Pub Date : 2022-06-03DOI: 10.32939/ejrpm.v5i1.1088
A. Abdussakir, Ainur Firmansyah, Dewi Rosikhoh, Nur Laili Achadiyah
Learning media in the form of teaching aids was necessary for learning in elementary schools caused students in this grade were in the concrete operational stage. This study aimed to determine the feasibility, attractiveness, and effectiveness of the Geoboard teaching aid on similarity and symmetry topics for fifth-grade of elementary school students. The development of the Geoboard teaching aid in this study used the Borg and Gall model. Subjects of feasibility consisted of three experts and one practitioner, attractiveness subjects consisted of 6 students, and effectiveness subjects consisted of fifth-grade students in one public elementary school in Mojokerto, East Java. The results showed that the feasibility of the Geoboard teaching aid on similarity and symmetry topics obtained a percentage score of 91% on the material aspect, 96% on the media design aspect, 90% on the mathematics learning aspect, and 90% on the practical aspect. The percentage of the attractiveness test score reached 99.03%. The data analysis results by independent sample t-test showed that the Geoboard teaching aid significantly improved student learning outcomes. Overall, it could conclude that the Geoboard teaching aid on similarity and symmetry topics was feasible, attractive, and effective for fifth-grade students.
{"title":"Geoboard Teaching Aid on Similarity and Symmetry Topics for Elementary School Students","authors":"A. Abdussakir, Ainur Firmansyah, Dewi Rosikhoh, Nur Laili Achadiyah","doi":"10.32939/ejrpm.v5i1.1088","DOIUrl":"https://doi.org/10.32939/ejrpm.v5i1.1088","url":null,"abstract":"Learning media in the form of teaching aids was necessary for learning in elementary schools caused students in this grade were in the concrete operational stage. This study aimed to determine the feasibility, attractiveness, and effectiveness of the Geoboard teaching aid on similarity and symmetry topics for fifth-grade of elementary school students. The development of the Geoboard teaching aid in this study used the Borg and Gall model. Subjects of feasibility consisted of three experts and one practitioner, attractiveness subjects consisted of 6 students, and effectiveness subjects consisted of fifth-grade students in one public elementary school in Mojokerto, East Java. The results showed that the feasibility of the Geoboard teaching aid on similarity and symmetry topics obtained a percentage score of 91% on the material aspect, 96% on the media design aspect, 90% on the mathematics learning aspect, and 90% on the practical aspect. The percentage of the attractiveness test score reached 99.03%. The data analysis results by independent sample t-test showed that the Geoboard teaching aid significantly improved student learning outcomes. Overall, it could conclude that the Geoboard teaching aid on similarity and symmetry topics was feasible, attractive, and effective for fifth-grade students.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80471218","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}
Metaphorical thinking is one way of thinking in building abstract concepts through concrete things. Abstract ideas in metaphorical thinking are metaphorized into real-world things. This study aims to describe the metaphorical thinking profile of junior high school students in solving algebraic problems. The problem-solving steps used are the Polya model and the stages of metaphorical thinking using the CREATE criteria by Siler. This research is qualitative research using a descriptive approach. This study involved one of the seventh-grade students in a private junior high school in Surabaya who got the highest score on the preliminary test, namely the mathematical ability test. The data collecting technique employed in this study was problem-solving assignments and semi-structured interviews. Time triangulation was performed to assess the data from this study's credibility. Based on the analysis results, the subject has not been optimal in revealing the CREATE criteria for metaphorical thinking. The research subject has not been able to find a suitable metaphor for the algebra problem, so the subject did not reveal the Connect and Relate criteria. However, the subject revealed Explore criteria by designing mathematical models on the algebraic problem. The subject was able to determine the mathematical processes needed to solve the problem for the Analyze criteria, and the subject was also able to explain the procedures she took before. The subject discovered the Transform criteria by inferring and interpreting data based on earlier work. Last, the subject revealed the Experience criteria by explaining a new challenge using the model that had been created previously.
{"title":"Metaphorical Thinking of Junior High School Students in Solving Algebra Problems","authors":"Julia Noviani","doi":"10.32939/ejrpm.v5i1.919","DOIUrl":"https://doi.org/10.32939/ejrpm.v5i1.919","url":null,"abstract":"Metaphorical thinking is one way of thinking in building abstract concepts through concrete things. Abstract ideas in metaphorical thinking are metaphorized into real-world things. This study aims to describe the metaphorical thinking profile of junior high school students in solving algebraic problems. The problem-solving steps used are the Polya model and the stages of metaphorical thinking using the CREATE criteria by Siler. This research is qualitative research using a descriptive approach. This study involved one of the seventh-grade students in a private junior high school in Surabaya who got the highest score on the preliminary test, namely the mathematical ability test. The data collecting technique employed in this study was problem-solving assignments and semi-structured interviews. Time triangulation was performed to assess the data from this study's credibility. Based on the analysis results, the subject has not been optimal in revealing the CREATE criteria for metaphorical thinking. The research subject has not been able to find a suitable metaphor for the algebra problem, so the subject did not reveal the Connect and Relate criteria. However, the subject revealed Explore criteria by designing mathematical models on the algebraic problem. The subject was able to determine the mathematical processes needed to solve the problem for the Analyze criteria, and the subject was also able to explain the procedures she took before. The subject discovered the Transform criteria by inferring and interpreting data based on earlier work. Last, the subject revealed the Experience criteria by explaining a new challenge using the model that had been created previously.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86522545","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}
Statistics is a compulsory subject that is very useful for students, so, in online learning, lecturers need to determine a suitable learning model. Lecturers can apply specific learning models that are adapted to the situation. The existence of characters in Gerlach and Ely's complete learning model can be a choice for lecturers in carrying out their learning so that even though learning is carried out online, the needs needed by students are still met. The purpose of the research is to describe the design of the Gerlach and Ely learning model, which is carried out online in the statistics course. The research method is field research with data obtained through observational studies of the learning process, interviews with students taking Statistics courses, and documentation of the learning process and the results of student assignments. The data analysis used Spradley Model. The results of this study are that students and lecturers can do online learning by maximizing some of the available applications with improvements to the media used. The media must be easily accessible to support fluency when learning. The lecturer prepares all the learning needs in the stages of Gerlach and Ely's learning activities. The advantages of this applied model are that it provides detailed stages in learning to determine learning objectives to the analysis stage of the results of the feedback provided by students. It can guide learning to achieve the objectives of the planned learning. The details of Gerlach and Ely's learning model need to be emphasized so that all stages can be carried out according to the systematics in its application.
{"title":"Gerlach and Ely’s Learning Model: How to Implement It to Online Learning for Statistics Course","authors":"A. Surur","doi":"10.32939/ejrpm.v4i2.987","DOIUrl":"https://doi.org/10.32939/ejrpm.v4i2.987","url":null,"abstract":"Statistics is a compulsory subject that is very useful for students, so, in online learning, lecturers need to determine a suitable learning model. Lecturers can apply specific learning models that are adapted to the situation. The existence of characters in Gerlach and Ely's complete learning model can be a choice for lecturers in carrying out their learning so that even though learning is carried out online, the needs needed by students are still met. The purpose of the research is to describe the design of the Gerlach and Ely learning model, which is carried out online in the statistics course. The research method is field research with data obtained through observational studies of the learning process, interviews with students taking Statistics courses, and documentation of the learning process and the results of student assignments. The data analysis used Spradley Model. The results of this study are that students and lecturers can do online learning by maximizing some of the available applications with improvements to the media used. The media must be easily accessible to support fluency when learning. The lecturer prepares all the learning needs in the stages of Gerlach and Ely's learning activities. The advantages of this applied model are that it provides detailed stages in learning to determine learning objectives to the analysis stage of the results of the feedback provided by students. It can guide learning to achieve the objectives of the planned learning. The details of Gerlach and Ely's learning model need to be emphasized so that all stages can be carried out according to the systematics in its application.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78680963","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 : 2022-01-09DOI: 10.32939/ejrpm.v4i2.1004
Ummul Huda, D. Afriyani, M. Mardiana, Wiladahtul Fitri
This research is based on the variety of students' work in completing mathematical translations, especially from verbal representations to graphs. This study aimed to analyze the path of students' mathematical translation thinking from verbal representations to graphs. Thirty-two students were involved in completing the mathematical translation task, and four students were selected as research subjects. The supporting instruments in this research are in the form of mathematical translation tasks and interview guidelines. The data analysis step begins by grouping the students' work and making a transcript of the interview results. Next, the researcher explored and coded the students' work, found differences in the mathematical translational thinking path, explained the mathematical translation process for each path, reported the findings, interpreted the findings, and validated the research results by triangulating data sources. This study resulted in two types of students' mathematical translational thinking paths, namely the complete and incomplete construction translational thinking path. The difference between these two paths lies in the completeness of cognitive activity in each step of mathematical translation. The results of this study are used as considerations in designing meaningful mathematics learning activities.
{"title":"How do Students Think in Translating Verbal Representation to Graphics?","authors":"Ummul Huda, D. Afriyani, M. Mardiana, Wiladahtul Fitri","doi":"10.32939/ejrpm.v4i2.1004","DOIUrl":"https://doi.org/10.32939/ejrpm.v4i2.1004","url":null,"abstract":"This research is based on the variety of students' work in completing mathematical translations, especially from verbal representations to graphs. This study aimed to analyze the path of students' mathematical translation thinking from verbal representations to graphs. Thirty-two students were involved in completing the mathematical translation task, and four students were selected as research subjects. The supporting instruments in this research are in the form of mathematical translation tasks and interview guidelines. The data analysis step begins by grouping the students' work and making a transcript of the interview results. Next, the researcher explored and coded the students' work, found differences in the mathematical translational thinking path, explained the mathematical translation process for each path, reported the findings, interpreted the findings, and validated the research results by triangulating data sources. This study resulted in two types of students' mathematical translational thinking paths, namely the complete and incomplete construction translational thinking path. The difference between these two paths lies in the completeness of cognitive activity in each step of mathematical translation. The results of this study are used as considerations in designing meaningful mathematics learning activities.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79265078","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 : 2021-12-12DOI: 10.32939/ejrpm.v4i2.1114
Ria Deswita, Selvia Erita, F. Ningsih
Calculus courses have become the basis of other mathematics courses. However, students often find obstacles in this course that cause low mastery of calculus. Therefore we need an in-depth analysis of students' obstacles in learning calculus to develop proper learning materials and methods. This research aims to analyze the students’ learning obstacles in solving mathematical problems in calculus courses. This research is a qualitative descriptive study. The subjects of this study were first-semester students of the Mathematics Department at one of the Islamic institutes in Jambi, Indonesia. The subject selection technique used is purposive sampling, while the data collection techniques used questionnaires and interviews. Based on data analysis, it was found that there were five types of errors made by students in solving mathematical problems in a calculus course, namely conceptual errors, algorithm errors, calculation errors, algebraic operations errors, and careless errors. Also, there were two types of learning obstacles experienced by students in the calculus course: epistemological obstacles and didactic obstacles. Epistemological obstacles related to conceptual errors, limited understanding of concepts, and errors in analyzing questions. While didactic obstacles related to difficulties in understanding teaching materials and inaccuracy of teaching methods. Further research is needed to overcome learning obstacles that occur in the form of developing appropriate learning materials according to the abilities and characteristics of students and applying appropriate learning models and methods.
{"title":"Student’s Learning Obstacle in Calculus Course","authors":"Ria Deswita, Selvia Erita, F. Ningsih","doi":"10.32939/ejrpm.v4i2.1114","DOIUrl":"https://doi.org/10.32939/ejrpm.v4i2.1114","url":null,"abstract":"Calculus courses have become the basis of other mathematics courses. However, students often find obstacles in this course that cause low mastery of calculus. Therefore we need an in-depth analysis of students' obstacles in learning calculus to develop proper learning materials and methods. This research aims to analyze the students’ learning obstacles in solving mathematical problems in calculus courses. This research is a qualitative descriptive study. The subjects of this study were first-semester students of the Mathematics Department at one of the Islamic institutes in Jambi, Indonesia. The subject selection technique used is purposive sampling, while the data collection techniques used questionnaires and interviews. Based on data analysis, it was found that there were five types of errors made by students in solving mathematical problems in a calculus course, namely conceptual errors, algorithm errors, calculation errors, algebraic operations errors, and careless errors. Also, there were two types of learning obstacles experienced by students in the calculus course: epistemological obstacles and didactic obstacles. Epistemological obstacles related to conceptual errors, limited understanding of concepts, and errors in analyzing questions. While didactic obstacles related to difficulties in understanding teaching materials and inaccuracy of teaching methods. Further research is needed to overcome learning obstacles that occur in the form of developing appropriate learning materials according to the abilities and characteristics of students and applying appropriate learning models and methods.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84113453","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 : 2021-11-10DOI: 10.32939/ejrpm.v4i2.1015
K. U. Z. Nugroho, Y. L. Sukestiyarno, Adi Nurcahyo
Non-Euclidean Geometry is a complex subject for students. It is necessary to analyze the weaknesses of Euclidean geometry to provide a basis for thinking about the need for learning non-Euclidean geometry. The starting point of learning must be close to students' local minds and culture. The purpose of this study is to describe the weaknesses of Euclidean geometry as a step in analyzing the needs of non-Euclidean geometry learning through an ethnomathematics approach. This research uses qualitative descriptive methods. The subjects of this study were students of Mathematics Education at State Islamic University (UIN) Fatmawati Soekarno Bengkulu, Indonesia. The researcher acts as a lecturer and the main instrument in this research. Researchers used a spatial ability test instrument to explore qualitative data. The data were analyzed qualitatively descriptively. The result of this research is that there are two weaknesses of Euclidean geometry, namely Euclid’s attempt to define all elements in geometry, including points, lines, and planes. Euclid defined a point as one that has no part. He defined a line as length without width. The words "section", "length", and "width" are not found in Euclidean Geometry. In addition, almost every part of Euclid’s proof of the theorem uses geometric drawings, but in practice, these drawings are misleading. Local culture and ethnomathematics approach design teaching materials and student learning trajectories in studying Non-Euclid Geometry.
{"title":"Weaknesses of Euclidean Geometry: A Step of Needs Analysis of Non-Euclidean Geometry Learning through an Ethnomathematics Approach","authors":"K. U. Z. Nugroho, Y. L. Sukestiyarno, Adi Nurcahyo","doi":"10.32939/ejrpm.v4i2.1015","DOIUrl":"https://doi.org/10.32939/ejrpm.v4i2.1015","url":null,"abstract":"Non-Euclidean Geometry is a complex subject for students. It is necessary to analyze the weaknesses of Euclidean geometry to provide a basis for thinking about the need for learning non-Euclidean geometry. The starting point of learning must be close to students' local minds and culture. The purpose of this study is to describe the weaknesses of Euclidean geometry as a step in analyzing the needs of non-Euclidean geometry learning through an ethnomathematics approach. This research uses qualitative descriptive methods. The subjects of this study were students of Mathematics Education at State Islamic University (UIN) Fatmawati Soekarno Bengkulu, Indonesia. The researcher acts as a lecturer and the main instrument in this research. Researchers used a spatial ability test instrument to explore qualitative data. The data were analyzed qualitatively descriptively. The result of this research is that there are two weaknesses of Euclidean geometry, namely Euclid’s attempt to define all elements in geometry, including points, lines, and planes. Euclid defined a point as one that has no part. He defined a line as length without width. The words \"section\", \"length\", and \"width\" are not found in Euclidean Geometry. In addition, almost every part of Euclid’s proof of the theorem uses geometric drawings, but in practice, these drawings are misleading. Local culture and ethnomathematics approach design teaching materials and student learning trajectories in studying Non-Euclid Geometry.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"52 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77884055","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}
Textbooks play a central role in the teaching and learning of mathematics. In some schools, textbooks serve as the only resource material available to teachers and students. Yet, little is known about the learning opportunities in mathematics textbooks in most countries. This study investigated the opportunities to learn Euclidean Geometry in two textbooks of tenth-grade mathematics in South Africa. It examined the content coverage, content organization, and the type of tasks used in teaching the topic in the textbooks. This study followed a case study research design and a qualitative approach. The Curriculum and Assessment Policy Statement's (CAPS) grade 10 Euclidean geometry curriculum and Gracin's mathematical activity types served as frameworks for the analyses. The data were analyzed following the deductive content analysis approach. The result shows that the contents of Euclidean geometry were well covered in both textbooks following the curriculum and the contents were presented in logical and sequential order to enhance learning. In addition, it was found that the tasks in the textbooks were predominantly of argumentation and reasoning type. It was concluded that the textbooks offer sufficient opportunities for learning Euclidean geometry as specified in the curriculum for the grade level. However, the inclusion of a wider range of tasks in the future editions of the textbooks was recommended.
{"title":"Opportunity to Learn Euclidean Geometry in Two Mathematics Textbooks of Tenth Grade in South Africa","authors":"U. Ogbonnaya","doi":"10.32939/ejrpm.v4i2.976","DOIUrl":"https://doi.org/10.32939/ejrpm.v4i2.976","url":null,"abstract":"Textbooks play a central role in the teaching and learning of mathematics. In some schools, textbooks serve as the only resource material available to teachers and students. Yet, little is known about the learning opportunities in mathematics textbooks in most countries. This study investigated the opportunities to learn Euclidean Geometry in two textbooks of tenth-grade mathematics in South Africa. It examined the content coverage, content organization, and the type of tasks used in teaching the topic in the textbooks. This study followed a case study research design and a qualitative approach. The Curriculum and Assessment Policy Statement's (CAPS) grade 10 Euclidean geometry curriculum and Gracin's mathematical activity types served as frameworks for the analyses. The data were analyzed following the deductive content analysis approach. The result shows that the contents of Euclidean geometry were well covered in both textbooks following the curriculum and the contents were presented in logical and sequential order to enhance learning. In addition, it was found that the tasks in the textbooks were predominantly of argumentation and reasoning type. It was concluded that the textbooks offer sufficient opportunities for learning Euclidean geometry as specified in the curriculum for the grade level. However, the inclusion of a wider range of tasks in the future editions of the textbooks was recommended.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81201605","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 Covid-19 pandemic in various countries has had an impact on changes in the education system. The implementation of learning has changed from classroom to online learning. The implementation of online learning certainly affects the learning interest of students. This study was conducted to determine student interest in learning during the Covid-19 pandemic. The subjects in this study were students of the Mathematics Education Study Program at a private university in Yogyakarta as many as 72 students who were selected using the simple random sampling method. The data in this study were collected through Google Form questionnaire. The questionnaire contains 15 items of multiple choice and each item contains “why” question to obtain in-depth data about the answers given by respondents. The data of questionnaire analyzed descriptive qualitatively. The results indicated that students' interest in online learning needed to be insreased. It can be seen from students’ responses to the questionnaire that only 15.3% of students gave a positive response to online learning and 32% to online exams. In general, students prefer classroom learning compared to online learning in terms of student attendance, interaction of lecturer-students, and technical in learning. Online learning tends to reduce student interest in attending lectures. Limitations of internet access, lecturer delivery methods and the amount of workloads are factors causing the decline in student interest. By knowing students' interest in learning and the factors that cause low students’ interest in learning, lecturers can improve the quality of learning to increase student interest in online learning.
{"title":"Students' Interest in Online Learning in Higher Education During the Covid-19 Pandemic","authors":"D. Setiana, Betty Kusumaningrum, R. Y. Purwoko","doi":"10.32939/ejrpm.v4i2.932","DOIUrl":"https://doi.org/10.32939/ejrpm.v4i2.932","url":null,"abstract":"The Covid-19 pandemic in various countries has had an impact on changes in the education system. The implementation of learning has changed from classroom to online learning. The implementation of online learning certainly affects the learning interest of students. This study was conducted to determine student interest in learning during the Covid-19 pandemic. The subjects in this study were students of the Mathematics Education Study Program at a private university in Yogyakarta as many as 72 students who were selected using the simple random sampling method. The data in this study were collected through Google Form questionnaire. The questionnaire contains 15 items of multiple choice and each item contains “why” question to obtain in-depth data about the answers given by respondents. The data of questionnaire analyzed descriptive qualitatively. The results indicated that students' interest in online learning needed to be insreased. It can be seen from students’ responses to the questionnaire that only 15.3% of students gave a positive response to online learning and 32% to online exams. In general, students prefer classroom learning compared to online learning in terms of student attendance, interaction of lecturer-students, and technical in learning. Online learning tends to reduce student interest in attending lectures. Limitations of internet access, lecturer delivery methods and the amount of workloads are factors causing the decline in student interest. By knowing students' interest in learning and the factors that cause low students’ interest in learning, lecturers can improve the quality of learning to increase student interest in online learning.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80159066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to analyze students' mathematical communication skills in solving mathematical problems based on their self-confidence. This research was a qualitative research method with descriptive approach. This research was conducted at one of junior high school in Muaro Jambi, Jambi, Indonesia. The research subjects were six students consisting of two students with high self-confidence category, two students with medium category, and two students with low category who were selected using purposive sampling technique. This research used student self-confidence questionnaires, problem-solving tests, and interviews to confirm the level of students' mathematical communication skills. The data were analyzed by descriptive technique. The results showed that the subjects with high self-confidence had met all indicators of mathematical communication skills, while the subjects with medium self-confidence had met three of four indicators of mathematical communication skills, and the subjects with low self-confidence only fulfill one of four indicators of mathematical communication skills.
{"title":"Students' Self-Confidence and Their Mathematical Communication Skills in Solving Problems","authors":"Retta Aulia, Rohati Rohati, M. Marlina","doi":"10.32939/ejrpm.v4i2.770","DOIUrl":"https://doi.org/10.32939/ejrpm.v4i2.770","url":null,"abstract":"This research aims to analyze students' mathematical communication skills in solving mathematical problems based on their self-confidence. This research was a qualitative research method with descriptive approach. This research was conducted at one of junior high school in Muaro Jambi, Jambi, Indonesia. The research subjects were six students consisting of two students with high self-confidence category, two students with medium category, and two students with low category who were selected using purposive sampling technique. This research used student self-confidence questionnaires, problem-solving tests, and interviews to confirm the level of students' mathematical communication skills. The data were analyzed by descriptive technique. The results showed that the subjects with high self-confidence had met all indicators of mathematical communication skills, while the subjects with medium self-confidence had met three of four indicators of mathematical communication skills, and the subjects with low self-confidence only fulfill one of four indicators of mathematical communication skills.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84615445","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}
Teaching methods are a complex topic in mathematics education. This study aims to analyze the teaching methods of previous relevant studies and design a new lesson study on how to teach the topic of functions at the high school level in China. Lesson study focuses on the basic concepts of function and problem-solving abilities. The researcher uses the research and development method to teach the material function at the high school level. This Lesson Study is used to teach in China. The researcher explains 4 important aspects in designing a lesson study, namely the introduction or opening section, the instructional section or core section, the assessment section, and the closing section.
{"title":"How to Teach the Basic Concept of Function in Senior High School: a Lesson Study","authors":"Yalei Shao, Ying Zhou, T. Wijaya, Li Gan","doi":"10.32939/ejrpm.v4i1.775","DOIUrl":"https://doi.org/10.32939/ejrpm.v4i1.775","url":null,"abstract":"Teaching methods are a complex topic in mathematics education. This study aims to analyze the teaching methods of previous relevant studies and design a new lesson study on how to teach the topic of functions at the high school level in China. Lesson study focuses on the basic concepts of function and problem-solving abilities. The researcher uses the research and development method to teach the material function at the high school level. This Lesson Study is used to teach in China. The researcher explains 4 important aspects in designing a lesson study, namely the introduction or opening section, the instructional section or core section, the assessment section, and the closing section.","PeriodicalId":34056,"journal":{"name":"Edumatika","volume":"257 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72874154","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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