:: Abstract List ::
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91 |
ABS-587 |
1. Mathematics Education |
Ability of Mathematical Critical Thinking, What about Learning Cycle 7E Model? Muthmainnah (a*), Jarnawi Afgani Dahlan (b), Suhendra (b)
a) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*muthmainnahsoul[at]student.upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
Mathematical critical thinking skills of Indonesian students are still not satisfactory, which is seen when students do the problem of reasoning in solving non-routine problems. One of the alternative sollution to overcome the problem is through the implementation of the Learning Cycle 7E model. This study aims to describe enhancement of mathematical critical thinking skills of students who received the Learning Cycle 7E Model. This type of research is a literature review, so the method used is to summarize and analyze the relevant research results that have been done. Learning Cycle 7E model consists of seven stages, namely: elicit, engage, explore, explain, elaborate, evaluate, and extend. Each student activity at that stage involves students critical thinking potential, which consists of indicators: focus, reason, inference, situation, clarity, and overview. Thus, taking into account every stage of the Learning Cycle 7E on learning mathematics well will be able to improve the ability of students critical mathematical thinking.
Keywords: Critical Mathematical Thinking; Learning Cycle 7E Model
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| Corresponding Author (Muthmainnah -)
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92 |
ABS-76 |
1. Mathematics Education |
Oral Mathematical Communication Profile of Prospective Mathematics Teacher in Mathematics Proving Kristianus Viktor Pantaleon, Dwi Juniati, Agung Lukito
STKIP St. Paulu Ruteng,
Universitas Negeri Surabaya
Abstract
As reported by many recent researches, communicating math ideas verbally is not an easy task, especially in mathematics proving. A qualitative research was undertaken to describe the processes of oral mathematical communication emerged when the subject did the proving taks. The subject was one prospective mathematics teacher, with the medium mathematical skill, selected from 48 students who took the proving tasks of geometry and algebra. Data were collected through tests, assignments, and depth interviews. The results of this study showed that the oral mathematical communication in the proving of geometry task complied with the following stages: explaining what is understood, expressing the idea in the form of drawing/symbol, explaining the idea/argument, presenting the solution steps, and reinforcing the results obtained. Furthermore, the oral mathematical communication in the proving of algebra tasks followed the following stages: explaining what is understood, explaining the idea about the form of mathematical logic, putting forward the argument, re-explaining what is understood, explaining the idea/argument, presents the solution steps, presenting ideas in a more understandable form, putting forward the argument, and reinforcing the results obtained. In general, the subject could communicate his ideas precisely, coherently, and clearly, but less efficient.
Keywords: oral mathematical communication, proving, precisely, coherently, and clearly
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| Corresponding Author (Kristianus Viktor Pantaleon)
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93 |
ABS-332 |
1. Mathematics Education |
The analysis of students mathematical reflective and critical thinking ability Aulia Putri (*) and Siti Fatimah
Departemen Pendidikan Matematika, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
This research is aimed to students of mathematics education with the purpose to analyze the ability of higher-order thinking at formal operational stage in mathematics learning. This research was conducted by giving tests that can measure the ability of reflective and critical thinking mathematically and interviewing subjects based on their answers. The results obtained are then analyzed to see the students ability level. Research instrument used is a test of reflective and critical thinking ability, and interview with students. The results showed that students already have a good reflective and critical thinking ability in mathematics learning.
Keywords: mathematical reflective thinking ability, mathematical critical thinking ability
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| Corresponding Author (Aulia Putri)
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94 |
ABS-588 |
1. Mathematics Education |
Investigation of critical mathematical thinking ability, visual thinking and self-efficacy students in trigonometry Riezkia Sholehawati (*) and Wahyudin
Departement of Mathematics Education, Universitas Pendidikan
Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.
Abstract
This study aims to investigate how students the ability of critical mathematical thinking ability, visual thinking and self-efficacy in the current trigonometry. Data were collected through the students answers, self-efficacy questionnaire and interview. The results obtained are then analyzed to see the students ability level in trigonometry. The result showed the students do not yet have the critical thinking ability are good but have good visual thinking ability in trigonometry. This is because students do not have the concept of underlying problem solving well. Furthermore, students feel less confident in their mathematical ability. This is evidenced of the analysis self-efficacy questionnaire. The results of this study encourage us as prospective teachers to find teaching methods that can help students understand the concepts of trigonometry well so that students love and eager to solve the problem of trigonometry.
Keywords: Critical Mathematical Thinking Ability; Visual Thinking; Self-efficacy; Trigonometry
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| Corresponding Author (Riezkia Sholehawati)
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95 |
ABS-77 |
1. Mathematics Education |
CAI AND CONVENTIONAL METHOD FOR RETENTION OF MATHEMATICS: AN EXPERIMENTAL STUDY Dr. Nirupma Bhatti
Department of Mathematics, University College, K. U. Kurukshetra, Haryana, India.
Abstract
An experimental study was conducted to compare the effectiveness of Computer Assisted Instruction (CAI) and Conventional Method (CM) for retention of Mathematics in Higher Education. Instructional and measuring tools were developed for five units of Matrix Algebra, two units of Calculus & five units of Numerical Analysis. Pilot study was also conducted to examine reliability and validity of tools. Ninety undergraduates participated in final study. Pretest Post test Equivalent Groups research design was used. SPSS was used for data analysis. Findings supported efficiency of CAI for retention of basic mathematical concepts.Administrators should encourage faculty members to develop Computer Assisted Instructional Material (CAIM) for retention of basic Concepts of Mathematics in Higher Studies.
Keywords: CAI, CAIM, CM, Retention
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| Corresponding Author (Nirupma Bhatti)
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96 |
ABS-333 |
1. Mathematics Education |
Students Difficulties in Solving Geometrical Problems from Matematization Perspective Elvilia Suaebah (a*), Mardiyana Mardiyana (a), Dewi Reno Sari (a)
a) Departemen Pendidikan Matematika, Universitas Sebelas Maret
Jl. Ir Sutami No. 36A Jebres, Surakarta, Jawa Tengah 57126, Indonesia
*elviliasuaebah[at]student.uns.ac.id
57126, Indonesia
Abstract
This study aim is to describe student difficulties based on matematization perspective in solving geometry problems. This research uses descriptive qualitative method by using purposive sampling technique. To investigate and understand these difficulties, we used material test and interview by the 8th graders of Junior High School in Indonesia. Horizontal matematization refers to the activity to tranform into symbolic matematical problem, and vertical matematization refers to reorganize matematical system by using same appropriate rules. The results of this study show that difficulties horizontal matematization are transfering a real world problem to a matematical model, schematizing, and visualizing a problem in shapes and dificulties vertical matematization are ajusting, combining, refining, and integrating models. This research is expected to give information about the importence of matematization as crucial process in learning and teaching of geometry.
Keywords: geometry education, matematization, word problems
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| Corresponding Author (Elvilia Suaebah)
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97 |
ABS-78 |
1. Mathematics Education |
Exploring informal inferential reasoning: The study on comparing two data sets problem P Andriani, C Sadijah, Subanji and H Susanto
Program Studi Tadris Matematika, Universitas Islam Negeri Mataram, Jalan Gajah Mada No. 100, Mataram 83127, Indonesia
Program Pascasarjana, Universitas Negeri Malang, Jalan Semarang No. 5, Malang 65141, Indonesia.
parhaini.andriani[at]uinmataram.ac.id
Abstract
Informal inferential reasoning as part of statistical reasoning is extremely important in learning. However, this reasoning has not been widely studied in Indonesia. This article explores informal inferential reasoning of students in solving comparing two data sets problem. This qualitative research was involved 118 junior high school students in Mataram West Nusa Tenggara. Instrument in this study is Assessment of Informal Inferential Reasoning (AIIR) which was modified and validated by mathematics and mathematics education experts. Student responses are classified based hierarchical cognitive framework. The findings showed that the existing levels was still relevant for the students of junior high school in Mataram. However, there were subjects which could not be classified in the levelling. The characteristic reasoning of the subjects are tends to ignore the variability and distribution aspects of the data in making predictions, but they can indicate significant value differences between two groups of data. They encountered an error in certain aspects, but they are able to produce an almost right conclusions. This study recommends the need for a new levelling to assess informal inferential reasoning of junior high school students by considering the ability of local and global view of data.
Keywords: informal inferential reasoning, comparing two data sets problem, local and global view of data
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| Corresponding Author (Parhaini Andriani)
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98 |
ABS-334 |
1. Mathematics Education |
Implementation of active-reflective method to analyze students creative, communication and self confidence ability in mathematics learning Irma Noor Atikah (*) and Endang Cahya Mulyaning Asih
Departemen Pendidikan Matematika, Sekolah Pasca Sarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
Creative ability is important for facing competition in a world that more advanced because creativity is capital to face the challenges. In addition it required communication skills to convey the creativity that will give rise to confidence with capabilities. This research aims to know the ability of creative, communication and self confidence of the students use active-reflective learning methods. This active-reflective learning methods belonged in a good criteria. The instruments used are the creative ability test, a test of the ability of communication and the sheets of measure students affective. The results showed that students have a creative and communication capability good enough with the ability to self confidence which is also good.
Keywords: active-reflective method, creative ability, communication ability, self confidence ability
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| Corresponding Author (Irma Noor Atikah)
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99 |
ABS-79 |
1. Mathematics Education |
Characteristics Middle school students Generalization of pattern Andi Mulawakkan Firdaus(a,b*), Dwi Juniati(c) and Pradnyo(c)
a) Universitas Muhammadiyah Makassar
Jalan Sultan Alauddin 259, Makassar 90222, Indonesia
b) Doctoral Program Student of Mathematics Education, Indonesia
*andi.mulawakkan[at]unismuh.ac.id
c) Universitas Negeri Surabaya
Jalan Ketintang, Surabaya 60231, Indonesia
Abstract
Much research on generalization of Algebra, but related to the generalization of the pattern is still lacking. In this study we characterizing middle school students generalization of pattern. The participants were 40 students grade 8 took the test with instruments that have been developed and analyzed students working. The findings indicate that students showed the three characterizing in generalization of patterns that: (1) Factual, (2) Symbolic. Possible reason are discussed and suggestions for teaching with generalization of patterns are presented.
Keywords: Generalization of pattern; Factual; Symbolic
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| Corresponding Author (Andi Mulawakkan Firdaus)
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100 |
ABS-591 |
1. Mathematics Education |
Capturing Students Covariational Reasoning Levels while Solving Integrals Problem Novita Vindri Harini
Universitas Islam Negeri Sunan Ampel
Abstract
Covariational reasoning is defined as the cognitive activities involved in coordinating two varying quantities while attending to the ways in which they change in relation to each other. Level of covariational reasoning will indicate how far students comprehence about varying quantities in tandem. This study investigates students covariational reasoning level while solving integrals problem. Thirty one undergraduate students were participated to complete written test. Interviews were conducted to reveal the students covariational reasoning level while solving covariational problems. The result show that students were able to construct the relation of dependent variable that changes in tandem with the independent variable, but they only stay in maximum level 3 out of 5 level in covariational reasoning. However, it has been captured that students appeared to have difficulty in applying the concept of integrals. These findings suggest that learning in calculus should place increased emphasis on coordinating images of two quantities changing in tandem and solving daily life problem about the application of integrals concept.
Keywords: Reasoning, covariational Reasoning, Integrals
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| Corresponding Author (Novita Vindri Harini)
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101 |
ABS-80 |
1. Mathematics Education |
Critical Thinking of Extrovert Boys in Problem Solving MIE Budiarti1*, Ruslan2 and M S Kahar3
1,3Mathematics Education Department, University Muhammadiyah of Sorong, Jl. Pendidikan No.27, Sorong 98418, Indonesia
2English Education Department, University Muhammadiyah Sorong, Jl. Pendidikan No.27, Sorong 98418, Indonesia
Abstract
Abstract. The purpose of this research is to know the ability of critical thinking of Extrovert Boys in Problem Solving. This research used qualitative descriptive that conducted at di SMP Muhammadiyah 8 and the students of VII grade as subject and the object is critical thinking skill in problem solving. It used Eysenck Personality inventory-A (EPI-A) test for the instrument which conducted in the first meeting to all students, problem solving test was given to 6 extrovert boys and interview. Problem solving strategy used to know critical thinking skill by giving personality EPI-A test in the first meeting on students of VII grades to find respondents, 6 extrovert boys. After finding the respondents,the next step is giving problem solving test. The researcher interviewed the result of respondents. Findings showed that : 1) High critical thinking of extrovet boys werenot success in strategy step, only in alternative solution; 2) Moderate critical thinking of extrovet boys werenot success in strategy step, only in alternative solution, and 3) Low critical thinking of extrovet boys werenot success in inference and strategy step.
Keywords: Critical Thinking Skill, Problem Solving, Boys, Extrovert
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| Corresponding Author (Marlinda indah Eka budiarti)
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102 |
ABS-596 |
1. Mathematics Education |
Concreteness fading process of elementary school students based on mathematical ability Darmawanti Fitria Febriana (a*), Siti Maghfirotun Amin (b), and Pradnyo Wijayanti (c)
a) Department of Mathematics, Universitas Negeri Surabaya, Surabaya, East Java, Indonesia
*darmawantifebriana16070785035[at]mhs.unesa.ac.id
b) Department of Mathematics, Universitas Negeri Surabaya, Surabaya, East Java, Indonesia
c) Department of Mathematics, Universitas Negeri Surabaya, Surabaya, East Java, Indonesia
Abstract
First grade students generally have difficulty in converting concrete to abstract thinking. This qualitative research that is concerned with concreteness fading process of students. The study aimed at describing the concreteness fading process of 1st grade students in elementary school. In order to find out the concreteness fading process students can be seen based on enactive, iconic, and symbolic stages are known through learning, tasks and task-based interviews. The results generally show that students are still having difficulty solving mathematical equivalence problems in a symbolic stage objects. In general, first year students still have difficulty. Difficulties experienced that solve problems related to the sum of the natural numbers more precisely in a matter of mathematical equality.
Keywords: Concreteness fading; Mathematics learning; Math equivalence
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| Corresponding Author (Darmawanti Fitria Febriana)
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103 |
ABS-597 |
1. Mathematics Education |
Student Difficulties on Understanding Word Problem Based on ESD Goals Maratus Sholehah, Tatang Herman, Dadang Juandi
Universitas Pendidikan Indonesia
Abstract
Education for Sustainable Development (ESD) is a government program to achieve sustainability. This study contains math lessons using the word problem that is integrated in ESD. The purpose of this study is to find out students response about sustainable development. This research uses a qualitative method. Written tests that integrate with issues of ESD objectives consist of several topics in mathematics that address environmental, social and economic issues are given. This test is followed by interview. The subject of the study were 32 students grade VIII in Bandung and 8 of them were interviewed afterward. Data analysis conducted many students who have difficulty in understanding the word problem. meanwhile the limited knowledge of students about the socioeconomic and environmental aspects becomes a challenge for the realization of ESD goals. From the results, we recommend for teacher to offend something happening in the social life, economy and environment in teaching mathematics so that students are more aware of the importance of sustainable development.
Keywords: Education For Sustinable Development, Word Problem
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| Corresponding Author (Maratus Sholehah)
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104 |
ABS-86 |
1. Mathematics Education |
Competency Indicators of Integral Calculus in Scientific Debate Strategies Based on Student Education Background Yani Ramdani, Onoy Rohaeni, and Lisnur Wachidah
UNIVERSITAS ISLAM BANDUNG (UNISBA)
Abstract
Middle schools in Indonesia are one of the educational levels pursued by Indonesian children informal learning. This stage is a strategic and critical stage for the development and future of Indonesian children. This study aims to analyze the influence of students education backgrounds that are: SMA, MA, and SMK towards increasing the integral concept competence with Scientific Debate. The research was an experiment involving 200 college students. Enhancement of competence data is calculated using normalized gain. Value categories use Standard Reference Benchmark. The influence of educational background on the competence enhancement was analyzed using One Way ANOVA and Kruskal Wallis. The results showed that average of competence enhancement was the medium category. Competence indicator average with education background of SMA includes the concept understanding good; procedure fluency good; strategic competence enough; adaptive reasoning enough and productive disposition excellent. MA includes an understanding of concepts enough; procedure fluency enough; strategic competence enough; Adaptive reasoning enough and productive disposition good. SMK includes an understanding of concepts enough; fluency of procedure enough; strategic competence enough; Adaptive reasoning less and Productive Disposition good. The educational background of the college students does not have a significant influence on the increase in Integral Calculus competence.
Keywords: Competency Indicator, Scientific Debate Strategy, Educational Background, One Way ANOVA, Kruskal Wallis
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| Corresponding Author (Yani Ramdani)
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105 |
ABS-342 |
1. Mathematics Education |
Psychological view on students conviction in mathematical proof Fuat, Toto Nusantara, Edy Bambang Irawan, Santi Irawati
Prodi. Pendidikan Matematika, STKIP PGRI Pasuruan, Jl. Ki Hajar Dewantara No.27-29, Tembokrejo, Purworejo, Kota Pasuruan, Jawa Timur 67118, INDONESIA
Program Pascasarjana, Universitas Negeri Malang, Jl. Semarang No.5, Sumbersari, Kec. Lowokwaru, Kota Malang, Jawa Timur 65145, INDONESIA
Abstract
There are only few mathematics students who feel convinced with their proof construction. The studies about the conviction are mainly done psychologically. Students conviction in mathematical proof was mostly studied based on their utterances when they were being interviewed. Therefore, the components which cause the conviction were not elaborated clearly. In this study, we found eight psychological components which caused students feel convinced with their mathematical proof construction. These components were based on students disclosure on their proof constructions. Those components were: concrete (conformity of the argument given, in the form of oral, written and figure presented in the proof construction), familiar (fluency in giving reasons to the statement given), detailed (argument is conveyed in a well-detailed manner), generalized (the overall presentation is generalized), clear (the ability to give a good and correct explanation to each statements and the reason of constructing the proof), valid (can give logical reasons to all of the statements in their proof constructions completely and in detailed manner), feasible (the statement presented is appropriate or fulfill the proof) and caprice (there are words, gestures, and attitudes that indicate a doubt).
Keywords: Psychological view; Conviction; Mathematical Proof
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| Corresponding Author (Fuat Fuat)
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106 |
ABS-598 |
1. Mathematics Education |
The Difficulties of Students in Solving the Mathematics Word Problems with the Context of Education for Sustainable Development (ESD) Sri Novia Martin (a*), Didi Suryadi (b), Dadang Juandi (b)
a) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
The purpose of this research was to know the difficulties of students in solving mathematics word problems with the context of Education for Sustainable Development (ESD). ESD was an educational concept proclaimed by UNESCO which purposed to fulfill the needs of the present generation without risking the needs of the next generation. In other words, ESD could be said to be an effort to achieve sustainable development. There are 3 ESD contexts: environment, economy and culture. ESD concepts are expected to be integrated in learning, including mathematics learning. Therefore the learning method, teaching materials, learning media and evaluation used should support the implementation of ESD. This research was a qualitative research involving 30 students of SMP grade VII in one school in Bandung. Data obtained from observation, interview and test. The test was about the number and comparison material. The result of this research was that students were able to solve problems in the form of algorithms, procedures, or routine problems. However, students have difficulty in solving the word problem with the context of Education for sustainable development.
Keywords: Difficulty, Education for sustainable development, word problem
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| Corresponding Author (Sri Novia Martin)
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107 |
ABS-90 |
1. Mathematics Education |
The Influence of Problem-Based Learning Model Application on the Improvement of Students Problem Solving Ability in Learning Mathematics S Yulianti*, and I Parlina
Universitas Islam Ogan Komering Ilir (UNISKI) Kayuagung, Jl. Letnan Muchtar Saleh No. 1 (Ex Kantor Bupati OKI) Kayuagung Kabupaten Ogan Komering Ilir Sumatera Selatan 30611, Indonesia
*sriyulianti82[at]gmail.com
Abstract
This study aims to determine the effect of Problem Based Learning model on student problem solving abilities in learning mathematics class X in SMA Bait Al-Quran. The study was conducted in the odd semester of the academic year 2017/2018. The type of research used is true experimental design with experimental design used in the form of random, pre-test, post-test design. The sample of this study was class X of Palestine as experimental class and class X of Yemen as control class. The learning process in the experimental class gets treatment with the PBL model and in the control class is taught by conventional learning. Data collection using essay-type test technique is five questions to measure student problem solving abilities. Based on hypothesis test by using t-test at significant level alpha = 0,05. Based on the analysis of t-test the final test data is obtained value of Sig. (2-tailed) of 0.00 < 0.05 then according to the basis of decision-making in the T-Test can be concluded H0 rejected and Ha accepted. Thus the hypothesis proposed in this study proved, that there is a significant influence PBL model on the ability problem-solving mathematics students class X SMA Bait Al-Quran Kayuagung
Keywords: learning mathematics; problem solving; Problem Based Learning
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| Corresponding Author (Sri Yulianti)
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108 |
ABS-606 |
1. Mathematics Education |
Rigorous mathematical thinking to improve mathematical problem solving Yunita Herdiana(*), Elah Nurlaelah, Dian Usdiyana
Department of Mathematics Education, Universitas Pendidikan Indonesia
Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia
*yunitaherdiana[at]student.upi.edu
Abstract
This research is aimed to describe improving mathematical problem solving by using rigorous mathematical thinking approach. Rigorous mathematical thinking is a learning approach based on theory of psychological tools by Vygotsky and theory of mediated learning experience by Feurstein. This research investigate the students problem solving competency before and after learned by using rigorous mathematical thinking. The implementation of this research was conducted on the students of 8th grade in one of Junior High School in West Bandung Regency. The research was conducted on two groups: an experimental group and the control group. The method in this research was quasi experiment research with non-equivalent control group design. The instrument in this research is pre-test, worksheet and post-test about problem solving of mathematics and observation guidelines. Based on the research, it can be conclude that rigorous mathematical thinking effective to improve mathematical problem solving. The use of Psychological tools and mediation with criteria of intentionality, reciprocity, transcendence and mediated of meaning on Rigorous Mathematical Thinking helps students in developing condition in mathematical problem solving. This achievement contributes to the development of integrated learning design on students mathematical problem solving.
Keywords: rigorous mathematical thinking; mathematical problem solving
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| Corresponding Author (Yunita Herdiana)
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109 |
ABS-95 |
1. Mathematics Education |
Junior high school students strategy in partial formal correspondence relationship generalization Eny Suryowati, Toto Nusantara, Edy Bambang Irawan, Sudirman
STKIP PGRI Jombang
Universitas Negeri Malang
Abstract
Partial formal correspondence relationship generalization is general rule that described the correspondence relationship of the pattern. Symbolic statements were obtained through relating, searching and extending process by paying attention to the parts of the image on the problem partially. The purpose of this research was to describe junior high school students strategy in partial formal correspondence relationship generalization. This research was a qualitative research with data collection method by using think aloud and interview. Subjects in this research there were two students selected from five students who were included in the category of partial formal correspondence relationship generalization. The results showed that the strategies undertaken by students in partial formal correspondence relationship generalization was a contextual strategy. In relating process, the subject observed and they were given the image partially and they connected the parts that existed in the picture. In searching process, the subject found the same pattern or procedure based on the information obtained from the image contextually. Then in extending process, the subject applied the pattern or procedure obtained while searching for a more general case.
Keywords: contextual strategy, partial formal, generalization
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| Corresponding Author (ENY SURYOWATI)
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110 |
ABS-351 |
1. Mathematics Education |
An Autocognitive Conflict and Its Mapping in Solving Mathematics Problem Andi Fajeriani Wyrsti (a,b*), Cholis Sadijah (b), Abdur Rahman Asari (b), I Made Sulandra (b)
a) Universitas Papua
b) Universitas Negeri Malang
Abstract
An autocognitive conflict is a condition while students meet their cognitive conflict in doing mathematical problem. It is an abstract activities but important to expose, because it can be harmful to their knowledge construction process and their solving problems process. It can be described by using a cognitive map. Therefore, this research aims to investigated their autocognitive conflict that occurs in their thinking structure while completing mathematics problem and make the auto cognitive conflict map. This is a descriptive qualitative research that conducted in Universitas Negeri Malang. Subject in this research consist of two subjects. Based on our in-depth interview by using a think aloud method, we found that their cognitive conflict was an auto cognitive conflict and it can be illustrated by using cognitive maps. We also found that one subject failed to solve her autocognitive conflict, and have an impact on her problem solution. Beside that, the other subject was successfully in finding his conflict resolution and also his problem solution.
Keywords: auto-cognitive conflict, cognitive map
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| Corresponding Author (Andi Fajeriani Wyrasti)
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111 |
ABS-608 |
1. Mathematics Education |
Identifying the secondary school students misconceptions about number R F Jabal (1*) and R Rosjanuardi (2)
1) Program Studi Pendidikan Matematika,SekolahPascasarjanaUniversitas 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
*rayyaraihan[at]student.upi.edu
Abstract
This study aims to identify students misconceptions about the conception of number and its operation, especially whole number and fractions. Data was collected 31 students of 7th grade with knowledge test as much as 6 items. To further identify the students misconceptions that occurred in questions then researchers execute the interview from several students. Generally, the result of this study found that many students experience errors in the operation of whole number and fractions. In addition, students errors are also obtained in order to process the workings of whole number and fractions as well as change the fraction to decimals or percent. From the errors described above and based on the result of interview found the misconception that occurs in the students concept about negative number, fractions, and sorting in working the operation of whole number and fractions.
Keywords: misconception, number
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| Corresponding Author (Raisatul Fadliyah J)
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112 |
ABS-97 |
1. Mathematics Education |
Perception of Primary Mathematics Teachers on STEM-oriented Teaching and Learning Afian Akhbar bin Mustam, Mazlini Adnan
Universiti Pendidikan Sultan Idris
Abstract
This study aims to examine the perception of primary school mathematics on STEM-oriented teaching and learning. The main focus of the study was on teachers perceptions towards STEM teaching and learning from aspects of general perception, training, implementation and STEM teaching information. Secondly, to identify the challenges faced by teachers during the implementation of STEM in the classroom. Samples of the study consisted of 40 primary school teachers randomly selected using the google form. The data were analyzed using descriptive analysis. The findings show that early perception of STEM teachers is positive and teachers are prepared to face STEM teaching and learning process. Despite the challenges faced by the respondents, they are still working to teach in accordance with the curriculum prepared by the Ministry of Education Malaysia
Keywords: Perception, STEM Education, primary mathematics school teachers
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| Corresponding Author (afian akhbar mustam)
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113 |
ABS-609 |
1. Mathematics Education |
Analysis of Mathematics Anxiety of Junior High School Students R E Yuliani, D Suryadi, J A Dahlan
Department of mathematics education, Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi No. 229, Bandung 40154, Indonesia
Abstract
Mathematics anxiety (MA) is a feeling of depression and fear when someone is faced with a mathematical problem. MA can affect student achievement in mathematics. This study aims to determine MA of junior high school students. The method used in this research is descriptive. The sample of this study was 94 students of junior high school. MA instruments are modified from some valid and reliable test MA. The results showed that the MA of junior high school students was at a moderate level. Increased anxiety occurs in grade 8. The greatest student anxiety occurs when students are facing math tests and when completing math tasks. Students feel insecure when solving math problems, because students only memorize mathematical formulas and do not understand its meaning. The material in mathematics textbooks cannot be understood well by students. MA increases as students go to higher classes, and generally students do not want to have a career in the future associated with mathematics. Teachers have an important role in reducing the level of MA. Knowing about MA experienced by students is the first step of the teacher to make efforts to minimize MA.
Keywords: mathematics anxiety, junior high school, students
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| Corresponding Author (Refi Elfira Yuliani)
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114 |
ABS-610 |
1. Mathematics Education |
Investigating 10th grade students understanding of the structure of deductive proofs N Nurhidayah(1,3), R Rosjanuardi (2) and E Nurlaelah (2)
1Program Studi Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No 229 Bandung, Indonesia
2Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi No 229 Bandung, Indonesia
3nngnrhdyh[at]student.upi.edu
Abstract
Miyazaki, Fujita, and Jones define the structure of deductive proofs as the relational network via deductive reasoning that combines singular and universal propositions. Related to the theory, this research aims to investigate students understanding of the structure of deductive proofs. Researchers conducted a qualitative research to 30 students of 10th grade. The data was collected from geometrical proof test that focused on Sine and Cosine rule. The result of this research showing the lack of students understanding of the structure of deductive proofs. For the future research, researchers wonder wether to apply a flow-chart proof or a table proof to teach mathematical proving can improve students understanding of the structure of deductive proofs.
Keywords: structure of deductive proof, mathematical proof, deductive proof
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| Corresponding Author (Nunung Nurhidayah)
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115 |
ABS-99 |
1. Mathematics Education |
Scientific Approach in Developing Mathematical Analogy and Communication Ability of Junior High School Students in Remote Areas Heris Hendriana, Harry Dwi Putra, Muhammad Ghyiats Ristiana
Institut Keguruan dan Ilmu Pendidikan (IKIP) Siliwangi, Jl. Terusan Jenderal Sudirman Cimahi 40526, Indonesia.
Institut Keguruan dan Ilmu Pendidikan (IKIP) Siliwangi, Jl. Terusan Jenderal Sudirman Cimahi 40526, Indonesia
Graduate Student at Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
This study aims to determine the ability of mathematical analogies and communication ability of students in remote areas through a scientific approach. The research method is quantitative with pretest and posttest design in the experimental class. The subjects were 117 students consisting of 29 students of class VII, as many as 43 students of class VIII, and as many as 45 students of class IX. The results showed that through the scientific approach, the mathematical analogy ability of grade VII students increased with the low category, while class VIII and IX increased by medium category. Mathematical communication ability of grade VII and VIII students increased with the high category, and class IX increased with the low category. Students are actively involved in observing problems, asking questions, trying strategies, solving problems, and concluding concepts. Students are good at getting involved to help less-clever students. Students in remote schools have the potential to develop analogy and mathematical communication skills, although parents awareness in developing students mathematical abilities is low.
Keywords: Scientific Approach, Mathematical Analogy Ability, Mathematical Communication Ability
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116 |
ABS-611 |
1. Mathematics Education |
Students mathematical critical thinking ability on cube and cuboid problems Manto Lumban Gaol (a*), S Prabawanto (b), D Usdiyana (b)
a) Departemen Pendidikan Matematika, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
*mantolumbangaol[at]student.upi.edu
b) Departemen Pendidikan Matematika, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
Abstract
The critical thinking ability becomes a prerequisite and purpose in learning Mathematics today. This study was aimed to analyze the mathematical critical thinking ability of students by using four indicators: identifying concept characteristics, selecting strategies for solving problems, providing complete and correct explanations, and evaluating the solution of problem. This was a descriptive research. Data collection was done by giving the test of mathematical thinking ability about cube and cuboid to 38 students in one of junior high schools in Lembang District. The results showed that the average ability of students in identifying the characteristics of the concept was about 43.7%, in choosing a strategy to solve the problem was about 17.9%, in providing a complete and correct explanation was about 26.8%, and in evaluating the solution of problem was about 21.1 % from the ideal score.
Keywords: Mathematical Critical Thinking Skills; Cube and Cuboid Problems
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| Corresponding Author (Manto Lumban Gaol)
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117 |
ABS-100 |
1. Mathematics Education |
Mathematics Writing Ability Based On High Self-Efficacy Rut Herlina Parastuti (a*), Budi Usodo (a), Sri Subanti (a)
(a) Department of Magister Mathematics Education, Faculty of Teacher Training and Education,
Universtias Sebelas Maret,
Jl. Ir. Sutami No. 36A, Jebres, Surakarta, Indonesia
*) rutherlinap[at]gmail.com
Abstract
The purpose of this research is to describe how students with high self-efficacy are able to write mathematically. Write mathematically is an activity that is rarely done by students when solving a problem. Writing mathematically means how students writing the problem-solving coherently, completely, and systematically. The students always only do calculate without regard to other variables in the problem and write the solving mathematically. It because the math is considered a very difficult lesson, so many students who are not really to solve the problems even students do not believe in their ability. Students self-confidence in their ability to solve math problems is closely related to self-efficacy. This research method is a qualitative descriptive with purposive sampling. The subjects are three students in the 9th grade of SMP Negeri 1 Plaosan Magetan East Java with a high category of self-efficacy. Data obtained from the results of written problem solving and interviews. The results of this research shows that students do not describe the illustration of the problem will be solved. So it can be known that students with the high category of self-efficacy have not been able to get all mathematical writing indicators in write the problem solving.
Keywords: mathematics writing, self-efficacy
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| Corresponding Author (Rut Herlina Parastuti)
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118 |
ABS-613 |
1. Mathematics Education |
Mathematical Communication Using Quantum Teaching Hypnosis-based on Primary School Teacher Education (PSTE) Students Idha Novianti
Departemen Pendidikan Matematika, Universitas Terbuka, Jl. Cabe raya, Pondok Cabe, Tangerang Selatan, 15418, Indonesia
Abstract
The lack of mathematical communication ability of the students, the result of less precisely applied learning model. Quantum Teaching-based Hypnosis is a learning that is expected to improve students mathematical communication because by this model the material is explained in an effective and efficient way, and also the provision of hypnosis during learning. Cause students eager to learn. This study is an experimental research. There are 50 seventh semester students of PSTE student as sample in this experiment selected randomly. An experimental class is provided with Quantum Teaching Hypnosis-based (QTH), and a control class is given Ordinary Learning (OL). The instruments used are: test, observation sheet, and interview guide. Techniques of data analysis in this study using two-way Analysis of Variance with unequal cells. The result of this research is PQTH learning is better mathematical communication ability than student with PB. Based on the level of mathematical ability (high, medium, and low), moderate and low-ability students show significant differences, but not for high-ability students. Based on the response shown through the test, students with PQTH showed activity, and better performance compared to PB.
Keywords: Mathematical communication, Quantum Teaching Based on Hypnosis, math ability, PSTE Students
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| Corresponding Author (Idha Novianti)
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119 |
ABS-614 |
1. Mathematics Education |
Achievement of ESD (Educational for Sustainable Development) through mathematics learning 1. Sri Yunita Ningsih, 2. Dadang Juandi
1. Departemen Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi Nomor. 229, Bandung 40154, Indonesia
2. Departemen Pendidikan Matematika, Sekolah Pascasarjana Universitas Pendidikan Indonesia, Jl. Dr. Setia Budhi Nomor. 229, Bandung 40154, Indonesia
Abstract
The purpose of writing this article is to know the concept of ESD, to know the perspective in ESD, to know the role of math teacher in ESD. Indonesia is a developing country which is actively doing national development from various sectors. This development has nothing but positive impacts or negative impacts. The positive impact is the development in Indonesia is good enough can be seen from improvements in the economic sector, education, facilities prasana, and so forth. But the negative impacts come to the environment sector. Even environmental conditions in the last decade are getting worse. This is where the concept of sustainable development (sustainable development) is very important to be applied in order that development goes well without putting environmental interests aside. ESD (education for sustainable development) is a dynamic concept through education that has a noble value for the sake of the realization of a sustainable future. There are three main perspectives in ESD: socio-cultural, environmental, and economic perspectives. Education as an approach used in ESD therefore the role of teachers and the learning process that is in it is very important. ESD can be instilled to learners one of them through learning mathematics.
Keywords: ESD (Education for Suntainable Development), math teacher, math learning
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| Corresponding Author (Sri Yunita Ningsih)
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120 |
ABS-615 |
1. Mathematics Education |
Problem posing ability and mathematical resilience: experiment with senior high school student by using SQ4R method Luvy Sylviana Zanthy (a*), Yaya Sukjaya Kusumah (b), Utari Sumarmo (b)
a) IKIP Siliwangi
Jln. Ters. Jendral Sudiman, Cimahi 40531
Jawa Barat-Indonesia
Universitas Pendidikan Indonesia
*Lszanthy[at]gmail.com
b) Universitas Pendidikan Indonesia
Jln. Dr. Setiabudhi No 229 Bandung 40154
Jawa Barat-Indonesia
Abstract
The purpose of this study is to analyze students problem posing ability and mathematical resilience using SQ4R method. This study is an experiment with pre test-post test control group design and involved 160 eleventh-grade students of senior high school. The Instruments of studied were a mathematics ability test, mathematical problem posing ability test and a mathematical resilience scale using Likert model. The data that collected were analyzed by using two path ANOVA. The result showed that students treated by SQ4R method are better in problem posing ability and mathematical resilience, compared to students treated by conventional teaching. Based on school levels and previous mathematical ability had significant influence toward mathematical problem posing ability. The higher school level and students previous mathematical ability, the higher students mathematical problem posing ability. Based on mathematical resiliences scale, students treated by SQ4R showed better positive mathematical resilience and performance, and more variety trends of solution compared to students treated by conventional teaching.
Keywords: Problem Posing Ability, Mahematical Resilience, SQ4R Method
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| Corresponding Author (Luvy Sylviana Zanthy)
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