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:: Abstract List ::

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181 ABS-667 1. Mathematics Education

The development of Digital Bingo X Games to Support Students Mastery in Multiplication
S Widodo;P Rahayu;N Adjie

Universitas Pendidikan Indonesia


Abstract

The ability of multiplication arithmetic operation is important to be mastered by primary school students. In some schools in Purwakarta, many high grade of primary school students are still having trouble doing multiplication arithmetic operations, so they have trouble understanding other mathematical concepts. The research method used is the study of research and development of Bingo X math game. The study intends to develop and implement the Bingo X math game to support the multiplication arithmetic operation skills of primary school students . The results of this study have successfully developed android-based digital games to help students mastery in multiplication arithmetic operation through dice games by keeping students engaged in the game

Keywords: Gamification, arithmetic multiplication, primary school students

PermaLink | Plain Format | Corresponding Author (Suprih Widodo)


182 ABS-413 1. Mathematics Education

Using Geogebra to Develop Student Understanding on Circle Concept
Eyus sudihartinih: Tia Purniati

Universitas Pendidikan Indonesia


Abstract

The circle is an important concept that is taught from basic to university level. But in reality there are still difficulties in learning the circle, so that required learning media such as with Geogebra. In this research will be analyzed students understanding on the concept of circle and attitude of student to learning. Student will be divided into control groups and experimental gropus. After the course they were examined and the result were evaluated.

Keywords: Circle, understanding, Geogebra, manipulatives, analytic geometry

PermaLink | Plain Format | Corresponding Author (Eyus Sudihartinih)


183 ABS-669 1. Mathematics Education

Analysis of Primary School Students Mastery in Math Instruction Based on Kurtacil and Beemmath Gamification
S Widodo;P Rahayu

Universitas Pendidikan Indonesia


Abstract

This research is motivated by the importance of multiplication operation ability for elementary school students. This research intend to analyze the students achievement of elementary school students in math instruction based on kurtacil and beemath gamification. The research method used is mixed method research and the sample of this research is the 3rd graders of elementary school students in Purwakarta, Indonesia. The results of this study indicate that there is an improvement ability of the 3rd graders of primary school after applying BeeMMath and Kurtacil games in the medium category, and all students feel happy learning math with the game.

Keywords: multiplication arithmetic mastery, gamification

PermaLink | Plain Format | Corresponding Author (Suprih Widodo)


184 ABS-158 1. Mathematics Education

The construction of student thinking transformation from simple connectivty to productive
N Tasni1,2*, T Nusantara1, E Hidayanto1, Sisworo1, and E Susanti3

1Mathematic Education Department, Program Pascasarjana Universitas Negeri Malang, Jl. Semarang No. 5, Malang 65145, Indonesia
2Mathematic Education Department, STKIP YPUP Makassar, Jl. Andi Tonro No. 17, Makassar 90223, Indonesia
3Mathematic Education Department, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Jl. Gajayana No. 50, Malang 65144, Indonesia


Abstract

The purpose of this study was to identify the process of transforming students thinking from simple to productive connectivity at the time of reflection for maximize the mathematical connections that students have constructed in the problem solving process. The construction of students thinking transformation process from a simple to productive connectivity was observed based on the completeness of the connective thinking network, which waa built on the problem solving process using Thosio scheme. The purposive sampling technique was used to select three students who had a tendency to transform simple connective thinking to productive. Worksheets and think aloud recording of three students were analyzed by qualitative descriptive approach. In the process of students conective transformation construction thinking, from simple to productive, it could be described construction process done by the students which were repairing errors of connection formed in network of simple connective thinking, and build connection not yet complete in network of simple conective thinking so as to form student thinking transformation from simple to productive connective. By and large, there were two construction processes in the transformation of simple connective thinking to productive at the time of reflection.

Keywords: Transformation, simple connectivity, productive connectivity, errors of connection, connection not yet complete

PermaLink | Plain Format | Corresponding Author (Nurfaida Tasni)


185 ABS-670 1. Mathematics Education

The Relation Between Student Mathematical Connection and Mathematical Reasoning Ability
Hanifah Latifah Hadiat and Karyati

Yogyakarta State University


Abstract

Abstract. This study aims to describe correlation among mathematical connection and mathematical reasoning ability of senior high school student. This research was classified as an correlational study. The population comprised all tenth grade student of senior high school in Brebes District. The technique of taking sample using stratified proportional random sampling techniques. The data were collected through a test. The data were analyzed using the multiple linear regression analysis. The result of this study show that mathematical connection ability as an aggregate correlate with the mathematical reasoning ability of senior high school student.

Keywords: mathematical connection ability, mathematical reasoning ability

PermaLink | Plain Format | Corresponding Author (hanifah latifah hadiat)


186 ABS-159 1. Mathematics Education

Exploring the elementary students learning difficulties risks on mathematics based on students mathematics anxiety, mathematics self-efficacy and value beliefs using Rasch measurement
Z Ardi, I B Rangka, I Ifdil, K Suranata, Z Azhar, D Daharnis, A Afdal, and A Alizamar

Universitas Negeri Padang
Universitas Indraprasta PGRI
Universitas Negeri Padang
Universitas Pendidikan Ganesha
Universitas Negeri Padang
Universitas Negeri Padang
Universitas Negeri Padang
Universitas Negeri Padang


Abstract

The learning process sets up the individual differences during material transfer. In mathematics subjects, these changes point to student struggles in following the movement of the material and raise the learning obstacles. However, the identification of the mathematics learning difficulties condition is done after the final test, instead through the study of students who have learning difficulties risks. This study examines the compromise of learning difficulties in mathematics in terms of several aspects that can trigger it, which are mathematical anxiety, self-efficacy mathematics, and value beliefs. This preliminary study consisted of 127 elementary school students from 3rd to 6th grades. The result of this study shows that students are more dominant to experience cognitive anxiety towards mathematics, especially when working on issues with high difficulty levels. In addition, students are at compromise of learning disabilities if they have low self-efficacy levels, especially if it concerns to the circumstantial use of mathematics. The risk of learning difficulties is also dominant experienced by students who do not spend time effectively in learning mathematics. The attention of the learning difficulties risks on mathematics is essential to ward off the failure of students to optimize their potential in the learning process.

Keywords: learning difficulties risks (LDR), mathematic anxiety, mathematics self-efficacy, value beliefs, rasch models analysis, elementary school students

PermaLink | Plain Format | Corresponding Author (Zadrian Ardi)


187 ABS-671 1. Mathematics Education

Analysis of Students Mistakes in Solving Problem of Two Variables Linear Equation System
R R Pulungan and Suhendra

Program Studi Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia .


Abstract

Mathematics is a logical means of thinking. Reasoning is one part of thingking that we must understanding about mathematics learning. But in fact there were students made mistakes. The aims of study to describe the caused students to make mistakes in working on the matter of Two variables Linear Equation System. The research is a qualitative descriptive study. Subjects in this study were four students of grade VIII. Data collection was done by tests, interviews and documentation. The results of data analysis showed that students made mistakes in solving the problem form of Two Variables Linear Equation System. The types of mistakes used in this study were the types of mistakes according to Newman, namely: (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skills errors, and (5) errors in writing answers (encoding errors). The results showed that the errors made by the students lies in the concept, interpretation of language, procedures, and calculations. While the cause factor the students are less thorough, did not understand the purpose of the problem, less know the concept of the formula, and students who did not check again the answers that have been made.

Keywords: Analysis, error, problem solving, Two-variable Linear Equation System

PermaLink | Plain Format | Corresponding Author (Rafiah Rahma P)


188 ABS-672 1. Mathematics Education

Analysis of Mathematical Connection Ability and Habits of Mind Class XI Students on Derivative Material
A Prihandhika, S Fatimah, D Dasari

School of Postgraduate Studies


Abstract

Cognitive and affective abilities are the skills that support the students to succes in mathematics learning. One of the cognitive and affective abilities that is important for students is mathematical connections and habits of mind. The aim of this research is to analyze the mathematical connection of students by referring indicators such as connecting ideas between topics in mathematics, applying mathematical ideas in other fields, and applying mathematical ideas in the context of daily life. In addition, the research also aims to analyze how the tendency habits of mind of students effect in mathematical problems solving. The research method used descriptive qualitative with data collection technique that is observation, giving mathematical connection instrument in derivative material, giving questionnaire of habits of mind scale, and interview. The population of the study is the students who are in XI class of the one of senior high schools in Kuningan. Subjects researched as many as 6 students chosen by the categorization of mathematical ability in high, medium and low category. The results of this research is expected to be a recommendation for educational practitioners, especially teachers to use the appropriate learning model to improve the ability of mathematical connections and habits of mind.

Keywords: Mathematical Connections, Habits of Mind.

PermaLink | Plain Format | Corresponding Author (Aditya Prihandhika)


189 ABS-673 1. Mathematics Education

DEVELOPMENT OF MATHEMATICAL LEARNING MATERIALS WITH CONSTRUCTIVSM APPROACH USING MOBILE LEARNING SYSTEM
Yusri Wahyuni

Bung Hatta University


Abstract

This study aimed to produce learning materials of mathematics with constructivism approach through mobile learning system. This research was a development research. The development method used followed the 4-D model consisting of define stage, design stage, develop stage and disseminate stage. In this research focused on third stage that was develop stage. Subjects in this study were students of mathematics education program from Bung Hatta University year 2015 which were 26 students. The results obtained from the research at this stage of development was a mathematics material that had been developed using a constructivism approach through a valid and practical Mobile Learning System.

Keywords: Teaching Materials, Constructivism Approach, Mobile Learning System

PermaLink | Plain Format | Corresponding Author (Yusri Wahyuni)


190 ABS-162 1. Mathematics Education

Students ability of mathematical representation on statistics topic in elementary school
Laely Farokhah (a*), Tatang Herman (b), and Al Jupri (b)

a) Program Studi Pendidikan Dasar, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*laely_farokhah[at]student.upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

Mathematical representation is the ability to represent a mathematical problem in the form of symbols, images, manipulative objects, and other mathematical ideas. Most of previous research have described about mathematical representation ability in the middle schools. So this research aims to describe the mathematical representation ability including visual representation, symbolic representation, and verbal representation in statistics topic especially in elementary school. This research employed qualitative research using descriptive method and conducted in 35 students of 5th grade in one of elementary schools in Bandung, Indonesia. The instruments used mathematical representation test and interview. The result showed that (1) 20% students can draw a bar chart based on the known data and use the bar chart as a visual representation to solve the problems, but 80% students have difficulties in using visual representation, (2) 31% students can use mathematical expression or symbols to solve problems appropriately, but 69% students have difficulties in using symbolic representation, and (3) 34% students can answer question using verbal representation, but 66% students can not answer question using verbal representation. This result can be a reference for teachers to develop the learning process so that it can improve mathematical representation ability of elementary school students.

Keywords: Students Ability; Mathematical Representation; Statistics; Elementary School

PermaLink | Plain Format | Corresponding Author (Laely Farokhah)


191 ABS-164 1. Mathematics Education

Algebraic Thinking and Difficulties in Solving Mathematical Problem: A Case Study of 6th Grade in Primary School
Destri Astrianingsih (a*). Wahyudin (b)

a) Pendidikan Dasar, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia
*deztrii[at]student.upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No. 229, Bandung 40154, Indonesia


Abstract

This research aims to describe algebraic thinking and to identify students difficulties in solving mathematical problems. Algebraic thinking could be characterized by systematic analytical ways of an unknown quantity and quantity relationships and could be observed through students responses in solving mathematical problems. In order to do so, case study method was used in this research which based on a descriptive analysis. Participants were 47 students of 6th grade who worked on written test (solving math problems) and then 10 of them were interviewed afterward. The results indicate that few students have algebraic thinking skills. In addition, there are four students difficulties in solving problems such as 1) understanding the problem (specific keywords or definitions that exist in the problem), 2) understanding the concept of operation on rational numbers, and 3) understanding the concept of related problem (ex: fractions, proportion, and percentage), 4) connecting the information for solving the problems. These findings could be the basis for the development of future mathematical learning and related research.

Keywords: algebraic thinking, difficulties, solving mathematical problem

PermaLink | Plain Format | Corresponding Author (Destri Astrianingsih)


192 ABS-420 1. Mathematics Education

The Use of Open Ended Problem in Developing Mathematical Reasoning Ability of Junior High School Students on Geometry
Annisa Hasanah (a*), Karyati (a)

a) Post Graduate Program, Yogyakarta State University Jl. Colombo No.1, Caturtunggal, Depok, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281
*annisahasanah6995[at]gmail.com


Abstract

The mathematical ability of the students will only be the material that follows a series of procedures without knowing the meaning if the students reasoning abilities are not developed.The purpose of research to describe the use of open ended problem in developing students mathematical reasoning ability of junior high, especially on Geometry. This research is descriptive qualitative research. The instrument used in this research is test of mathematical reasoning ability based on open ended . The sample in this research is the students of grade 8 of Junior High School in Banjarmasin. Analysis of data by reducing data, presenting data and making conclusions. The results show that the use of open ended questions can develop students mathematical reasoning ability of Junior High School.

Keywords: Mathematics Reasoning, Open Ended Problem

PermaLink | Plain Format | Corresponding Author (Annisa Hasanah)


193 ABS-165 1. Mathematics Education

Student Difficulties in Word Problems of Derivatives: A Multisemiotic Perspective
Namirah Fatmanissa, Kusnandi, and Dian Usdiyana

Universitas Pendidikan Indonesia


Abstract

This study aims to describe findings on students difficulties in solving derivatives word problems from the perspective of multiple semiotic systems. A test in the form of word problems was constructed, validated to mathematics expert, and then given to 69 students of grade 11. Their works were analyzed from the perspective of multiple semiotic systems by classifying each obtained case into six sub-features, i.e. transforming symbol into visual representation, visual representation into symbol, language into symbol, symbol into language, language into visual representation, and visual representation into language. It was found that transforming language into visual representation was the most found sub-feature of difficulties. This study concludes that the difficulties due to multiple semiotic systems are real. Students faced these difficulties during word problem solving of derivatives in diverse cases involving transforming meaning from one system to another.

Keywords: multiple semiotic systems, mathematics word problems, derivatives, difficulty

PermaLink | Plain Format | Corresponding Author (Namirah Fatmanissa)


194 ABS-677 1. Mathematics Education

Flipped classroom model of mathematics learning outcomes
I Susanti (1*), E C M Asih (2) and B A Priatna (2)

1) Program Studi Pendidikan Matematika Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
2) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia

*indriana.susanti05[at]gmail.com


Abstract

The aim of this research to investigate the flipped classroom model. As we know, Students experience difficulties in learning mathematics so that learning innovation is needed that helps students to maximize learning and practice math problems. The learning model that feels right is the flipped classroom learning model. The flipped classroom learning model is the reversed learning model. So, the flipped classroom learning model is suitable for mathematics learning.

Keywords: flipped classroom model

PermaLink | Plain Format | Corresponding Author (Indriana Susanti)


195 ABS-678 1. Mathematics Education

Identifying Approach Teachers Used in Assessing the Understanding of the Students on Derivative from SPUR Perspectives
Rita Desfitri, Listy Vermana

Universitas Bung Hatta


Abstract

The level of understanding of students on mathematical knowledge could be assessed by multidimensional perspective of understanding; Skills, Properties, Uses, and Representations (SPUR) or which was also known as SPUR approach. This study was focused on identifying the way teachers used in delivering tasks or assignment to assess the level of understanding of their students on mathematical content knowledge. The participants of the study were high school teachers who taught derivative at high schools. Assignments that teachers gave to their students were analyzed to see what dimensional perspectives were used to figure out the ability of the students on related concepts in derivative. Based on their classroom observation and interviews, majority of teachers tended to uses skills and properties dimensional perspectives rather than uses and representations. Others supporting documents showed that even though teachers recognized that various kind of problems needed to help students understand concepts better, they tended to uses text book based problems rather than generating problems by themselves.

Keywords: derivative, assessment, SPUR Approach

PermaLink | Plain Format | Corresponding Author (Rita Desfitri)


196 ABS-423 1. Mathematics Education

Teachers Content Knowledge in Generalizing Concept Maps of Quadrilateral
L Sahidin1, Y Fuad1, MT Budiarto1

1Postgraduate Mathematics Education, State University of Surabaya, Jl. Ketintang, Surabaya 60231, Indonesia


Abstract

The knowledge mathematics teachers has been of interest within the maths education researchers. Teachers content knowledge (TCK) in constructing definition and classification of quadrilateral can correctly provide generalization concept maps of quadrilateral. By understanding the concept maps of quadrilateral, teachers should able to minimize misconceptions and difficulties in studying the quadrilateral. This study focused on TCK in generalizing concept maps of quadrilateral. The sample were 26 maths teachers, at least five years experiencing in teaching maths in secondary schools, having a bachelor degree, and qualified in the teachers certification program in Haluoleo University. Data were collected by a mixed methods approach, including both a geometry test and interviews to assess TCK on the concept of quadrilateral. The results empasized that there were two participants were categorized in the economical definition level. Teachers difficulties were, namely declaring incorrectly properties or attributes, describing improperly necessary condition, defining inappropriately sufficient condition, and stating excessively necessary and sufficient of definitions. However, all participants were sufficient enough in generalizing concept maps of quadrilateral. Few participants with some difficulties, were referred to teachers knowledge, orientations and properties, and spatial knowledges. Finally, this study highlighted the need for a more in-depth maths education for improving teachers competences.

Keywords: Teachers Content Knowledge, Concept Maps, Quadrilateral

PermaLink | Plain Format | Corresponding Author (Latief Sahidin)


197 ABS-679 1. Mathematics Education

Improving Adversity Quotient (AQ) with Discovery Learning
1. Desy Dwi Frimadani and 2. Djamilah Bondan Widjajanti

1. Departemen Pedidikan Matematika, Universitas Negeri Yogyakarta, Jl. Colombo No. 1 Daerah Istimewa Yogyakarta 55281, Indonesia
2. Departemen Pedidikan Matematika, Universitas Negeri Yogyakarta, Jl. Colombo No. 1 Daerah Istimewa Yogyakarta 55281, Indonesia


Abstract

Abstract. Adversity Quotient (AQ) is ones ability to survive the difficulty and manage the adversity until it finds the way of its predicament. A person with a good AQ ability can achieve goals by facing difficulties. The role of AQ is important in mathematics learning. The researcher observed the students AQ, got the students average in the medium level. This study uses AQ with stimulation, problem statement, data collection, data processing, verification, and generalization. The purpose of this study is to increase adversity quotient in junior high school eighth grade students of SMP Muhammadiyah 2 Depok, Yogyakarta. This research was conducted on the mathematics lesson of The Linear Equation System (SPLDV) in the odd semester academic year 2017/20018. This research is a classroom action research using two cycles, each cycle consists of three steps which are conducted in two meetings by using discovery learning. Instruments performed in this study are questionnaires AQ, lesson plan, and student worksheet. After learning with discovery learning, students can increase AQ in each cycle. The students average has a high AQ. The results of this study indicate that the learning scenario that designed in each cycle can improve the adversity quotient students.

Keywords: adversity quotient, discovery learning

PermaLink | Plain Format | Corresponding Author (Desy Dwi Frimadani)


198 ABS-424 1. Mathematics Education

Interaction of new information with existing schemes based on Piaget theory
Mubarik1*, M T Budiarto2, and R Sulaiman2

surabaya state university


Abstract

Abstract. The interaction between new information and the existing scheme will always occur in learning as well as in problem solving. Thus, it is important to explore how this interaction takes place. Description of the interaction between new received information and the existing scheme was obtained through qualitative research. Data were obtained through problem-solving test done by the subject and interview based on the answers on the problem-solving test. The result of data analysis showed there were 4 processes done by subject when getting new information namely 1) assimilation, 2) equilibration, 3) accommodation, and 4) rejection of new information.

Keywords: scheme, assimilation, equilibration, accommodation

PermaLink | Plain Format | Corresponding Author (mubarik mubarik)


199 ABS-682 1. Mathematics Education

Geometry verbal skill of field dependent-independent students in junior high school according to van hiele thinking level
Misnasanti (a*), Ali Mahmudi (b)

Universitas Negeri Yogyakarta


Abstract

This research aimed to describe the geometry verbal skill of FD-FI students in Junior High School at level 1, level 2 and level 3 according to Van Hiele Theory. This research was a survey. This research was conducted for grade 8 students of junior high schools. The samples were selected using proportionate stratified random sampling technique which was a combination of stratified sampling technique and proportional sampling technique followed by random sampling technique. This technique was used to determine the sample proportionately for each strata. The samples consisted of 4 representative high strata schools. The data were collected using tests and interview. Data analysis technique consists of data reduction, data display, and data conclusion. The result showed that: (1) FI students level 1, 2 and 3 get a better result than FD students to associate the correct name with a given properties and to define a figure accurately and concisely by showing interrelationships between figures recognize different figures from a picture, (2) FD students is better than FI students to define a figure accurately with various properties, (3) From 103 students, there is only one FI student at level 3 can answer definition of figure perfectly.

Keywords: Geometry verbal skill; Field dependent; Field independent; Van hiele thinking level

PermaLink | Plain Format | Corresponding Author (Misnasanti Misnasanti)


200 ABS-683 1. Mathematics Education

The ability of mathematical connections students reviewed from mathematical resilience
Arista Wibowo, Imam Sujadi, Isnandar Slamet

Universitas Sebelas Maret


Abstract

This study aims to determine the ability of mathematical connections of students in solving problems in terms of student mathematical resilience. The research method used is descriptive with the form of research used is the case study. The sample of this research is 30 students of class XI SMA in Surakarta. The results of data analysis indicate that students mathematical connection ability is in accordance with the level of mathematical resilience. For students residing in high mathematics resilience group, students connection ability is high (83%), students in medium resilience group, students connection ability is moderate (70%), and students in low mathematics resilience group, students connection ability is very low (31%).

Keywords: the ability of mathematical connections, problem solving, mathematical resilience

PermaLink | Plain Format | Corresponding Author (Arista Wibowo)


201 ABS-172 1. Mathematics Education

Analysis of Creative Thinking Ability Based on Cognitive Style in Learning Mathematics SAVI Model with Scientific Approach
Pangestika Sumadianing Saputri

Department of Mathematics Education, Sebelas Maret University
Jalan Ir. Sutami 36A, Surakarta 57126, Indonesia


Abstract

The purpose of this research is to test the effectiveness of SAVI model with scientific approach to the students creative thinking ability and analyze the creative thinking abilities of students based on cognitive style using SAVI model with scientific approach. This research is mixed methods. Quantitative subject, the population was students of grade VIII SMP N 2 Pacitan, the samples was students grade VIII A as the control class, students of grade VIII B as the experiment class, and qualitative subject selected 6 students from class VIII B. Data were collected by observation, tests, interviews, and descriptive analyze and then analyzed by the mastery test, the average equality test, and descriptive analyze. The results showed that, (1) the students creative thinking ability using SAVI model with scientific approach achieved individual mastery, classical mastery, and better than the students creative thinking ability using conventional model; (2) the students cognitive style reflective mastered four and three indicators of creative thinking ability. The students cognitive style impulsive mastered three and two indicators of creative thinking ability.

Keywords: Creative thinking ability; Cognitive style; SAVI; Scientific approach

PermaLink | Plain Format | Corresponding Author (Pangestika Sumadianing Saputri)


202 ABS-428 1. Mathematics Education

Improving Mathematical Problem Solving Ability of High School Students Through Metacognitive Scaffolding Approach
R Gusmiyanti1, a) Suhendra1, and E Nurlaelah1

1Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

Problem solving is an important skill that need to be developed in mathematics education. Sharpening problem solving skills enable students to improve their ability to analyze and train students to think creatively. However, in reality the students were less facilitated in sharpening the development of problem-solving abilities. Consequently, the problem solving ability of students has not been satisfactory. One of the efforts that could be done to overcome his problem is applaying metacognitive scaffolding approach in learning. Metacognitive scaffolding is an approach that emphasizes self-monitoring capability. Monitoring is the way a person monitors what students know and do not know. While scaffolding is a help given by the teacher to the students. When students feel able to work independently, teachers slowly reduce scaffolding. This study aimed to determine whether the approach of metacognitive scaffolding could improve problem-solving abilities. The reserach applied quasi experiment research with Nonequivalent Control Group Design. This research took place in one of State Senior High School in Padang Pariaman District, West Sumatera. The results show that metacognitive scaffolding approach could improve mathematical problem solving ability.

Keywords: mathematical problem solving abilities, Metacognitive Scaffolding Approach

PermaLink | Plain Format | Corresponding Author (Raesya Gusmiyanti)


203 ABS-684 1. Mathematics Education

Mathematical communication of junior high student based on the conceptual understanding of triangle
Patra Aghtiar Rakhman (a), Didi Suryadi (b), Sufyani Prabawanto (c)

a) Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. DR Setiabudhi 229, Bandung
b) Universitas Pendidikan Indonesia, Jl. DR Setiabudhi 229 Bandung


Abstract

As we know that the mathematical communication is an important skill. Optimalization mathematical communication research gave so many option as the effort to optimalized it, such as reading, discussing, writing. All of the option was concerned about learning model and how to learn. Based on the study of literature, at least there were four aspect that could affect the mathematical communication, those were teacher, learning, the learning materials, and the student itself. Not only that four, but also conceptual understanding could affect mathematical communication because the thing that student communicate were the concept that they had. Some of problem about conceptual understanding were found in triangle. On this research, there were found that learning model was not the only problem of the way to optimalized student mathematical communication. Thats why the way to optimalized it has to be fitted to the problem that founded.

Keywords: Mathematical Communication, Conceptual Understanding, Triangle

PermaLink | Plain Format | Corresponding Author (Patra aghtiar Rakhman)


204 ABS-686 1. Mathematics Education

Metacognitive awareness of students in mathematical problem solving based on gender differences
C P Permata and S Prabawanto

Universitas Pendidikan Indonesia


Abstract

This study aimed to describe the students metacognitive awareness (MA) and difficulties students experiences in problem solving process in terms of gender differences. This study is a qualitative research. The subject consisted of two students grade IX junior high school in Indonesia. Data collection techniques used are tests, interviews, and documentations. The results showed that the male and female subjects had a mathematical solving ability that tended to be not much different, but they had the characteristics of their respective MA capabilities. The male had the characteristic of inclining to understand every step taken when solving problems, although it took a while to answer the question verbally, and not realizing that it had made a mistake in the process of interpreting the information known in the matter. While the MA of female had the characteristics of being able to understand the problem by reading once, writing answers using effective language, and had been able to realize that she once worked on similar problems. The difficulties experiences derived from factors of choosing relevant information, evaluating, creating mathematical models, and understanding concepts. Authors provide suggestions for further research in order to perform similar studies at higher levels and with more subjects.

Keywords: gender, metacognitive awareness, problem solving

PermaLink | Plain Format | Corresponding Author (Cintya Putri Permata)


205 ABS-175 1. Mathematics Education

Task forms understand the integral concepts based on Blooms Taxonomic Theory
La Misu and Hasnawati

Universitas Halu Oleo Kendari-Indonesia


Abstract

The purpose of this paper is to produce a task in understanding the concept of integral based on Blooms Taxonomy theory. Understanding the concept according to Blooms Taxonomy theory consists of seven categories: Interpreting, Modeling, Classifying, Summarizing, Concluding, and Explaining. This assignment has 7 questions each containing the concept of infinite integral and certain integral concepts. This task was tested legibility by two students and validated by 3 mathematics education experts. The results of the task readability test to understand the concept of Integral is good. The result of the task validation test is feasible to be used to track students understanding in understanding the integral concept. The result of the content validation test on the students understanding of the task of understanding the Integral Concept is good.

Keywords: Task form, Understanding Concept of Integral, Blooms Taxonomic Theory

PermaLink | Plain Format | Corresponding Author (La Misu -)


206 ABS-687 1. Mathematics Education

Students Critical-Metacognition Activity Based On Their Personality Type
L D Fitriana * and Y Fuad **

Mathematics Department, Universitas Negeri Surabaya, Jalan Ketintang, Surabaya 60231, Indonesia
*lindafitriana[at]mhs.unesa.ac.id
**yusuffuad[at]unesa.ac.id


Abstract

Metacognition and critical thinking become a foundation key to solve any problem. Therefore, students with higher level of those aspects tend to demonstrate better skills in accomplishing problem solving tasks. This study aims to describe students critical-metacognition activity in solving geometry problem based on Keirsey personality types, namely rational, idealist, guardian, and artisan. The samples were 8th grade students of the Labschool Universitas Negeri Surabaya. Students were given mathematics test and the adapted Keirsey personality questionnaires. Four volunteer students, with higher rank of mathematics and represented each Keirsey personality types, were selected as the research subjects. Data were collected by giving geometry task and interviews. The collected data were analyzed by using critical-metacognition indicators. The result affirms that all students demonstrated critical-metacognition through planning, monitoring, dan reflection activities although some parts were missed. For planning activity, rational and idealist students could explain their reason behind the strategy used. On the other hand, different condition was shown by guardian and artisan students who could not make conclusions correctly. For reflection activity, only guardian student who did not check his performance. This study suggests that teachers should facilitate students to practice critical thinking and metacognition activities in order to solve problems mathematically.

Keywords: metacognition, critical thinking, keirsey personality type

PermaLink | Plain Format | Corresponding Author (LINDA DEVI FITRIANA)


207 ABS-689 1. Mathematics Education

Development of Linear Algebra Learning Material Based on Mathematical Understanding and Representation
Cita Dwi Rosita (*), Tri Nopriana , Irmawati Liliana Kusuma Dewi

(*)Program Studi Pendidikan Matematika, Universitas Swadaya Gunung Djati, Jl. Perjuangan No.1, Cirebon, Indonesia
*citadwirosita[at]gmail.com


Abstract

This research aims to design a Linear Algebra learning material that can facilitate the enhancing of students mathematical understanding and representation. The research method is research and development (R&D) which consists of three main stage, namely the preliminary, development, and dissemination. The research was limited to the development stage. The results concluded that the assessment of the experts (validator) on learning materials is in the category of valid with a small revision on the exercise questions part. The result of a practical test of learning material is 87,81% (very practices). Meanwhile, the result of limited trials indicates that learning material can be completed students mathematical understanding classically and individually. Besides, the mathematical representation of student has not reached the mastery both in classically and individual.

Keywords: Learning Material, Mathematical Understanding, Mathematical Representation

PermaLink | Plain Format | Corresponding Author (Tri Nopriana)


208 ABS-690 1. Mathematics Education

The effect of game based learning toward conceptual understanding
Wan Denny Pramana Putra (a*) Wahyu Setyaningrum (b)

a) Pendidikan Matematika, Program Pascasarjana, Universitas Negeri Yogyakarta, Jl. Kolombo No.1, Karangmalang, Depok Sleman, Yogyakrta, Indonesia.
*wan.denny2016[at]student.uny.ac.id
b) Departemen Matematika, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Yogyakarta, Jl. Kolombo No.1, Karangmalang, Depok Sleman, Yogyakrta, Indonesia.


Abstract

The aim of this study was to examine the effect of game based learning toward conceptual understanding in learning mathematics. This study was an experimental research with design non- equivalent group pre-test post-test which consisted two classes namely experiment class and control class. This research was conducted in one of the junior high school in Yogyakarta Indonesia. The population of this study was all students eight grade with the respondents had low proficiency. On experiment class was taught using game based learning and on control class was taught classical learning. The effectiveness of game based learning was analyzed using Mann-Whitney test. The result of data analysis showed that (1) game based learning was not effective viewed from conceptual understanding (2) there was difference between the class was taught using game based learning and the class was taught using classical learning viewed from conceptual understanding after treatment was given.

Keywords: Game Based Learning; Conceptual Understanding

PermaLink | Plain Format | Corresponding Author (Wan Denny Pramana Putra)


209 ABS-691 1. Mathematics Education

Student difficulties in solving geometry problem based on van hiele thinking level
Dwi Laila Sulistiowati (1*), Tatang Herman (2), Al Jupri (2)

1)Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*dwi.laila.sulistiowati[at]student.upi.edu
2)Departemen Pendidikan Indonesia, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

The background of this study is the lack of problem-solving ability of students. The evidence in the school shows that there are difficulties experienced by students in solving geometry problems. This fact gave rise to this study which aims to analyze student difficulties in solving geometry problems based on Van Hiele thinking level. The descriptive qualitative research was used in this study. Van Hiele geometry test and problem-solving test were administered, followed by interviews. The subjects of the study were 38 students grade VIII in one of the Secondary school in Bandung and 6 of them were interviewed afterward. The results showed that the main difficulty of students who at level 1 (visualization) is interpreting problems into a mathematical model. While the main difficulty of students who at level 2 (analysis) and level 3 (deduction informal) is in the solution processes. We conclude that problem-solving ability is important to be taught to all students even though they are at different Van Hiele levels.

Keywords: geometry, problem solving, van hiele thinking level

PermaLink | Plain Format | Corresponding Author (Dwi Laila Sulistiowati)


210 ABS-692 1. Mathematics Education

Teacher images on the derivatives concept
Arum Dahlia Mufidah (1*), Didi Suryadi (2), Rizky Rosjanuardi (2)

1)Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*arumdahliamufidah[at]student.upi.edu
2)Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia


Abstract

This study aims to figure out the image of high school math teachers on the derivatives concept and how they experience in learning the concepts. This study is a phenomenology research. It focuses on revealing the teachers perceptions and meaning of derivatives concept. Data are collected from questionnaires and interviews on four high school teachers who are or have taught the derivatives concept. The results show that there is a gap between teachers image about the concept of the derivative with the scientific conception. The experiences gained by teachers in learning the concept of derivatives were more focused on procedural understanding rather than conceptual understanding.

Keywords: derivatives concept, teacher, concept image

PermaLink | Plain Format | Corresponding Author (Arum Dahlia Mufidah)


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