Pub Date : 2024-01-31DOI: 10.31000/prima.v8i1.9033
Fitri Alyani, Afiful Haidar
This study aims to determine students' epistemological barriers in the material system of two-variable linear equations (SPLDV) in terms of Adversity Quotient (AQ). This research method uses descriptive qualitative. The subjects in this study were 6 students who were selected based on their level, namely Adversity Quotient Climber, Adversity Quotient Camper, and Adversity Quotient Quitter. Researchers used questionnaires, written tests and interviews to determine the extent to which subjects had epistemological barriers and Adversity Quotient (AQ). Then, the data analysis techniques used the Winstep application on questionnaires and written tests, then interviews used data reduction analysis, data collection, and drawing conclusions. The results of this study, namely: a) Students who have high epistemological barriers, have epistemological barriers conceptually, procedurally, and operationally; b) Students who have moderate epistemological barriers have operational epistemological barriers; c) Students who have low epistemological barriers, do not have epistemological barriers conceptually, procedurally, and operationally; d) Students with Adversity Quotient Climbers do not yet have low epistemological barriers, as well as Adversity Quotient Campers and Quitters who do not necessarily have moderate and high epistemological barriers; e) Factors that affect the Adversity Quotient and this epistemological barrier is how students understand the material provided by educators. This research can be a source of information and reference for readers.Keywords: Epistemological Barriers, System of Two Variable Linear Equations, and Adversity Quotient (AQ)
{"title":"ANALYSIS OF STUDENTS’ EPISTIMOLOGICAL BARRIERS TO SYSTEMS OF TWO VARIABLES LINEAR EQUATIONS (SPLDV) VIEWED FROM ADVERSITY QUOTIENT IN JUNIOR HIGH SCHOOL","authors":"Fitri Alyani, Afiful Haidar","doi":"10.31000/prima.v8i1.9033","DOIUrl":"https://doi.org/10.31000/prima.v8i1.9033","url":null,"abstract":"This study aims to determine students' epistemological barriers in the material system of two-variable linear equations (SPLDV) in terms of Adversity Quotient (AQ). This research method uses descriptive qualitative. The subjects in this study were 6 students who were selected based on their level, namely Adversity Quotient Climber, Adversity Quotient Camper, and Adversity Quotient Quitter. Researchers used questionnaires, written tests and interviews to determine the extent to which subjects had epistemological barriers and Adversity Quotient (AQ). Then, the data analysis techniques used the Winstep application on questionnaires and written tests, then interviews used data reduction analysis, data collection, and drawing conclusions. The results of this study, namely: a) Students who have high epistemological barriers, have epistemological barriers conceptually, procedurally, and operationally; b) Students who have moderate epistemological barriers have operational epistemological barriers; c) Students who have low epistemological barriers, do not have epistemological barriers conceptually, procedurally, and operationally; d) Students with Adversity Quotient Climbers do not yet have low epistemological barriers, as well as Adversity Quotient Campers and Quitters who do not necessarily have moderate and high epistemological barriers; e) Factors that affect the Adversity Quotient and this epistemological barrier is how students understand the material provided by educators. This research can be a source of information and reference for readers.Keywords: Epistemological Barriers, System of Two Variable Linear Equations, and Adversity Quotient (AQ)","PeriodicalId":518986,"journal":{"name":"Prima: Jurnal Pendidikan Matematika","volume":"332 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140529087","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 : 2024-01-31DOI: 10.31000/prima.v8i1.9296
Sri Lestari Rahayu, Budi Murtiyasa
The purpose of this study is to describe the types of student errors in solving HOTS-based circle questions based on kastolan theory, then it will also be explored regarding the factors that cause errors, and the percentage of student errors when solving problems. The method that will be used is descriptive qualitative. The instruments in this study consisted of written tests, interviews, and documentation. Data analysis techniques include data reduction, presenting data, and drawing conclusions. The subjects in this study were 13 students from class VIII A of SMP Negeri 4 Randublatung in semester 2 of the 2022/2023 academic year. Then interviews will be conducted by taking 3 samples of student answers grouped based on types of conceptual, procedural, and technical errors. The results showed that the most dominant errors occurred in technical errors where errors were made in the counting process with a percentage of 69.23%. Student procedural errors were made due to the incompatibility of the steps in solving the questions which resulted in wrong answers, with a percentage of 53.84%. Students' conceptual errors were made because students misinterpreted concepts and incorrectly determined the problem solving formula, with a percentage of 46.15%. Factors that cause students to make mistakes in solving HOTS-based questions are: students are not careful in the process of calculating ranks, use formulas that do not meet the prerequisites of the formula, and incompatibility of steps in solving problems.Keywords: Error Analysis, Cricles, HOTS Type Questions, Kastolan Theory
{"title":"ANALYSIS OF STUDENTS' ERROR IN WORKING ON MATHEMATICS PROBLEMS BASED ON THE CIRCULAR MATERIAL BASED ON KASTOLAN THEORY","authors":"Sri Lestari Rahayu, Budi Murtiyasa","doi":"10.31000/prima.v8i1.9296","DOIUrl":"https://doi.org/10.31000/prima.v8i1.9296","url":null,"abstract":"The purpose of this study is to describe the types of student errors in solving HOTS-based circle questions based on kastolan theory, then it will also be explored regarding the factors that cause errors, and the percentage of student errors when solving problems. The method that will be used is descriptive qualitative. The instruments in this study consisted of written tests, interviews, and documentation. Data analysis techniques include data reduction, presenting data, and drawing conclusions. The subjects in this study were 13 students from class VIII A of SMP Negeri 4 Randublatung in semester 2 of the 2022/2023 academic year. Then interviews will be conducted by taking 3 samples of student answers grouped based on types of conceptual, procedural, and technical errors. The results showed that the most dominant errors occurred in technical errors where errors were made in the counting process with a percentage of 69.23%. Student procedural errors were made due to the incompatibility of the steps in solving the questions which resulted in wrong answers, with a percentage of 53.84%. Students' conceptual errors were made because students misinterpreted concepts and incorrectly determined the problem solving formula, with a percentage of 46.15%. Factors that cause students to make mistakes in solving HOTS-based questions are: students are not careful in the process of calculating ranks, use formulas that do not meet the prerequisites of the formula, and incompatibility of steps in solving problems.Keywords: Error Analysis, Cricles, HOTS Type Questions, Kastolan Theory","PeriodicalId":518986,"journal":{"name":"Prima: Jurnal Pendidikan Matematika","volume":"196 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140529105","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 : 2024-01-31DOI: 10.31000/prima.v8i1.8311
Buhaerah Buhaerah, Muhammad Ahsanul Haq, Nurfaizah Nurfaizah
While studying mathematics in tertiary institutions, students must understand basic mathematics concepts. One of the main subjects in the mathematics education study program is transformation geometry. One of the materials in this course is the concept of reflection. In the reflection concept material, students remember mathematical formulas and know how to solve problems. Learning through sensitive questions and clarification is learning through a shared learning strategy that focuses on two characteristics. In this lesson, students ask questions and or answers. Students form small groups, and each group explains when there are questions. Discussions and interviews were carried out on behalf of each group. Students present the results of the survey and clarification in class. Ask students to clarify if there are questions that are ambiguous or wrong. In this study, the lecturer only acts as a facilitator.
{"title":"ASK AND CLARIFY ABOUT STUDENT SHARING OF THE CONCEPT OF REFLECTION","authors":"Buhaerah Buhaerah, Muhammad Ahsanul Haq, Nurfaizah Nurfaizah","doi":"10.31000/prima.v8i1.8311","DOIUrl":"https://doi.org/10.31000/prima.v8i1.8311","url":null,"abstract":"While studying mathematics in tertiary institutions, students must understand basic mathematics concepts. One of the main subjects in the mathematics education study program is transformation geometry. One of the materials in this course is the concept of reflection. In the reflection concept material, students remember mathematical formulas and know how to solve problems. Learning through sensitive questions and clarification is learning through a shared learning strategy that focuses on two characteristics. In this lesson, students ask questions and or answers. Students form small groups, and each group explains when there are questions. Discussions and interviews were carried out on behalf of each group. Students present the results of the survey and clarification in class. Ask students to clarify if there are questions that are ambiguous or wrong. In this study, the lecturer only acts as a facilitator.","PeriodicalId":518986,"journal":{"name":"Prima: Jurnal Pendidikan Matematika","volume":"218 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140529091","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 : 2024-01-31DOI: 10.31000/prima.v8i1.10129
Hestu Wilujeng, Aristiawan Aristiawan
Algebraic thinking skills are important for students because algebraic thinking will promote ways to interpret mathematics. The results of preliminary research on the algebraic thinking ability of PGMI students showed an average problem solving of 18.46, mathematical modelling of 18.26, reasoning ability of 5.54, analytical thinking of 8.8 and generalization of 17, with a maximum value of 20. These results indicate that for indicators of analytical thinking and reasoning students are still low. This study aims to develop an e-book of algebraic thinking skills integrated with habits of mind and Islamic characters for prospective elementary school teachers. This type of research is development research using the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The developed e-book was validated by several experts including media experts, material experts and Islamic experts to ensure the quality of the e-book produced before the field trial. Product trials were conducted on 230 PGMI students. Based on the results of the study, it is known that the feasibility of the algebraic thinking ability e-book integrated with habits of mind and Islamic characters is categorized as very good, with a value of 4.77 from a maximum scale of 5 while practicality obtained a score of 4.11 in the good category
{"title":"DEVELOPMENT OF E-BOOKS INTEGRATED WITH HABIST OF MIND AND ISLAMIC CHARACTERS IN IMPROVING ALGEBRAIC THINKING SKILLS OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS","authors":"Hestu Wilujeng, Aristiawan Aristiawan","doi":"10.31000/prima.v8i1.10129","DOIUrl":"https://doi.org/10.31000/prima.v8i1.10129","url":null,"abstract":"Algebraic thinking skills are important for students because algebraic thinking will promote ways to interpret mathematics. The results of preliminary research on the algebraic thinking ability of PGMI students showed an average problem solving of 18.46, mathematical modelling of 18.26, reasoning ability of 5.54, analytical thinking of 8.8 and generalization of 17, with a maximum value of 20. These results indicate that for indicators of analytical thinking and reasoning students are still low. This study aims to develop an e-book of algebraic thinking skills integrated with habits of mind and Islamic characters for prospective elementary school teachers. This type of research is development research using the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The developed e-book was validated by several experts including media experts, material experts and Islamic experts to ensure the quality of the e-book produced before the field trial. Product trials were conducted on 230 PGMI students. Based on the results of the study, it is known that the feasibility of the algebraic thinking ability e-book integrated with habits of mind and Islamic characters is categorized as very good, with a value of 4.77 from a maximum scale of 5 while practicality obtained a score of 4.11 in the good category","PeriodicalId":518986,"journal":{"name":"Prima: Jurnal Pendidikan Matematika","volume":"441 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140529485","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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