class from one of Bandung Regency high schools selected by sampling technique. Students' logical thinking ability is known from the test scores in solving compiled problems. The score refers to logical-mathematical thinking ability indicators, and the problem-solving technique refers to the Polya stages. Data analysis techniques used are data reduction, data presentation, descriptive statistical calculations, and conclusions/verification. The results showed that the overall students’ logical-mathematical thinking ability in the geometry transformation material is in the medium category. In the self-concept category, subjects with high self-concept can fulfil logical thinking questions based on Polya stages. As for subjects with moderate self-concept, the students can only fulfil several indicators of logical-mathematical thinking skills with problem-solving techniques. The result is still not perfect refer to the Polya stage. As for the subject with low self-concept, almost all Polya stages are not fulfiled. The students in the low self-concept category answered the questions incompletely. They had difficulty understanding the problem and planning a solution so that their answers did not match the questions.
{"title":"ANALYSIS OF HIGH SCHOOL STUDENTS LOGICAL-MATHEMATICAL THINKING ABILITY BASED ON THE POLYA STAGE SOLVING IN TERMS OF MATHEMATICAL SELF-CONCEPT ABILITY","authors":"Rika Mulyati Mustika Sari, N. Priatna, D. Juandi","doi":"10.31000/prima.v6i1.5316","DOIUrl":"https://doi.org/10.31000/prima.v6i1.5316","url":null,"abstract":"This research is based on the importance of logical-mathematical thinking skills in solving logical-mathematical problems. The research purpose is to describe high school students' logical thinking abilities on geometric transformation material in terms of mathematical self-concepts. The research used a qualitative approach, with the research subject as many as six students of 12th grades science class from one of Bandung Regency high schools selected by sampling technique. Students' logical thinking ability is known from the test scores in solving compiled problems. The score refers to logical-mathematical thinking ability indicators, and the problem-solving technique refers to the Polya stages. Data analysis techniques used are data reduction, data presentation, descriptive statistical calculations, and conclusions/verification. The results showed that the overall students’ logical-mathematical thinking ability in the geometry transformation material is in the medium category. In the self-concept category, subjects with high self-concept can fulfil logical thinking questions based on Polya stages. As for subjects with moderate self-concept, the students can only fulfil several indicators of logical-mathematical thinking skills with problem-solving techniques. The result is still not perfect refer to the Polya stage. As for the subject with low self-concept, almost all Polya stages are not fulfiled. The students in the low self-concept category answered the questions incompletely. They had difficulty understanding the problem and planning a solution so that their answers did not match the questions.","PeriodicalId":33718,"journal":{"name":"Prima Jurnal Pendidikan Matematika","volume":"191 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74183548","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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