This research aims to describe the counting operation capabilities of grade II elementary school students with card game methods. This type of research is classroom action research with Kemmis and Mc Taggart models. The research was conducted at public elementary school (Sekolah Dasar Negeri or “SDN”) 1 Teluk Kaiely, SDN 1 Lilialy, and SDN 3 Namlea. Data is collected with tests and observations. Furthermore, the data is analyzed with qualitative and quantitative techniques. The results showed that by using the card game method, the ability to calculate the grade II elementary school students improved from the beginning of the pre-cycle to cycle II. The average value in pre-cycle is 65 with the percentage of 42%. The average value increases to 66, with a percentage of 58%. The average score increased to 78 with the percentage of 81% reach the cut of score in cycle II
本研究旨在用纸牌游戏的方法来描述小学二年级学生的计数运算能力。这种类型的研究是课堂行动研究与Kemmis和Mc Taggart模型。这项研究是在公立小学(Sekolah Dasar Negeri或“SDN”)1 Teluk Kaiely, 1 Lilialy和3 Namlea进行的。数据是通过测试和观察收集的。此外，对数据进行了定性和定量分析。结果表明，通过使用纸牌游戏法，小学二年级学生的计算能力从前期循环开始到第二循环有所提高。预周期平均值为65，占42%。平均值增加到66，百分比为58%。第二阶段平均成绩提高到78分，达到分数线的比例为81%
{"title":"Card game method to improve the number of counting operations of elementary school students in Buru District","authors":"M. Zakaria, I. Maghfirah, N. Amir, T. Taufik","doi":"10.31327/JME.V5I2.1298","DOIUrl":"https://doi.org/10.31327/JME.V5I2.1298","url":null,"abstract":"This research aims to describe the counting operation capabilities of grade II elementary school students with card game methods. This type of research is classroom action research with Kemmis and Mc Taggart models. The research was conducted at public elementary school (Sekolah Dasar Negeri or “SDN”) 1 Teluk Kaiely, SDN 1 Lilialy, and SDN 3 Namlea. Data is collected with tests and observations. Furthermore, the data is analyzed with qualitative and quantitative techniques. The results showed that by using the card game method, the ability to calculate the grade II elementary school students improved from the beginning of the pre-cycle to cycle II. The average value in pre-cycle is 65 with the percentage of 42%. The average value increases to 66, with a percentage of 58%. The average score increased to 78 with the percentage of 81% reach the cut of score in cycle II","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127895241","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}
Problem posing represents a valuable strategy to create a bridge between mathematics classroom activities and everyday-life experiences. Despite the value of problem posing activities as opportunities for measuring students’ mathematical learning outcomes, more research is needed in investigating if and how problem posing could support the introduction of new mathematical knowledge promoting the development of mathematical concepts . The aim of this paper is to start investigating how problem posing can extend students’ mathematical knowledge. After having introduced the notion of emergent problem posing, some results from a teaching experiment conducted in a primary school class are reported. The design of the teaching experiment was explicated through the development of the three components of a Hypothetical Learning Trajectory: learning goal ; hypothetical learning process ; learning activities . Results from the study indicate that semi-structured problem posing activities that start from a suitable artifact could support the emergence of new mathematical knowledge, supporting students’ in re-inventing mathematical strategies to solve problems posed by themselves. However, further research is necessary, especially in: supporting the notion of emergent problem posing with more teaching experiments; investigating the role of different artifacts in supporting the process of emergent problem-posing; evaluating which characteristics an artifact should have in order to support the process of emergent problem posing; examining possible relations between students’ abilities and emergent problem posing performances.
{"title":"Supporting the emergence of mathematical knowledge through problem posing","authors":"S. Passarella","doi":"10.31327/JME.V5I2.1259","DOIUrl":"https://doi.org/10.31327/JME.V5I2.1259","url":null,"abstract":"Problem posing represents a valuable strategy to create a bridge between mathematics classroom activities and everyday-life experiences. Despite the value of problem posing activities as opportunities for measuring students’ mathematical learning outcomes, more research is needed in investigating if and how problem posing could support the introduction of new mathematical knowledge promoting the development of mathematical concepts . The aim of this paper is to start investigating how problem posing can extend students’ mathematical knowledge. After having introduced the notion of emergent problem posing, some results from a teaching experiment conducted in a primary school class are reported. The design of the teaching experiment was explicated through the development of the three components of a Hypothetical Learning Trajectory: learning goal ; hypothetical learning process ; learning activities . Results from the study indicate that semi-structured problem posing activities that start from a suitable artifact could support the emergence of new mathematical knowledge, supporting students’ in re-inventing mathematical strategies to solve problems posed by themselves. However, further research is necessary, especially in: supporting the notion of emergent problem posing with more teaching experiments; investigating the role of different artifacts in supporting the process of emergent problem-posing; evaluating which characteristics an artifact should have in order to support the process of emergent problem posing; examining possible relations between students’ abilities and emergent problem posing performances.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126770949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focuses on the empirical examination of learning effectiveness and efficiency concerning two instructional methods: Direct instruction and interactive instructional videos. An SPF-2×2•2 design is used to control the instructional method, lessons, and class context. Learning outcome on probability calculation is assessed about effectiveness (grade) and efficiency (time required). The empirical findings show that learning with interactive instructional videos performs well regarding direct instruction. This is a significant result in the digitization of instructional methods.
{"title":"The effect of direct instruction and interactive instructional videos on learning effectiveness and ef-ficiency in mathematics education","authors":"A. Zendler","doi":"10.31327/JME.V5I2.1137","DOIUrl":"https://doi.org/10.31327/JME.V5I2.1137","url":null,"abstract":"This study focuses on the empirical examination of learning effectiveness and efficiency concerning two instructional methods: Direct instruction and interactive instructional videos. An SPF-2×2•2 design is used to control the instructional method, lessons, and class context. Learning outcome on probability calculation is assessed about effectiveness (grade) and efficiency (time required). The empirical findings show that learning with interactive instructional videos performs well regarding direct instruction. This is a significant result in the digitization of instructional methods.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126977748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to improve mathematics learning outcomes on line and angle material. This research including Quasi Experiments using True Experimental Design with Posttest-Only Control design. The subject of this research is a class VII student of MTs Swasta Tontonunu in the year 2017 which consists of the 2 classes each as class experiment and class control. The instrument used is a test instrument, sheet observation activity students, and sheets observation teacher activity in learning. Data analysis used the difference of two mean, namely the t-test of two independent samples was good assumption variance same or no, but previously tested the normal distribution using Kolmogorof Sminov. The results of the descriptive analysis showed that the mean posttest class experiment 78.76 19 higher than the mean posttest class control 73, 375. The results of the two-way difference test on mean show a significance value (2 tailed) 0.005< (0.05 ) which means that the mean of the two posttests is significantly different. Based on the results of the study, it was concluded that the application of the learning model based on problem with PQ4R method can improve learning outcomes math on the subject discussion of lines and angles. This is possible because of learning based on problem started with introduce real everyday problems will more meaningful and moreeasy recognized by students. And through PQ4R, material on the subject discussion of lines and angles more many about fact will moreeasy understood in accordance steps preview, question, read, reflect, recite, and review.
本研究的目的是为了提高线上和角度材料的数学学习效果。本研究采用真实实验设计和后验对照设计进行拟实验。本研究的对象是MTs Swasta Tontonunu在2017年的七年级学生，分为两个班，分别作为班级实验和班级控制。所使用的仪器是一种测试仪器，是学生的单观察活动，以及教师在学习中的单观察活动。数据分析采用两均值之差，即两个独立样本的t检验假设方差相同或不存在，但之前使用Kolmogorof Sminov检验正态分布。描述性分析结果表明，实验后验类平均78.76 19高于对照后验类平均73,375。均数的双向差异检验结果显示显著性值(2尾)0.005<(0.05)，这意味着两次后测的均数有显著性差异。根据研究结果，采用PQ4R方法应用基于问题的学习模型可以提高线与角主题讨论的学习成果数学。这是可能的，因为基于问题的学习，从介绍真实的日常问题开始，将更有意义，更容易被学生认识。通过PQ4R，关于线条和角度的主题讨论材料将更容易理解，并按照预览、提问、阅读、反思、背诵和复习的步骤进行。
{"title":"Improving Learning Outcomes through Problem-Based Learning with PQ4R Method","authors":"","doi":"10.31327/jme.v5i1.1764","DOIUrl":"https://doi.org/10.31327/jme.v5i1.1764","url":null,"abstract":"The purpose of this research is to improve mathematics learning outcomes on line and angle material. This research including Quasi Experiments using True Experimental Design with Posttest-Only Control design. The subject of this research is a class VII student of MTs Swasta Tontonunu in the year 2017 which consists of the 2 classes each as class experiment and class control. The instrument used is a test instrument, sheet observation activity students, and sheets observation teacher activity in learning. Data analysis used the difference of two mean, namely the t-test of two independent samples was good assumption variance same or no, but previously tested the normal distribution using Kolmogorof Sminov. The results of the descriptive analysis showed that the mean posttest class experiment 78.76 19 higher than the mean posttest class control 73, 375. The results of the two-way difference test on mean show a significance value (2 tailed) 0.005< (0.05 ) which means that the mean of the two posttests is significantly different. Based on the results of the study, it was concluded that the application of the learning model based on problem with PQ4R method can improve learning outcomes math on the subject discussion of lines and angles. This is possible because of learning based on problem started with introduce real everyday problems will more meaningful and moreeasy recognized by students. And through PQ4R, material on the subject discussion of lines and angles more many about fact will moreeasy understood in accordance steps preview, question, read, reflect, recite, and review.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124234936","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}
{"title":"Application of SQ3R Learning Method in Improving Mathematics Learning Outcomes in Quadrangular Basic Competencies Class VIIB students of MTs Almawaddah Warahmaah Kolaka","authors":"Gemi Susanti","doi":"10.31327/jme.v5i1.1765","DOIUrl":"https://doi.org/10.31327/jme.v5i1.1765","url":null,"abstract":"Application of the SQ3R Learning","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124963341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to describe mathematical problem solving abilities in terms of student learning styles. This type of research is descriptive qualitative. The subjects of this study consisted of 24 students of class IX SMP Negeri 16 Konawe Selatan. The research instruments used were: (1) mathematical problem solving ability test questions, (2) interviews, (3) learning style questionnaires. The results obtained information that: (1) From 24 students of class IX SMP Negeri 16 Konawe Selatan obtained information that there are 5 students who have high category mathematical problem solving ability with a percentage of 20.83%. There are 2 students who have the ability to solve mathematical problems in the medium category with a percentage of 8.33%. and as many as 17 students with low category mathematical problem solving abilities with a percentage of 70.83%. (2) The unimodal learning style is dominated by the auditory type as many as 8 students with a percentage of 33.33%, then the visual type as many as 2 students
本研究旨在以学生的学习风格来描述数学问题的解决能力。这种类型的研究是描述性质的。本研究的对象为24名新加坡国立大学(SMP) Negeri 16科纳维塞拉坦(Konawe Selatan)九班学生。采用的研究工具有:(1)数学解题能力测试;(2)访谈;(3)学习风格问卷。结果得到的信息如下:(1)从SMP Negeri 16班的24名学生中，Konawe Selatan获得的信息显示，有5名学生具有较高的类别数学问题解决能力，占20.83%。有能力解决数学问题的学生2名，占8.33%。低类别数学问题解决能力的学生多达17人，占70.83%。(2)单模学习方式以听觉型为主，多达8人，占33.33%，其次是视觉型，多达2人
{"title":"Analysis of Mathematical Problem Solving Ability Viewed from Student Learning Style","authors":"","doi":"10.31327/jme.v5i1.1757","DOIUrl":"https://doi.org/10.31327/jme.v5i1.1757","url":null,"abstract":"This study aims to describe mathematical problem solving abilities in terms of student learning styles. This type of research is descriptive qualitative. The subjects of this study consisted of 24 students of class IX SMP Negeri 16 Konawe Selatan. The research instruments used were: (1) mathematical problem solving ability test questions, (2) interviews, (3) learning style questionnaires. The results obtained information that: (1) From 24 students of class IX SMP Negeri 16 Konawe Selatan obtained information that there are 5 students who have high category mathematical problem solving ability with a percentage of 20.83%. There are 2 students who have the ability to solve mathematical problems in the medium category with a percentage of 8.33%. and as many as 17 students with low category mathematical problem solving abilities with a percentage of 70.83%. (2) The unimodal learning style is dominated by the auditory type as many as 8 students with a percentage of 33.33%, then the visual type as many as 2 students","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132673312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to improve the mathematics learning outcomes of class VIIB students of SMP Negeri 3 Kolaka through the Webbed type of cooperative learning model. This type of research is classroom action research with research procedures covering planning, implementing actions, observing and reflecting. The implementation of the action consists of 2 cycles. Each cycle is carried out in accordance with the changes to be achieved and adjusted to the factors being investigated. Sources of research data are teachers and students of class VIIB, totaling 25 students. The types of data obtained are quantitative data obtained from learning outcomes tests and qualitative data obtained through observation sheets. The results of the study refer to the Minimum Completeness
本研究旨在透过Webbed型合作学习模式，改善SMP Negeri 3 Kolaka中学VIIB班学生的数学学习成果。这种类型的研究是课堂行动研究，其研究程序包括计划、实施行动、观察和反思。行动的实施由2个周期组成。每个周期都是根据要实现的变化进行的，并根据正在调查的因素进行调整。研究数据的来源是VIIB班的师生，共25名学生。所获得的数据类型是通过学习成果测试获得的定量数据和通过观察表获得的定性数据。研究结果参照最小完备性
{"title":"Improving Students' Mathematics Learning Outcomes Through the Cooperative Learning Webbed Model at the Second Grade of SMP Negeri 3 Kolaka","authors":"A. M. Ramlan, F. Hali","doi":"10.31327/jme.v5i1.1749","DOIUrl":"https://doi.org/10.31327/jme.v5i1.1749","url":null,"abstract":"This study aims to improve the mathematics learning outcomes of class VIIB students of SMP Negeri 3 Kolaka through the Webbed type of cooperative learning model. This type of research is classroom action research with research procedures covering planning, implementing actions, observing and reflecting. The implementation of the action consists of 2 cycles. Each cycle is carried out in accordance with the changes to be achieved and adjusted to the factors being investigated. Sources of research data are teachers and students of class VIIB, totaling 25 students. The types of data obtained are quantitative data obtained from learning outcomes tests and qualitative data obtained through observation sheets. The results of the study refer to the Minimum Completeness","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"295 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124232923","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 : 2019-06-01DOI: 10.31327/JOMEDU.V4I1.883
Nur Alim Noor, I. Munandar
This study aims to determine the effect of cooperative learning models on improving learning outcomes and student learning activities in mathematics. This type of research is quantitative. The research design used was quasi-experimental by taking three sample classes. Two as the experimental class that received the treatment of cooperative learning model type Team Assisted Individualization (TAI) and Think Pair Share (TPS) type. One control class received conventional method treatment. The sample was taken from class X Kosgoro Vocational School Karawang Regency with a sample size of 90 students. Data was taken by post test by using objective test instruments with 25 multiple choice items for learning mathematics matrix material and for student learning activity data using a questionnaire consisting of 30 items in the Likert point 5. The results of data analysis showed that TAI learning was better than Conventional, can be proved statistically (LSD table) that the mathematics learning outcomes are Sig = 0.002 and for learning activities Sig = 0.000, both are smaller than α = 0.05. This proves that TAI learning is better than conventional seen from the results of learning and student learning activities. Learning TPS is better than Conventional, can be proven statistically (LSD table) that for mathematics learning outcomes obtained Sig = 0.684 greater than α = 0.05 and for learning activities obtained Sig = 0.002 smaller than α = 0.05. This proves that TPS learning is better than Conventional seen from student learning activities even for student learning outcomes there is no difference. Based on the data analysis, it can be concluded that the application of cooperative learning models can influence the increase in mathematics learning outcomes and student learning activities.
{"title":"THE EFFECT OF COOPERATIVE LEARNING MODELS ON INCREASING LEARNING RESULTS AND STUDENT ACTIVITIES IN MATHEMATIC LESSONS","authors":"Nur Alim Noor, I. Munandar","doi":"10.31327/JOMEDU.V4I1.883","DOIUrl":"https://doi.org/10.31327/JOMEDU.V4I1.883","url":null,"abstract":"This study aims to determine the effect of cooperative learning models on improving learning outcomes and student learning activities in mathematics. This type of research is quantitative. The research design used was quasi-experimental by taking three sample classes. Two as the experimental class that received the treatment of cooperative learning model type Team Assisted Individualization (TAI) and Think Pair Share (TPS) type. One control class received conventional method treatment. The sample was taken from class X Kosgoro Vocational School Karawang Regency with a sample size of 90 students. Data was taken by post test by using objective test instruments with 25 multiple choice items for learning mathematics matrix material and for student learning activity data using a questionnaire consisting of 30 items in the Likert point 5. The results of data analysis showed that TAI learning was better than Conventional, can be proved statistically (LSD table) that the mathematics learning outcomes are Sig = 0.002 and for learning activities Sig = 0.000, both are smaller than α = 0.05. This proves that TAI learning is better than conventional seen from the results of learning and student learning activities. Learning TPS is better than Conventional, can be proven statistically (LSD table) that for mathematics learning outcomes obtained Sig = 0.684 greater than α = 0.05 and for learning activities obtained Sig = 0.002 smaller than α = 0.05. This proves that TPS learning is better than Conventional seen from student learning activities even for student learning outcomes there is no difference. Based on the data analysis, it can be concluded that the application of cooperative learning models can influence the increase in mathematics learning outcomes and student learning activities.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121873352","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 : 2019-06-01DOI: 10.31327/JOMEDU.V4I1.877
N. Amir, M. Zakaria
This type of research is descriptive qualitative research that presents the percentage of students' errors in solving mathematical problems, especially the questions of quadratic equations and squared inequalities. The research subjects were 22-grade students of SMA Serayani Sungguminasa, as many as 22 people. This study aims to determine the level of error made by class X SMA Handayani Sungguminasa students in solving quadratic equation problems and squared inequalities, especially conceptual errors, principle errors, and algorithmic errors. Data collection is done by providing an instrument in the form of a diagnostic test consisting of 6 items in the class essay with the intention to obtain the score of each type of error level. From the results of the analysis, the percentage of concept error rates was 39.77% (high), the principle error rate was 44.63% (high), and the algorithm error rate was 64.35% (very high). While in general, the level of error of class X students of Handayani Sungguminasa High School in completing the questions of quadratic equations and inequality squares is 54.85% or in the category, the level of error is very high.
{"title":"MISTAKE ANALYSIS OF CLASS X STUDENTS IN HANDAYANI SUNGGUMINASA HIGH SCHOOL IN COMPLETING THE PROBLEMS OF EQUATION AND EQUALITY EQUATION SQUARE","authors":"N. Amir, M. Zakaria","doi":"10.31327/JOMEDU.V4I1.877","DOIUrl":"https://doi.org/10.31327/JOMEDU.V4I1.877","url":null,"abstract":"This type of research is descriptive qualitative research that presents the percentage of students' errors in solving mathematical problems, especially the questions of quadratic equations and squared inequalities. The research subjects were 22-grade students of SMA Serayani Sungguminasa, as many as 22 people. This study aims to determine the level of error made by class X SMA Handayani Sungguminasa students in solving quadratic equation problems and squared inequalities, especially conceptual errors, principle errors, and algorithmic errors. Data collection is done by providing an instrument in the form of a diagnostic test consisting of 6 items in the class essay with the intention to obtain the score of each type of error level. From the results of the analysis, the percentage of concept error rates was 39.77% (high), the principle error rate was 44.63% (high), and the algorithm error rate was 64.35% (very high). While in general, the level of error of class X students of Handayani Sungguminasa High School in completing the questions of quadratic equations and inequality squares is 54.85% or in the category, the level of error is very high.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127084953","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 : 2019-06-01DOI: 10.31327/JOMEDU.V4I1.886
Mamik Suendarti, Hawa Liberna
The purpose of this study is to find out how effective the Realistic Mathematics Education (RME) approach is. The research method used in this study is the experimental method. The sampling technique uses simple random sampling technique. The instrument for collecting data in this study is an essay test consisting of 8 items. The data analysis technique used is the t-test, and based on the t-test calculation shows t-count = 10,098 and t-table = 2,002 at the significant level of 5% or (𝛼 = 0,05) and the degree of freedom (dk = 58) which means t-count> t table (10,098> 2,002) then H0 is rejected and H1 is accepted. The conclusion is that the average mathematical problem solving ability of students given the Realistic Mathematics Education (RME) approach is higher than the mathematical problem solving abilities of students who are given an expository approach. And the effectiveness calculation for the Realistic Mathematics Education (RME) approach is quite high, which is 2,605. Thus, there is an influence and effectiveness of the Realistic Mathematics Education (RME) approach in the teaching and learning process.
{"title":"EFFECTIVENESS OF THE REALISTIC MATHEMATICS EDUCATION APPROACH TO THE ABILITY TO SOLVE MATHEMATICAL PROBLEMS","authors":"Mamik Suendarti, Hawa Liberna","doi":"10.31327/JOMEDU.V4I1.886","DOIUrl":"https://doi.org/10.31327/JOMEDU.V4I1.886","url":null,"abstract":"The purpose of this study is to find out how effective the Realistic Mathematics Education (RME) approach is. The research method used in this study is the experimental method. The sampling technique uses simple random sampling technique. The instrument for collecting data in this study is an essay test consisting of 8 items. The data analysis technique used is the t-test, and based on the t-test calculation shows t-count = 10,098 and t-table = 2,002 at the significant level of 5% or (𝛼 = 0,05) and the degree of freedom (dk = 58) which means t-count> t table (10,098> 2,002) then H0 is rejected and H1 is accepted. The conclusion is that the average mathematical problem solving ability of students given the Realistic Mathematics Education (RME) approach is higher than the mathematical problem solving abilities of students who are given an expository approach. And the effectiveness calculation for the Realistic Mathematics Education (RME) approach is quite high, which is 2,605. Thus, there is an influence and effectiveness of the Realistic Mathematics Education (RME) approach in the teaching and learning process.","PeriodicalId":337698,"journal":{"name":"JME (Journal of Mathematics Education)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128451583","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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