Pub Date : 2023-12-15DOI: 10.32939/ejrpm.v6i2.3167
Aan Putra, Z. Zulkardi, R. Putri, D. S. Nusantara
Mathematical knowledge will be meaningful for students if it is discovered through mathematical rediscovery activities. This research aims to provide an overview of the activities carried out by researchers in teaching material on multiplication rule and permutation as an insight for other researchers to try various activities that are relevant for teaching combinatorics material in general. This research is a scoping literature review using the 8-stage framework of Xiao & Watson. The review was carried out on 6 relevant articles published in various reputable international journals without a specific time limit. Based on the results of the review, it was found that learning permutations using activities included using the context of towers, beaded bracelets, presentation sequences, teddy bears, and photography. The activities used generally consist of arranging physical objects. The author suggests using reorderable objects to teach permutations. The context used must be adapted to the knowledge and experience of the students.
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Pub Date : 2023-06-14DOI: 10.32939/ejrpm.v6i1.2541
Lalu Ajimuliardi Akbar, Muhammad Zia Alghar, Marhayati Marhayati, Elly Susanti
Mathematical concepts can be found in the culture of the community, such as in daily activities and handicrafts. One type of handicraft is the pencar, a cast net (throw net) fishermen use to catch fish. This research aims to explore the arithmetic sequences involved in making a pencar. This research uses qualitative research with ethnography. The research was conducted in Marong Village, West Nusa Tenggara, Indonesia. Data were obtained by direct observation of the pencar and the process of making it, interviews with cast-net handycrafters, and literature studies on arithmetic sequences. The results of this study show that there are three arithmetic sequences in the pencar. The first sequence, the number of anak (meshes) between each anakan (widener) in the n-th widener row, is 3, 4, 5, and so on, formulated by Un = 3 + (n - 1). The second sequence, the number of anakan (widener) in the n-th widener row is 44, 45, 46, and so on, formulated by Un = 44 + (n - 1). The third sequence, the number of lubang (meshes) in the n-th anakan is 44, 90, 138, 188, and so on, formulated by Un = n^2 + 43n. The arithmetic sequences in pencar can be used as a problem context for culture-based learning in the arithmetic sequence topic.
数学概念可以在社区文化中找到，例如在日常活动和手工艺品中。其中一种手工艺品是 pencar，一种渔民用来捕鱼的撒网（抛网）。本研究旨在探索制作 Pencar 所涉及的运算顺序。本研究采用民族志的定性研究方法。研究在印度尼西亚西努沙登加拉省的马龙村进行。通过对笔筒及其制作过程的直接观察、对铸网手工艺人的访谈以及对算术序列的文献研究获得了数据。研究结果表明，笔筒中有三个算术序列。第一个序列是第 n 行加宽器中每个加宽器之间的网格数，依次为 3、4、5，公式为 Un = 3 + (n - 1)。第二序列，第 n 行加宽器中的加宽器数量为 44、45、46，以此类推，公式为 Un = 44 + (n - 1)。第三个序列是，第 n 行 anakan 中的 lubang（网格）数为 44、90、138、188，以此类推，公式为 Un = n^2 + 43n。Pencar 中的算术序列可以作为算术序列主题中基于文化学习的问题情境。
{"title":"Arithmetic Sequences in Making Traditional Cast Nets in Lombok","authors":"Lalu Ajimuliardi Akbar, Muhammad Zia Alghar, Marhayati Marhayati, Elly Susanti","doi":"10.32939/ejrpm.v6i1.2541","DOIUrl":"https://doi.org/10.32939/ejrpm.v6i1.2541","url":null,"abstract":"Mathematical concepts can be found in the culture of the community, such as in daily activities and handicrafts. One type of handicraft is the pencar, a cast net (throw net) fishermen use to catch fish. This research aims to explore the arithmetic sequences involved in making a pencar. This research uses qualitative research with ethnography. The research was conducted in Marong Village, West Nusa Tenggara, Indonesia. Data were obtained by direct observation of the pencar and the process of making it, interviews with cast-net handycrafters, and literature studies on arithmetic sequences. The results of this study show that there are three arithmetic sequences in the pencar. The first sequence, the number of anak (meshes) between each anakan (widener) in the n-th widener row, is 3, 4, 5, and so on, formulated by Un = 3 + (n - 1). The second sequence, the number of anakan (widener) in the n-th widener row is 44, 45, 46, and so on, formulated by Un = 44 + (n - 1). The third sequence, the number of lubang (meshes) in the n-th anakan is 44, 90, 138, 188, and so on, formulated by Un = n^2 + 43n. The arithmetic sequences in pencar can be used as a problem context for culture-based learning in the arithmetic sequence topic.","PeriodicalId":509111,"journal":{"name":"Edumatika : Jurnal Riset Pendidikan Matematika","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139369994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.32939/ejrpm.v6i1.1353
Intan Aulia Rakhmawati
Mathematics learning must be made more exciting and meaningful to overcome the perception that mathematics is a tricky subject. Students must be facilitated to build their knowledge through mathematics learning linked to realistic problems and integrated with Islamic values so that they can solve relevant daily problems. This research aims to develop a Social Arithmetic module based on Islamic values and Realistic Mathematics Education (RME) to help junior high school students improve their problem-solving skills. This research uses R&D with the ADDIE development model. The development of the mathematics module consists of three stages, namely the preliminary, development, and evaluation stages. The resulting module prototype has been assessed as valid by material and media experts. Meanwhile, based on student and teacher responses to the questionnaire, the module was proven suitable for use in mathematics learning. In addition, the results of the paired t-test stated that the module was effective in improving students' problem-solving skills. Therefore, this research concluded that the Social Arithmetics module based on Islamic values and RME that were developed has met the valid and practical criteria and has proven effective in improving the problem-solving abilities of seventh-grade junior high school students.
必须使数学学习更加令人兴奋和更有意义，以克服数学是一门棘手学科的看法。必须通过与现实问题相关联并与伊斯兰价值观相结合的数学学习来帮助学生积累知识，从而使他们能够解决相关的日常问题。本研究旨在开发基于伊斯兰价值观和现实数学教育（RME）的社会算术模块，以帮助初中生提高解决问题的能力。本研究采用 ADDIE 开发模式进行研发。数学模块的开发包括三个阶段，即初步阶段、开发阶段和评估阶段。开发出的模块原型已通过教材和媒体专家的有效评估。同时，根据学生和教师对问卷的答复，证明该模块适合用于数学学习。此外，配对 t 检验的结果表明，该模块能有效提高学生解决问题的能力。因此，本研究认为，所开发的基于伊斯兰价值观和 RME 的社会算术模块符合有效和实用的标准，并被证明能有效提高初中七年级学生解决问题的能力。
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