scholarly journals Culture and mathematics learning: Identifying students’ mathematics connection

2019 ◽  
Vol 12 (1) ◽  
pp. 82-93
Author(s):  
Al Kusaeri ◽  
Habib Husnial Pardi ◽  
Abdul Quddus
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Learning Culture ◽  
Cultural Products ◽  
Mathematical Objects ◽  
Formal Mathematics ◽  
Mathematical Problems ◽  
And Mathematics ◽  
Support Students

[English]: Mathematics connection support students finding various possible strategies in problem-solving. Cultural products can be used as mathematical objects in learning. This article, part of a study that designed culture-based learning, aims to identify students' mathematics connection. Data was collected through a test given to 341 students and unstructured interviews of nine students selected based on the completion of the test, which fulfills mathematization steps. Data analysis began by classifying students’ answers based on mathematization, identifying mathematics connection of students according to mathematization, analyzing students’ mathematics connection, and drawing conclusions about mathematics connection and the constraints found. The results showed that students' mathematics connections include three categories, namely understanding connection, representation connection, and justification connection. Students with justification connection solved mathematical problems according to mathematization steps, from the identification of mathematical objects to formal mathematics. Meanwhile, students with understanding and representation connection solved their respective mathematical problems up to the concrete and formal stages. The findings reveal that culture-based mathematics learning provides space to understand students' mathematics connection. Further research is required to prove that it can be used to develop students' mathematics connection. Keywords: Mathematics learning, Culture, Mathematics connection [Bahasa]: Koneksi matematika mendukung siswa menemukan berbagai kemungkinan strategi dalam penyelesaian masalah. Produk budaya memungkinkan dapat dijadikan objek matematika dalam pembelajaran. Artikel ini merupakan bagian dari penelitian yang merancang desain pembelajaran berbasis budaya lokal yang bertujuan mengidentifikasi kemampuan koneksi matematika siswa. Data dikumpulkan melalui tes yang diberikan kepada 341 siswa dan wawancara tidak terstruktur terhadap 9 siswa yang dipilih berdasarkan penyelesaian tes sesuai proses matematisasi. Analisis data diawali dengan klasifikasi jawaban siswa berdasarkan tahapan matematisasi, identifikasi kemampuan koneksi matematika sesuai tahapan matematisasi, analisis kemampuan koneksi matematis, dan penarikan simpulan terkait kemampuan koneksi matematika serta kendala yang ditemukan. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematika siswa meliputi tiga kategori yaitu koneksi pemahaman, koneksi representasi, dan koneksi justifikasi. Siswa dengan kemampuan koneksi justifikasi bisa menyelesaikan masalah matematika sesuai tahapan matematisasi, dari identifikasi objek matematika sampai matematika formal. Sementara itu, siswa yang memiliki kemampuan koneksi pemahaman dan representasi menyelesaikan masalah matematika masing-masing sampai pada tahap model kongkret dan model formal. Hasil penelitian menunjukkan bahwa pembelajaran berbasis budaya memberikan ruang untuk memahami kemampuan koneksi matematika siswa. Penelitian lebih lanjut dibutuhkan untuk menunjukkan pembelajaran berbasis budaya bisa digunakan untuk mengembangkan kemampuan koneksi matematika siswa. Kata Kunci: Pembelajaran matematika, Budaya, Koneksi matematika

scholarly journals Pengaruh Gaya Kognitif dan Motivasi Belajar Matematika Terhadap Kemampuan Pemecahan Masalah Matematika Mahasiswa PGSD

2019 ◽  
Vol 3 (3) ◽  
pp. 186
Author(s):  
Rahmawati Patta ◽  
Muhammad Idris Jafar ◽  
Syamsuddin S
Keyword(s):  
Problem Solving ◽  
Cognitive Style ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Learning Motivation ◽  
Mathematical Problem Solving ◽  
Motivation To Learn ◽  
Independent Field ◽  
Mathematical Problems ◽  
And Mathematics

This study aims to determine the effect of cognitive style and motivation to learn mathematics on the ability to solve mathematical problems. The research method used is ecso facto research by using the Geft test instrument to measure cognitive style, a learning motivation scale questionnaire and a test of mathematical problem solving abilities. The population in this study was PGSD Bone Campus VI FIP UNM students who programed an introductory course on basic mathematics. The data analysis technique used is Two-Way Anova. The results showed that (a) cognitive style significantly influenced the ability of mathematical problem solving, (b) the motivation to learn mathematics had a significant positive effect on the ability to solve mathematical problems, (c) the cognitive style and mathematics learning motivation together significantly influenced on the ability to solve mathematical problems, (d) there are differences in the ability to solve mathematical problems based on cognitive style and learning motivation where the independent field skills with high mathematical learning motivation results in the ability to solve mathematical problems in the good category. Conclusion cognitive style and motivation to learn mathematics have a significant influence on the ability to solve mathematical problems.

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

scholarly journals PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP HASIL BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR PESERTA DIDIK

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Laila Hidayah ◽  
Satrio Wicaksono Sudarman ◽  
Ira Vahlia
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Reciprocal Teaching ◽  
Teaching Model ◽  
Learning Models ◽  
High Learning ◽  
Analysis Technique ◽  
And Mathematics ◽  
Better Than

The study aims to find out 1) whether or not there is an effect of the Reciprocal Teaching model on students' mathematics learning outcomes. 2) which ones have good mathematical learning outcomes between those who have high, moderate learning independence. 3) interactions between Reciprocal Teaching and conventional learning models. The data analysis technique uses hypothesis testing of two-way anava with unequal cells. Research conclusions: 1) There is an influence of mathematics learning outcomes between those who learn using the Reciprocal Teaching and conventional learning models. 2) Mathematics learning outcomes that have high learning independence are better than those with moderate learning independence and mathematics learning outcomes that have moderate independence are better than those with low learning independence. 3) There is an interaction between Reciprocal Teaching and conventional learning models and learning independence on mathematics learning outcomes in those who have high, medium and low learning independence.

scholarly journals Inconsistency Among Beliefs, Knowledge, and Teaching Practice in Mathematical Problem Solving: A Case Study of a Primary Teacher

2017 ◽  
Vol 7 (2) ◽  
pp. 27-40
Author(s):  
Tatag Yuli Eko Siswono ◽  
Ahmad Wachidul Kohar ◽  
Ika Kurniasari ◽  
Sugi Hartono
Keyword(s):  
Problem Solving ◽  
Teaching Practice ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Primary Teacher ◽  
Mathematical Problem Solving ◽  
Mathematics Problems ◽  
And Mathematics ◽  
Teacher's Beliefs

This is a case study investigating a primary teacher’s beliefs, knowledge, and teaching practice in mathematical problem solving. Data was collected through interview of one primary teacher regarding his beliefs on the nature of mathematics, mathematics teaching, and mathematics learning as well as knowledge about content and pedagogy of problem solving. His teaching practice was also observed which focused on the way he helped his students solve several different mathematics problems in class based on Polya’s problemsolving process: understand the problem, devising a plan, carrying out the plan, and looking back. Findings of this study point out that while the teacher’s beliefs, which are closely related to his problem solving view, are consistent with his knowledge of problem solving, there is a gap between such beliefs and knowledge around his teaching practice. The gap appeared primarily around the directive teaching which corresponds to instrumental view he held in most of Polya’s process during his teaching practice, which is not consistent with beliefs and knowledge he professed during the interview. Some possible causes related to several associate factors such as immediate classroom situation and teaching practice experience are discussed to explain such inconsistency. The results of this study are encouraging, however, further studies still need to be conducted.

scholarly journals Students’ Cognitive Barrier in Problem Solving: Picture-based Problem-solving

2020 ◽  
Vol 11 (1) ◽  
pp. 73-82
Author(s):  
A.Wilda Indra Nanna ◽  
Enditiyas Pratiwi
Keyword(s):  
Problem Solving ◽  
Primary Education ◽  
Qualitative Method ◽  
Thought Processes ◽  
Structured Interviews ◽  
Mathematical Objects ◽  
New Findings ◽  
Mathematical Problems ◽  
Ways Of Thinking ◽  
Descriptive Qualitative

Pre-service teachers in primary education often have difficulty in solving mathematical problems, specifically fractions that are presented with a picture. In solving problems, some thought processes are needed by the teacher to reduce students' cognitive barriers. Therefore, this study aimed to reveal the cognitive barriers experienced by students in solving fraction problems. The cognitive barriers referred to in this study are ways of thinking about structures or mathematical objects that are appropriate in one situation and not appropriate in another situation. This study employed a descriptive-qualitative method. Furthermore, participants were followed up with in-depth semi-structured interviews to find out the cognitive barriers that occurred in solving fraction problems. This study discovers that the participants, in solving fraction problems, experienced all indicators of cognitive barrier and two cognitive obstacles are found as new findings that tend to involve mathematical calculations and violates the rules in dividing images into equal parts in the problem-solving procedure. 

scholarly journals Developing The Mathematics Conceptual Understanding and Procedural Fluency through Didactical Anticipatory Approach Equipped with Teaching AIDS

2018 ◽  
Vol 3 (2) ◽  
pp. 367
Author(s):  
Asmida Asmida ◽  
Sugiatno Sugiatno ◽  
Agung Hartoyo
Keyword(s):  
Conceptual Understanding ◽  
Junior High School ◽  
Mathematics Learning ◽  
Posttest Score ◽  
Mathematics Textbook ◽  
Teaching Aids ◽  
Procedural Fluency ◽  
Mathematical Problems ◽  
Epistemological Obstacles ◽  
And Mathematics

The students’ conceptual understanding and procedural fluency have not been yet integrated into the mathematics learning as the teachers’ common mathematics textbook has not explicitly explained the conceptual understanding and procedural fluency in solving the mathematical problems that the teachers have not yet connected it to the mathematics learning. The interview result shows that the students only memorize the procedures without understanding. If the procedure is continuously applied, it is predicted that the students may face the epistemological obstacles in solving the mathematical problems. This research aims at developing the students' mathematics conceptual understanding and procedural fluency through the Didactic Anticipatory Approach equipped with the teaching aids in learning the operations of integer multiplication at Junior High School in Grade VIII. This pedagogical action research involves 14 students. The research data are collected using tests, interviews, voice recorders and cameras. The result shows that learning mathematics through the Didactic Anticipatory Approach equipped with teaching aids may develop the students' conceptual understanding and mathematics procedural fluency marked by the reduced students’ epistemological obstacles. However, they are not yet been completely resolved. The students' conceptual understanding and mathematics procedural fluency also supported with the average posttest score higher than that of the pretest score.

scholarly journals Level Of Math Problem Solving Proficiency Grade V SDN 2 Kalirejo On Fractional Story Problem

2019 ◽  
Vol 2 (1) ◽  
pp. 141
Author(s):  
Marita Cahya Purnama ◽  
Tri Yuniantari Redyoningrum ◽  
Liftahul Sekar Aji ◽  
Moh Salimi
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Quantitative Description ◽  
Fifth Grade ◽  
Mathematics Students ◽  
Math Problem Solving ◽  
High Category ◽  
Fifth Grade Students ◽  
Story Problem ◽  
Mathematical Problems

<em>In mathematics, students' ability to solve problems is very much needed. Every student has different abilities. For this reason, it is necessary to conduct a research in order to find out the students' abilities in solving problems in mathematics, especially in fractional material. In researching, quantitative description is the method chosen by the researcher. In this study using a research instrument in the form of a test to measure students' ability to solve mathematical problems and conducted interviews. Data analysis of the results of mathematical tests about solving fractions of fifth grade students at SD Negeri 2 Kalirejo is in the high category. This is evident from the results of tests at SD Negeri 2 Kalirejo that included in the high category were 61.29%, moderate were 23.80% and the low and very low categories were 12.89%.</em>

scholarly journals PENERAPAN I-SPRING SUITE 8 PADA MODEL PEMBELAJARAN IMPROVE UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN DAN PEMECAHAN MASALAH MATEMATIS PESERTA DIDIK PADA POKOK BAHASAN PROGRAM LINEAR DI TINGKAT SEKOLAH MENENGAH

Gunahumas ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 357-386
Author(s):  
Yomi Chaeroni ◽  
Nizar Alam Hamdani ◽  
Akhmad Margana ◽  
Dian Rahadian
Keyword(s):  
Problem Solving ◽  
Direct Instruction ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Understanding ◽  
Learning Models ◽  
Research Subjects ◽  
Purposive Sampling ◽  
Mathematical Problems

ABSTRAK Penelitian ini dilatarbelakangi oleh fakta bahwa kemampuan pemahaman dan kemampuan pemecahan masalah matematis merupakan salah satu kemampuan matematika tingkat tinggi yang harus dimiliki oleh setiap peserta didik. Selain itu kemampuan pemahaman dan kemampuan pemecahan masalah matematis jarang diterapkan dalam pembelajaran matematika di sekolah. Salah satu model pembelajaran yang dapat menjadi alternatif bagi pembelajaran matematika dan kemampuan pemahaman dan pemecahan masalah matematis adalah model pembelajaran IMPROVE. Penelitian ini bertujuan untuk mengetahui penerapan i-spring suite 8 pada model pembelajaran IMPROVE untuk meningkatkan kemampuan pemahaman dan pemecahan masalah matematis peserta didik. Metode penelitian yang digunakan adalah quasi eksperimen karena penelitian ini menggunakan satu kelas eksperimen dan satu kelas kontrol sebagai subyek penelitian. Cara pengambilan subjek penelitian yang digunakan adalah purposive sampling. Subjek penelitian dipilih sebanyak dua kelas dari keseluruhan peserta didik kelas XI SMA Muhammadiyah Banyuresmi tahun pelajaran 2019/2020. Dari hasil penelitian dan perhitungan statistik diperoleh kesimpulan: 1) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE; 2) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan model pembelajaran konvensional/direct instruction; 3) Terdapat peningkatan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE dibandingkan dengan peserta didik yang dalam pembelajarannya menggunakan model pembelajaran konvensional/direct instruction; 4) Tidak terdapat perbedaan kemampuan pemahaman dan pemecahan masalah matematis peserta didik yang dalam pembelajarannya menggunakan i-spring suite 8 pada model pembelajaran IMPROVE dan yang menggunakan model konvensional/direct instruction.Kata kunci: Kemampuan Pemahaman Matematis, Kemampuan Pemecahan Masalah Matematis, Model IMPROVEABSTRACT This research is motivated by the fact that the ability to understand and the ability to solve mathematical problems is one of the high-level mathematical abilities that must be possessed by every student. In addition, the ability to understand and the ability to solve mathematical problems are rarely applied in mathematics learning in schools. One learning model that can be an alternative for mathematics learning and mathematical understanding and problem solving abilities is the IMPROVE learning model. This study aims to determine the application of ispring suite 8 on the IMPROVE learning model to improve students' mathematical understanding and problem solving abilities. The research method used is quasi-experimental because this study uses one experimental class and one control class as research subjects. The method of taking the research subject used was purposive sampling. The research subjects were selected as many as two classes from all grade XI students of SMA Muhammadiyah Banyuresmi in the 2019/2020 academic year. From the results of research and statistical calculations conclusions: 1) There is an increase in the ability to understand and solve mathematical problems of students who in learning use the i-spring suite 8 on the IMPROVE learning model; 2) There is an increase in the ability of understanding and solving mathematical problems of students who in learning use conventional learning models / direct instruction; 3) There is an increase in students' mathematical understanding and problem solving abilities in learning using i-spring suite 8 in the IMPROVE learning model compared to students in learning using conventional learning models / direct instruction; 4) There is no difference in the ability to understand and solve mathematical problems of students who in learning use the i-spring suite 8 on the IMPROVE learning model and who use the conventional model / direct instruction.Keywords: Mathematical Understanding Ability, Mathematical Problem Solving Ability, IMPROVE Model

IDEAS

1992 ◽  
Vol 39 (6) ◽  
pp. 32-39
Author(s):  
Lisa M. Passarello ◽  
Francis (Skip) Fennell
Keyword(s):  
Problem Solving ◽  
Number Sense ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Grade Levels ◽  
Or Groups ◽  
And Mathematics ◽  
Parent Child ◽  
At Home ◽  
A Performance

This month's IDEAS emphasizes connections between science and mathematics by using a performance-, or authentic-, asessment format. The month of February is close to the heart of many students and teachers. The activity sheets and the extensions offer a different approach to the valentine month. Students have the opportunity to explore applications involving their own personal valentine—the heart. The activities involve number sense, problem solving, measurement, and statistics. Additionally, this month's IDEAS involves a variety of important mathematics concepts and ideas in a performance-based setting. The activity sheets are designed to be used in multiple grade levels. The activity sheets can be completed by individual students or groups of students. The at-home-activity sheet is designed to connect school-mathematics learning with the home. Encourage students to complete this activity sheet as a parent-child experiment.

scholarly journals Pengaruh Kepercayaan Diri dan Kemampuan Komunikasi Matematika Terhadap Hasil Belajar Matematika Siswa

2021 ◽  
Vol 1 (2) ◽  
pp. 122-131
Author(s):  
Putu Sri Indah Yulia Dewi ◽  
Nani Kurniati ◽  
Wahidaturrahmi Wahidaturrahmi
Keyword(s):  
Data Analysis ◽  
Learning Effect ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Coefficient Of Determination ◽  
Self Confidence ◽  
8Th Grade ◽  
Communication Ability ◽  
And Mathematics

This research aims to find out the influence of self-confidence on students’ mathematics learning outcome, the influence of mathematics communication ability on students’ mathematics learning effect, and the influence of self-confidence and mathematics communication ability on students’ mathematics learning outcome of 8th grade SMPN 22 Mataram academic year 2019/2020. This type of research was ex post facto. The sample of this research were 44 students with total sampling technique. Data collection techniques in this reseacrh using questionnaire, test and documentation. The instrument of this research was in the form of a confidence questionnaire, a test of mathematics communication ability, and documentation of students’ mathematics learning outcome of 8th grade SMPN 22 Mataram. From the data analysis obtained, there was no influence of self-confidence on students’ mathematics learning effect of 8th grade SMPN 22 Mataram. Whereas for mathematics communication ability there was found an influence on students’ mathematics learning effect of 8th grade SMPN 22 Mataram with the coefficient of determination of 83.7%. The results of data analysis also showed that there was a significant influence between students' self-confidence and mathematics communication ability on students’ mathematics learning effect of 8th grade SMP 22 Mataram with the coefficient of determination of 83.1%.

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