scholarly journals COMPARISON OF PROCESSES CONSTRUCT CONCEPT OF SOLO THEORY AND APOS THEORY IN MATHEMATICS LEARNING

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Achmad Hidayatullah
Keyword(s):  
Mathematics Learning ◽  
Meaningful Learning ◽  
Deep Understanding ◽  
Learning Outcome ◽  
Mathematical Concepts ◽  
Apos Theory ◽  
Theory Structure ◽  
Action Process

Purpose of Study: To provide a deep understanding of learning of mathematics, it is necessary to make efforts to realize the conditions of students doing the construction of their understanding. There are many theories that describe thinking in constructing concepts in mathematics. By constructing their understanding, the students can be called doing meaningful learning as mentioned by Ausubel. Methodology: This research used the comparative process of construct understanding of mathematics with SOLO and APOS theory. SOLO theory (Structure of the Observed Learning Outcome) has five parts namely pre-structural, uni-structural, multi-structural, relational, and extended abstract. While the theory of APOS (Action, Process, object, and Schema). The method used in this research is the study literature from various sources. Results: This research found the differences construct of the concept in mathematics by using both theories. Implications/Applications: The SOLO Taxonomic Theory and APOS Theory about its use in constructing mathematical concepts. This means to achieve an individual process needs to do the action repeatedly.

scholarly journals MEANINGFUL LEARNING DALAM PEMBELAJARAN MATEMATIKA

2021 ◽  
Vol 4 (2) ◽  
pp. 114-120
Author(s):  
Diki Irmawan ◽  
Deni Efendi ◽  
Fitria Lestari
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Quantitative Methods ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Meaningful Learning ◽  
Student Learning Outcomes ◽  
Learning Objectives ◽  
Math Learning ◽  
Mathematical Concepts

In the learning process not every student succeeds through the learning process done in other words not every student can achieve the learning objectives as expected. This is due to abstract mathematical concepts. Many factors influence it, including intelligence, learning readiness, interests, motivation, teacher abilities, maturity, family, school and community. The purpose of this study is to know the meaningful influence of learning on students' math learning outcomes. This research uses descriptive quantitative methods. The population in this study is all grade VII students of SMPN 1 Katibung Lampung Selatan. The results of the hypothesis test using the t-test showed the influence of meaningful learning application on improving the results of mathematics learning students of grade VII SMPN 1 Katibung south lampung. Students who apply meaningful learning have a higher average math learning outcome than the average student learning outcomes that do not apply meaningful learning. Thus, the application of meaningful learning can improve students' math learning outcomes.

scholarly journals The Involvement of Science, Technology, Engineering, and Mathematics (STEM) Learning in an APOS Analysis of Students’ Mathematical Understanding

2020 ◽  
Vol 4 (2) ◽  
pp. p105
Author(s):  
Achmad Mudrikah ◽  
Nandang Arif Saefuloh
Keyword(s):  
High School Students ◽  
Mathematics Learning ◽  
Mathematical Understanding ◽  
Stem Learning ◽  
School Students ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Action Process ◽  
And Mathematics ◽  
Theory Framework

This article was reported as a research that involved Science, Technology, Engineering and Mathematics (STEM) Learning by using APOS theory framework to investigate Students’ Mathematical Understanding of sine rule and cosine rule concept. Sine rule and cosine rule concepts are taught to eleven-grade senior high school students in Indonesia. Students’ responses to five trigonometric problems involving sine rule and cosine rule were analyzed through this article. This study has confirmed that sine rule and cosine rule concept can be understood through STEM learning engagement because it has enabled students to obtain the appropriate mental structure at the action, process, object and schema levels. However, sustainable development needs to be done to improve mathematics learning that can build mental structures needed by students to understand mathematical concepts.

scholarly journals Pre-service mathematics teachers’ development process in using manipulatives in number operations

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Zanele A. Ndlovu ◽  
Lytion Chiromo
Keyword(s):  
Development Process ◽  
Teacher Educators ◽  
Basic Operation ◽  
Mathematical Literacy ◽  
Contributing Factors ◽  
Mathematical Concepts ◽  
Apos Theory ◽  
First Semester ◽  
Whole Numbers ◽  
Action Process

Background: Teaching using manipulatives is emphasised, especially in the early grades, to help learners conceptualise operations on whole numbers. Therefore, teachers’ competencies in using manipulatives is the key in helping learners master these basic operation skills.Aim: Drawing from the literature on using manipulatives to improve learners’ performance in mathematics, this study recounts foundation phase pre-service teachers’ conception of using manipulatives to enhance their competencies and reasoning skills to model the solution in number operations.Setting: Data presented here was collected from 31 participants. These pre-service teachers either passed mathematics or mathematical literacy with 40% at the grade 12 level.Methods: Data was collected from participants’ written work (e.g. classroom tasks, homework, tests and examinations) and during class discussions. Interviews were conducted with some students. We analysed their conception guided by the APOS theory, namely, Action-Process- Object-Schema.Results: We observed improvement in the conception of using manipulatives among pre-service teachers. In the first semester, most students display action conception of using manipulatives to either represent or model a solution. However, in the second semester, most students either display process or object conception as explained in the genetic decomposition. We attributed the improvement to change of instruction in the second semester as we taught in accordance with the APOS theory.Conclusion: It is evident that there are a number of contributing factors to pre-service teachers’ conception of mathematical concepts, and teacher educators need to pay particular attention to these to help pre-service teachers master the concepts they would teach at school.

scholarly journals Sinergi Project Based Learning dan Pembelajaran Bermakna untuk Meningkatkan Hasil Belajar Matematika

2018 ◽  
Vol 8 (3) ◽  
pp. 253-263
Author(s):  
Nuning Setyowati ◽  
Mawardi Mawardi
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Meaningful Learning ◽  
Learning Outcome ◽  
Project Based Learning ◽  
First Semester ◽  
Field Notes ◽  
Three Stages ◽  
Better Than

Mathematics was a lesson that must be published in all levels of education. So, the competence of mathematics should be understood by students. However, there were some problems on student’s mathematics learning outcomes at the first semester in 4th grade of SDN Gendongan 02. There were 39 students, but only 46% (18 students) got score above minimum completeness criteria (KKM). While 54% (21 students) got score under the KKM. The aims of this reseacrh was to increased the mathematics learning outcomes through the synergy of project based learning and meaningful learning. The type of this research was action research by using stringer model. This research held in two cycles with three stages. The stages consist of look, think, and act. The data collection used some instruments such as test, observation sheets, and field notes. The technique of data analysis used comparative descriptive technique. The subjects of the research were students in 4th grade of SDN Gendongan 02. The result of completeness mathematics learning outcome in the first cycle was 72,5% and in the second cycle was 80%. Student’s mathematics learning outcomes in the second cycle were better than the mathematics learning outcomes in the first cycle. Based on the result, the synergy of project based learning and meaningful learning can increase mathematics learning outcomes. Therefore, the synergy of project based learning and meaningful learning were suggested to be applied at mathematics.

Pengaruh Penerapan Strategi Pemecahan Masalah dalam Pembelajaran Kooperatif Pendekatan Struktural Think Pair Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VIII SMP Negeri 14 Pekanbaru

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Atma Murni ◽  
Rini Dian Anggraini ◽  
Sakur
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Research Design ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Structural Approach ◽  
Comparison Research ◽  
And Mathematics ◽  
Problem Solving Strategy ◽  
Solving Strategy

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan Strategi Pemecahan Masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru. Penelitian ini menggunakan desain penelitian pra eksperimental menggunakan desain penelitian perbandingan kelompok statis. Instrumen pengumpulan data meliputi tes keterampilan mahematika awal dan tes hasil belajar matematika. Data dianalisis menggunakan uji t. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh strategi pemecahan masalah dalam pembelajaran kooperatif pendekatan struktural Think Pair Share (TPS) terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 14 Pekanbaru.   The aim of this study was to know the influence of Problem Solving Strategy implementation in cooperative learning of structural approach Think Pair Share (TPS) to mathematics learning outcome of VIII class students of SMP Negeri 14 Pekanbaru. This study use pre experimental research design using The static group comparison research design. The instruments of  data collection include early mahematics skills test and mathematics learning outcome test. Data were analyzed using t test. The result of this study showed that there is influence of problem solving strategy in cooperative learning of structural approach Think Pair Share (TPS)  to mathematics learning outcome  of  VIII class students of SMP Negeri 14 Pekanbaru

Contextual Learning Approach and Performance Assessment in Mathematics Learning

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
I Wayan Eka Mahendra
Keyword(s):  
Formative Assessment ◽  
Performance Assessment ◽  
Junior High School ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Contextual Learning ◽  
Learning Approach ◽  
Better Than ◽  
A Performance

This study aims to determine the effect of formative assessment and learning approach to the mathematics learning outcome after controlling the numerical aptitude. It was a quasi-experiment with a sample of 186 students obtained by using multistage random sampling technique with 2x2 factorial designs. The data were analyzed by ANCOVA. After controlling the numerical aptitude, the results are: the mathematics learning outcome of the students who followed a contextual approach was better than the ones who followed a conventional learning approach, the mathematics learning outcome of the students who were given a performance assessment was better than the ones who were given a conventional assessment, the interaction between the learning approach and formative assessment affected the students learning outcome for mathematics, the students who followed a contextual learning approach were more suitable to be given a performance assessment, whereas the ones who followed a conventional learning approach were more appropriate to be given a conventional assessment. Based on the research findings, junior high school teachers are suggested to improve their students learning outcome for mathematics. Then, teachers need to use a learning approach and formative assessment accurately and correctly. 

The Interplay Between Mathematical and Computational Thinking in Primary School Students’ Mathematical Problem-Solving Within a Programming Environment

2021 ◽  
pp. 073563312097993
Author(s):  
Zhihao Cui ◽  
Oi-Lam Ng
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Computational Thinking ◽  
Programming Environment ◽  
Primary School Students ◽  
School Students ◽  
Mathematical Concepts ◽  
Block Based

In this paper, we explore the challenges experienced by a group of Primary 5 to 6 (age 12–14) students as they engaged in a series of problem-solving tasks through block-based programming. The challenges were analysed according to a taxonomy focusing on the presence of computational thinking (CT) elements in mathematics contexts: preparing problems, programming, create computational abstractions, as well as troubleshooting and debugging. Our results suggested that the challenges experienced by students were compounded by both having to learn the CT-based environment as well as to apply mathematical concepts and problem solving in that environment. Possible explanations for the observed challenges stemming from differences between CT and mathematical thinking are discussed in detail, along with suggestions towards improving the effectiveness of integrating CT into mathematics learning. This study provides evidence-based directions towards enriching mathematics education with computation.

scholarly journals Peningkatan Hasil Belajar Matematika pada Materi Segitiga Melalui Pendekatan Penemuan Terbimbing Siswa SMP

2020 ◽  
Vol 4 (2) ◽  
pp. 80
Author(s):  
N. Nasruddin ◽  
Sufri Mashuri ◽  
Umi Nafiah
Keyword(s):  
Middle School ◽  
Action Research ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Research Subjects ◽  
Final Test ◽  
Guided Discovery ◽  
Learning Scenarios ◽  
Classroom Action Research

Penelitian ini bertujuan meningkatkan hasil belajar matematika dengan penerapan pendekatan penemuan terbimbing yang dilaksanakan di kelas VIIC SMPN 1 Loea. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan 27 siswa kelas VIIC SMPN 1 Loea sebagai subjek penelitian. Prosedur PTK pada penelitian ini terdiri atas planning, implementating, observating, dan reflection. Hasil penelitian menunjukkan bahwa hasil belajar matematika pada materi segitiga mengalami peningkatan setelah dilakukan tes akhir. Pada siklus pertama, persentase keterlaksanaan skenario pembelajaran sebesar 81,25%, sedangkan rata-rata hasil belajar sebesar 72,96 dengan persentase ketuntasan sebesar 66,67%. Pada siklus kedua, persentase keterlaksanaan pembelajaran sebesar 100%, sedangkan rata-rata hasil belajar sebesar 81,25 dengan persentase ketuntasan sebesar 88,89%. Bedasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan pendekatan penemuan terbimbing dapat meningkatkan hasil belajar matematika siswa.Improvement of Mathematics Learning Outcomes in Triangle Material Through Guided Discovery Approaches of Middle School StudentsAbstractThis study aims to improve mathematics learning outcomes by applying the guided discovery approach implemented in the VIIC class at SMPN 1 Loea. This research is a classroom action research (CAR) with 27 VIIC grade students at SMPN 1 Loea as research subjects. CAR procedures in this study consisted of planning, implementing, observing, and reflecting. The results showed that mathematics learning outcomes in the triangle material increased after the final test. In the first cycle, the percentage of feasibility learning scenarios was 81.25%, while the average learning outcome was 72.96 with a percentage of completeness of 66.67%. In the second cycle, the percentage of the feasibility of learning was 100%, while the average learning outcome was 81.25 with a percentage of completeness of 88.89%. Based on the results of these studies it can be concluded that the application of the guided discovery approach can improve student mathematics learning outcomes.

scholarly journals Ethnoconstructivism analysis: Study of pedagogic mathematics competence of primary school teachers

2020 ◽  
Vol 9 (3) ◽  
pp. 614
Author(s):  
Syahrial Syahrial ◽  
Asrial Asrial ◽  
Maison Maison ◽  
Amirul Mukminin ◽  
Dwi Agus Kurniawan
Keyword(s):  
Cultural Values ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Implementation Process ◽  
School Teachers ◽  
Mathematical Concepts ◽  
Teacher Understanding ◽  
Teacher Competency ◽  
Mathematics Competence ◽  
Quality Learning

The teacher has an important role in realizing quality learning. Qualified teachers are shown with good competence. Teacher competency can be improved through teacher understanding of non-constructivism knowledge in mathematics learning. Teachers can integrate cultural values and local wisdom into mathematical concepts to shape student knowledge. Integrating cultural values and local wisdom into mathematics learning makes students learn through their cultural background experiences. This research wasa descriptive research employed 691 respondents. The instruments in this study were questionnaires, tests and interviews to reinforce quantitative results. The purpose of this study was to determine the level of <br /> teacher pedagogical knowledge, teacher ethnoconstructivism knowledge, the influence and impact of ethnoconstivism knowledge in mathematics learning. The results of this study indicate the competence of elementary school teachers in Batanghari, Muaro Jambi, and Jambi City tends to be generally not good, and teachers have applied ethno-constructivism in mathematics learning through the use of media, models, and learning strategy. Teachers still encounter many obstacles in the implementation process. And the age range of the teacher has an impact on the level of ethnoconstructivism knowledge in mathematics learning.

Sign in / Sign up

Export Citation Format

Share Document