Muhamad Badrul Mutammam, D. Juniati, Evi Novita Wulandari
Geometrical intuition is the ability to visualize, construct, and manage geometrical shapes in the mind when solving geometry problems. Geometrical intuition requires four skills: the ability to construct and manage geometrical figures in mind, perceive geometrical properties, connect pictures to concepts and theories in geometry, and determine where and how to begin when solving geometry problems. This geometric intuition ability is important for developing problem-solving. Therefore, we need a task that can be used to identify and develop students' geometric intuition abilities. This research aims to design a geometric intuition task. We employ design research methods to design geometrical intuition tasks by conducting a literature review on geometric intuition and geometry tasks, creating geometrical intuition tasks, and estimating and noting the possible student responses. This study produced three types of tasks based on the four components of geometric intuition. We provide a list of possible responses that junior high school students may provide, as well as practical suggestions for teachers. We recommend research using our developed task to evaluate students' geometrical intuition.
{"title":"Geometrical intuition components for designing mathematical tasks","authors":"Muhamad Badrul Mutammam, D. Juniati, Evi Novita Wulandari","doi":"10.33654/math.v9i2.2267","DOIUrl":"https://doi.org/10.33654/math.v9i2.2267","url":null,"abstract":"Geometrical intuition is the ability to visualize, construct, and manage geometrical shapes in the mind when solving geometry problems. Geometrical intuition requires four skills: the ability to construct and manage geometrical figures in mind, perceive geometrical properties, connect pictures to concepts and theories in geometry, and determine where and how to begin when solving geometry problems. This geometric intuition ability is important for developing problem-solving. Therefore, we need a task that can be used to identify and develop students' geometric intuition abilities. This research aims to design a geometric intuition task. We employ design research methods to design geometrical intuition tasks by conducting a literature review on geometric intuition and geometry tasks, creating geometrical intuition tasks, and estimating and noting the possible student responses. This study produced three types of tasks based on the four components of geometric intuition. We provide a list of possible responses that junior high school students may provide, as well as practical suggestions for teachers. We recommend research using our developed task to evaluate students' geometrical intuition.","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122756238","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}
Tujuan dari penelitian ini adalah untuk mengeksplorasi konsep matematika pada Masjid Cut Meutia dan menjadi media alternatif dalam pembelajaran matematika. Penelitian ini dilakukan di Masjid Cut Meutia yang berlokasi di Kecamatan Menteng, Jakarta Pusat. Subjek dari penelitian ini adalah pengurus Masjid Cut Meutia yang paham mengenai sejarah Masjid Cut Meutia. Pendekatan etnografi dengan tujuh langkah digunakan untuk mengakomodir kebutuhan dalam penelitian etnomatematika ini. Pengumpulan data dilaksanakan melalui pengamatan, wawancara, dan dokumentasi. Identifikasi konsep matematika pada Masjid Cut Mutia dilakukan melalui pengamatan dan pengambilan gambar pada struktur bangunannya. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan analisis data serta pemaparan. Keabsahan data diperoleh dengan menggunakan jenis triangulasi metode. Penelusuran informasi terkait nilai-nilai sejarah pada Masjid Cut dilakukan melalui wawancara dan pencarian dalam literatur. Hasil penelitian ini menunjukkan bahwa terdapat unsur geometri yaitu persegi, persegi panjang, lingkaran, belah ketupat, jajargenjang, segitiga siku-siku, trapesium, balok, limas segiempat, tabung, dan setengah bola. Temuan penelitian digunakan sebagai produk etnomatematika sehingga menjadi media alternatif dalam pembelajaran matematika. Selain itu, dapat digunakan sebagai contoh bagaimana konsep matematika diterapkan pada kehidupan sehari-hari dan diharapkan dapat bermanfaat bagi pembelajaran kontekstual.
{"title":"Eksplorasi etnomatematika pada masjid Cut Meutia","authors":"Sarah Aida Salsabila, Joko Soebagyo","doi":"10.33654/math.v9i2.2275","DOIUrl":"https://doi.org/10.33654/math.v9i2.2275","url":null,"abstract":"Tujuan dari penelitian ini adalah untuk mengeksplorasi konsep matematika pada Masjid Cut Meutia dan menjadi media alternatif dalam pembelajaran matematika. Penelitian ini dilakukan di Masjid Cut Meutia yang berlokasi di Kecamatan Menteng, Jakarta Pusat. Subjek dari penelitian ini adalah pengurus Masjid Cut Meutia yang paham mengenai sejarah Masjid Cut Meutia. Pendekatan etnografi dengan tujuh langkah digunakan untuk mengakomodir kebutuhan dalam penelitian etnomatematika ini. Pengumpulan data dilaksanakan melalui pengamatan, wawancara, dan dokumentasi. Identifikasi konsep matematika pada Masjid Cut Mutia dilakukan melalui pengamatan dan pengambilan gambar pada struktur bangunannya. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan analisis data serta pemaparan. Keabsahan data diperoleh dengan menggunakan jenis triangulasi metode. Penelusuran informasi terkait nilai-nilai sejarah pada Masjid Cut dilakukan melalui wawancara dan pencarian dalam literatur. Hasil penelitian ini menunjukkan bahwa terdapat unsur geometri yaitu persegi, persegi panjang, lingkaran, belah ketupat, jajargenjang, segitiga siku-siku, trapesium, balok, limas segiempat, tabung, dan setengah bola. Temuan penelitian digunakan sebagai produk etnomatematika sehingga menjadi media alternatif dalam pembelajaran matematika. Selain itu, dapat digunakan sebagai contoh bagaimana konsep matematika diterapkan pada kehidupan sehari-hari dan diharapkan dapat bermanfaat bagi pembelajaran kontekstual.","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115113813","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}
Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis ditinjau dari kecemasan matematis menggunakan materi SPLTV pada SMA Plus Islam Village Tangerang. Penelitian ini menggunakan metode kualitatif model studi kasus. Subjek penelitian ini adalah enam orang perempuan kelas X, diambil menggunakan hasil kuesioner kecemasan matematis, nilai PTS siswa, dan rekomendasi guru. Pengumpulan data dilakukan dengan metode tes kemampuan berpikir kritis, metode angket kecemasan matematis, dan metode wawancara. Analisis data digunakan dengan mereduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitiannya yaitu subjek yang memiliki kecemasan matematis tinggi memenuhi indikator interpretasi dan analisis. Pada indikator evaluasi dan inferensi subjek yang memiliki kecemasan matematis tinggi masih belum terpenuhi. Subjek yang memiliki kecemasan matematis sedang memenuhi indikator interpretasi, analisis, dan evaluasi. Pada indikator inferensi subjek yang memiliki kecemasan matematis sedang masih belum terpenuhi. Subjek yang memiliki kecemasan matematis rendah memenuhi indikator interpretasi, analisis, dan evaluasi. Pada indikator inferensi subjek yang memiliki kecemasan matematis rendah masih belum terpenuhi.
{"title":"Analisis kemampuan berpikir kritis ditinjau dari kecemasan matematis pada sekolah berbasis agama Islam","authors":"Habibah Nurhani Zulfah, Asih Miatun","doi":"10.33654/math.v9i2.2252","DOIUrl":"https://doi.org/10.33654/math.v9i2.2252","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis ditinjau dari kecemasan matematis menggunakan materi SPLTV pada SMA Plus Islam Village Tangerang. Penelitian ini menggunakan metode kualitatif model studi kasus. Subjek penelitian ini adalah enam orang perempuan kelas X, diambil menggunakan hasil kuesioner kecemasan matematis, nilai PTS siswa, dan rekomendasi guru. Pengumpulan data dilakukan dengan metode tes kemampuan berpikir kritis, metode angket kecemasan matematis, dan metode wawancara. Analisis data digunakan dengan mereduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitiannya yaitu subjek yang memiliki kecemasan matematis tinggi memenuhi indikator interpretasi dan analisis. Pada indikator evaluasi dan inferensi subjek yang memiliki kecemasan matematis tinggi masih belum terpenuhi. Subjek yang memiliki kecemasan matematis sedang memenuhi indikator interpretasi, analisis, dan evaluasi. Pada indikator inferensi subjek yang memiliki kecemasan matematis sedang masih belum terpenuhi. Subjek yang memiliki kecemasan matematis rendah memenuhi indikator interpretasi, analisis, dan evaluasi. Pada indikator inferensi subjek yang memiliki kecemasan matematis rendah masih belum terpenuhi.","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115356893","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}
Mardiana Zulfa, Maximus Gorky Sembiring, Yumiati Yumiati
Fokus pada penelitian ini adalah untuk menyelidiki pengaruh pembelajaran puzzle-based learning berdampak pada kemampuan berpikir kreatif seiring dengan keaktifan belajar matematis siswa. Desain penelitian yang digunakan pada penelitian ini adalah quasi experiment yang melibatkan dua grup penelitian, kelas eksperimen dan kelas kontrol. Populasi yang terlibat di penelitian ini yaitu seluruh siswa kelas 8 SMPS Insan Cendekia Madani Serpong tahun pelajaran 2022/2023. Sampel penelitian adalah kelas VIIIA sebagai kelas eksperimen dan VIIIB sebagai kelas kontrol yang masing-masing berjumlah 32 siswa. Pengukuran menggunakan instrumen tes kemampuan berpikir kreatif matematis dan non tes berupa angket keaktifan belajar matematis telah digunakan untuk mengumpulkan data. Uji-t dipakai dalam rangka pengujian hipotesis. Hasil analisis mengungkap yaitu kelompok eksperimen memiliki kemampuan berpikir kreatif dan keaktifan belajar matematis yang lebih tinggi secara signifikan dalam pembelajaran matematika dibandingkan dengan kelas kontrol.
{"title":"Pengaruh pembelajaran puzzle-based learning terhadap kemampuan berpikir kreatif dan keaktifan belajar matematis siswa","authors":"Mardiana Zulfa, Maximus Gorky Sembiring, Yumiati Yumiati","doi":"10.33654/math.v9i2.2176","DOIUrl":"https://doi.org/10.33654/math.v9i2.2176","url":null,"abstract":"Fokus pada penelitian ini adalah untuk menyelidiki pengaruh pembelajaran puzzle-based learning berdampak pada kemampuan berpikir kreatif seiring dengan keaktifan belajar matematis siswa. Desain penelitian yang digunakan pada penelitian ini adalah quasi experiment yang melibatkan dua grup penelitian, kelas eksperimen dan kelas kontrol. Populasi yang terlibat di penelitian ini yaitu seluruh siswa kelas 8 SMPS Insan Cendekia Madani Serpong tahun pelajaran 2022/2023. Sampel penelitian adalah kelas VIIIA sebagai kelas eksperimen dan VIIIB sebagai kelas kontrol yang masing-masing berjumlah 32 siswa. Pengukuran menggunakan instrumen tes kemampuan berpikir kreatif matematis dan non tes berupa angket keaktifan belajar matematis telah digunakan untuk mengumpulkan data. Uji-t dipakai dalam rangka pengujian hipotesis. Hasil analisis mengungkap yaitu kelompok eksperimen memiliki kemampuan berpikir kreatif dan keaktifan belajar matematis yang lebih tinggi secara signifikan dalam pembelajaran matematika dibandingkan dengan kelas kontrol.","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125408703","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}
Tujuan penelitian ini adalah untuk menganalisis keterampilan metakognisi siswa kelas VIII A dalam menyelesaikan soal AKM ditinjau dari gaya kognitif. Subjek pada penelitian deskriptif kualitatif ini adalah 2 siswa bergaya kognitif field dependent dan 2 siswa bergaya kognitif field independent dengan objek penelitian sesuai dengan tujuan penelitian. Instrumen yang digunakan adalah soal AKM dengan materi SPLDV dan tes GEFT. Keabsahan data dilakukan dengan teknik triangulasi. Teknik pengumpulan data yang digunakan yaitu tes, wawancara, dan dokumentasi. Teknik analisis data menggunakan tahap reduksi data, penyajian data, dan kesimpulan. Reduksi data diolah dari hasil tes dan wawancara dengan siswa, kemudian dipaparkan dalam bentuk narasi lalu disimpulkan proses metakognisi yang terjadi. Hasil dari penelitian ini yaitu siswa field independent lebih unggul daripada siswa field dependent. Dari soal AKM yang diberikan, menunjukkan siswa field independent cenderung lebih cepat dan mudah dalam memecahkan masalah dengan menguasai empat komponen metakognisi. Sedangkan siswa field dependent belum dapat mengembangkan keempat komponen metakognisi. Siswa field dependent masih dalam tahap menguasai tahap prediksi dan perencanaan saja, sehingga penguasaan siswa field dependent mengalami perbedaan dalam setiap penelitian.
{"title":"Analisis keterampilan metakognisi siswa dalam memecahkan masalah Asesmen Kompetensi Minimum (AKM) ditinjau dari gaya kognitif","authors":"Zahwa Fadilatussyifa, N. Setyaningsih","doi":"10.33654/math.v9i2.2163","DOIUrl":"https://doi.org/10.33654/math.v9i2.2163","url":null,"abstract":"Tujuan penelitian ini adalah untuk menganalisis keterampilan metakognisi siswa kelas VIII A dalam menyelesaikan soal AKM ditinjau dari gaya kognitif. Subjek pada penelitian deskriptif kualitatif ini adalah 2 siswa bergaya kognitif field dependent dan 2 siswa bergaya kognitif field independent dengan objek penelitian sesuai dengan tujuan penelitian. Instrumen yang digunakan adalah soal AKM dengan materi SPLDV dan tes GEFT. Keabsahan data dilakukan dengan teknik triangulasi. Teknik pengumpulan data yang digunakan yaitu tes, wawancara, dan dokumentasi. Teknik analisis data menggunakan tahap reduksi data, penyajian data, dan kesimpulan. Reduksi data diolah dari hasil tes dan wawancara dengan siswa, kemudian dipaparkan dalam bentuk narasi lalu disimpulkan proses metakognisi yang terjadi. Hasil dari penelitian ini yaitu siswa field independent lebih unggul daripada siswa field dependent. Dari soal AKM yang diberikan, menunjukkan siswa field independent cenderung lebih cepat dan mudah dalam memecahkan masalah dengan menguasai empat komponen metakognisi. Sedangkan siswa field dependent belum dapat mengembangkan keempat komponen metakognisi. Siswa field dependent masih dalam tahap menguasai tahap prediksi dan perencanaan saja, sehingga penguasaan siswa field dependent mengalami perbedaan dalam setiap penelitian.","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114912157","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 determine whether there is an effect of the problem-based learning model on the mathematics subject matter chapter of one-variable linear equations on the ability to understand concepts. This research is quasi-experimental research (quasi-experimental). Implementation of research at the IT Darul Fikri North Bengkulu Private Middle School (SMPS) located on Jl Mayor Salim Batubara Karang Anyar Village 1 Arga Makmur North Bengkulu, with the subjects in the study being students of the IT Darul Fikri North Bengkulu Private Middle School (SMPS) class VII, totaling 44 students. The data collection technique in this study is by using a test instrument. And for the data analysis technique using descriptive analysis, normality test and homogeneity test. Based on the hypothesis, the average value of the posttest shows that the average value of the experimental class is higher than that of the control class. In the experimental class, the posttest average value was 85.59, and in the control class, the posttest average value was 75.91. This means that there is a difference in the average value between the two classes of 9.68. So, it can be concluded that in this study the ability to understand mathematical concepts in the experimental class was better than the control class.
{"title":"The influence of problem-based learning model on students' ability toward understanding mathematics concepts in the material of linear equations one variable","authors":"Y. Nasution, A. Susanta, Zam Zaili","doi":"10.33654/math.v9i2.2110","DOIUrl":"https://doi.org/10.33654/math.v9i2.2110","url":null,"abstract":"This study aims to determine whether there is an effect of the problem-based learning model on the mathematics subject matter chapter of one-variable linear equations on the ability to understand concepts. This research is quasi-experimental research (quasi-experimental). Implementation of research at the IT Darul Fikri North Bengkulu Private Middle School (SMPS) located on Jl Mayor Salim Batubara Karang Anyar Village 1 Arga Makmur North Bengkulu, with the subjects in the study being students of the IT Darul Fikri North Bengkulu Private Middle School (SMPS) class VII, totaling 44 students. The data collection technique in this study is by using a test instrument. And for the data analysis technique using descriptive analysis, normality test and homogeneity test. Based on the hypothesis, the average value of the posttest shows that the average value of the experimental class is higher than that of the control class. In the experimental class, the posttest average value was 85.59, and in the control class, the posttest average value was 75.91. This means that there is a difference in the average value between the two classes of 9.68. So, it can be concluded that in this study the ability to understand mathematical concepts in the experimental class was better than the control class.","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132367754","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}
Ririn Astria, S. Haji, H. Sumardi, Robiatul Audaya
This study aims to describe how the application of the problem-based learning model can improve the creative thinking skills of class VII B students at SMP Negeri 24 Bengkulu City. The type of research in this research is Classroom Action Research or commonly called PTK. With data collection techniques using mathematical creative thinking ability tests. The subjects in this study were students of class VII B at SMP Negeri 24 Bengkulu City. The data analysis technique in this study is to calculate student learning outcomes at the end of each cycle. The results of this study indicate that there is an increase in evaluation tests in each cycle. In cycle I, the average student test score was sixty-seven with a classical pass of 50%. In cycle II there was an increase in the average score to 82.9 with a classical passing of 100% and an increase in the percentage of mathematical creative thinking, namely 52.66% (quite creative) in cycle I then in cycle II it increased to 86.77% (creative).
{"title":"Improving students' creative thinking ability through problem-based learning in class VII SMP Negeri 24, Bengkulu City","authors":"Ririn Astria, S. Haji, H. Sumardi, Robiatul Audaya","doi":"10.33654/math.v9i2.2034","DOIUrl":"https://doi.org/10.33654/math.v9i2.2034","url":null,"abstract":"This study aims to describe how the application of the problem-based learning model can improve the creative thinking skills of class VII B students at SMP Negeri 24 Bengkulu City. The type of research in this research is Classroom Action Research or commonly called PTK. With data collection techniques using mathematical creative thinking ability tests. The subjects in this study were students of class VII B at SMP Negeri 24 Bengkulu City. The data analysis technique in this study is to calculate student learning outcomes at the end of each cycle. The results of this study indicate that there is an increase in evaluation tests in each cycle. In cycle I, the average student test score was sixty-seven with a classical pass of 50%. In cycle II there was an increase in the average score to 82.9 with a classical passing of 100% and an increase in the percentage of mathematical creative thinking, namely 52.66% (quite creative) in cycle I then in cycle II it increased to 86.77% (creative).","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125253491","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 inclusion of computational thinking skills into the PISA assessment is a new challenge for Indonesian students. One of the most important roles in process of problem solving has not been widely applied by students due to learning obstacle. This study was qualitative research with a phenomenological approach to identify the learning obstacles of junior high school students in statistics material related to computational thinking skills. The research instruments used were test computational thinking skills and interview guidelines. The data obtained from the test results of 17 students from one of junior high schools in Garut, were analyzed through the stages of data reduction, data presentation and drawing conclusions. The results showed that students experienced three types of learning obstacles in statistic material related to computational thinking skills, namely: epistemological obstacle, ontogenic obstacle, and didactical obstacle.
{"title":"Student’s learning obstacles in statistics materials related to computational thinking skills","authors":"Kintan Tyara Augie, S. Fatimah, S. Prabawanto","doi":"10.33654/math.v9i2.2103","DOIUrl":"https://doi.org/10.33654/math.v9i2.2103","url":null,"abstract":"The inclusion of computational thinking skills into the PISA assessment is a new challenge for Indonesian students. One of the most important roles in process of problem solving has not been widely applied by students due to learning obstacle. This study was qualitative research with a phenomenological approach to identify the learning obstacles of junior high school students in statistics material related to computational thinking skills. The research instruments used were test computational thinking skills and interview guidelines. The data obtained from the test results of 17 students from one of junior high schools in Garut, were analyzed through the stages of data reduction, data presentation and drawing conclusions. The results showed that students experienced three types of learning obstacles in statistic material related to computational thinking skills, namely: epistemological obstacle, ontogenic obstacle, and didactical obstacle.","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130771845","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}
In today's technologically advanced classrooms, interaction between students and teachers can be facilitated with the help of QuizWhizzer. In the context of a game-based learning approach, a descriptive study methodology was utilized to investigate students' responses to educational games like QuizWhizzer. Beginning with the preparation of learning tools to direct classroom activities is the first step in the processes for this study. QuizWhizzer preparation, integration, and evaluation. As the teacher's understanding grows, they may realize the shortcomings of the previous gathering and decide to improve it by incorporating the model learning game-based learning they developed with QuizWhizzer. The results of this study are as follows: 1) the learning implementation shows that the teacher is always trying to maximize productivity to improve students' math skills; 2) students' activities during the learning process improved significantly; and 3) the teacher's understanding grows, the students' activities during the learning process improved the students in their education assist others who are further behind them in developing the game and the dialogue.
{"title":"Utilizing QuizWhizzer Apps to enhance students’ mathematical ability in game-based learning model","authors":"W. N. Yanuarto, Luthfiana Milla Susanti","doi":"10.33654/math.v9i2.1949","DOIUrl":"https://doi.org/10.33654/math.v9i2.1949","url":null,"abstract":"In today's technologically advanced classrooms, interaction between students and teachers can be facilitated with the help of QuizWhizzer. In the context of a game-based learning approach, a descriptive study methodology was utilized to investigate students' responses to educational games like QuizWhizzer. Beginning with the preparation of learning tools to direct classroom activities is the first step in the processes for this study. QuizWhizzer preparation, integration, and evaluation. As the teacher's understanding grows, they may realize the shortcomings of the previous gathering and decide to improve it by incorporating the model learning game-based learning they developed with QuizWhizzer. The results of this study are as follows: 1) the learning implementation shows that the teacher is always trying to maximize productivity to improve students' math skills; 2) students' activities during the learning process improved significantly; and 3) the teacher's understanding grows, the students' activities during the learning process improved the students in their education assist others who are further behind them in developing the game and the dialogue.","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114988853","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}
Kristiawati Kristiawati, Arma Wangsa, Putri Fatmasari, Muhammad Rizal Usman
Based on research data conducted by Cambridge International through the Global Education Census, it is stated that 67% of Indonesian students use smart phones in class, while 90% of teachers in Indonesia still use blackboards when teaching. Through this research, produced a learning medium, namely Smart Book based on QR Code, which allows students to more easily access digital learning materials so that they can adapt to the habits of students in class. The type of research used is Research Development with a 3D model (Design, Develop, and Deliver) and two data analysis techniques, namely: validity data analysis and student response data analysis. The procedure for making QR Code-Based Math Smart Books relies on the functions of several technologies, namely: QR Code, QR Scanner, and Google Drive. After the manufacturing process, media validation and material validation were carried out. The results of media and material validation showed the validity level of 3.83 and 4 which were in the very feasible category. Based on the results of the trial with 6 respondents, the students responded well. Therefore, based on validation and trials, it can be concluded that the Smart Mathematics Book media can overcome student learning gaps where students use smartphones more often in class.
{"title":"Mathematics smart books based on QR Code as a digital learning media material limit function","authors":"Kristiawati Kristiawati, Arma Wangsa, Putri Fatmasari, Muhammad Rizal Usman","doi":"10.33654/math.v9i2.2128","DOIUrl":"https://doi.org/10.33654/math.v9i2.2128","url":null,"abstract":"Based on research data conducted by Cambridge International through the Global Education Census, it is stated that 67% of Indonesian students use smart phones in class, while 90% of teachers in Indonesia still use blackboards when teaching. Through this research, produced a learning medium, namely Smart Book based on QR Code, which allows students to more easily access digital learning materials so that they can adapt to the habits of students in class. The type of research used is Research Development with a 3D model (Design, Develop, and Deliver) and two data analysis techniques, namely: validity data analysis and student response data analysis. The procedure for making QR Code-Based Math Smart Books relies on the functions of several technologies, namely: QR Code, QR Scanner, and Google Drive. After the manufacturing process, media validation and material validation were carried out. The results of media and material validation showed the validity level of 3.83 and 4 which were in the very feasible category. Based on the results of the trial with 6 respondents, the students responded well. Therefore, based on validation and trials, it can be concluded that the Smart Mathematics Book media can overcome student learning gaps where students use smartphones more often in class.","PeriodicalId":376956,"journal":{"name":"Math Didactic: Jurnal Pendidikan Matematika","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130825956","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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