Exploration of Students’ Understanding of Geometry Concepts

This article contains an exploration of conceptual understanding in geometry lectures in the Elementary School Teacher Education Study Program, Cokroaminoto Palopo University, Odd Semester, Academic Year 2020/2021. This research was conducted through a qualitative approach with the aim of explaining the details of the relationship between concepts in detail and recommending appropriate learning in problem solving. Data were collected using observation, documentation, and written tests. The three techniques are elaborated with the aim of analyzing the concepts and problem-solving patterns of the students' final semester test results. The results of the study explain several findings, namely, Teaching geometry should begin with the process of identifying the important concepts that build up a particular problem. These concepts are then analyzed and linked to one another to form a network. The concept network is then represented in an image/visual display. Through this visual display, lecturers can guide students in compiling procedural steps based on the sequence of concepts that have been compiled. Lecturers need to create meaningful learning for students by connecting previous knowledge with new knowledge through various representations, examples, and manipulations and focus on conceptual understanding rather than procedures or rules.Eksplorasi Pemahaman Konsep Geometri MahasiswaArtikel ini memuat eksplorasi pemahaman konsep dalam perkuliahan geometri pada Program Studi Pendidikan Guru Sekolah Dasar Universitas Cokroaminoto Palopo Semester Ganjil Tahun Akademik 2020/2021. Penelitian ini dilakukan melalui pendekatan kualitatif dengan tujuan untuk menjelaskan rincian hubungan antar konsep secara detail, dan merekomendasikan pembelajaran yang tepat dalam pemecahan masalah. Data dikumpulkan menggunakan teknik observasi, dokumentasi, dan tes tertulis. Ketiga teknik tersebut dielaborasi dengan tujuan Hasil penelitian menjelaskan beberapa temuan yakni; pengajaran geometri harus diawali dengan proses identifikasi konsep-konsep penting yang membangun masalah tertentu. Konsep-konsep tersebut selanjutnya dianalisis dan dihubungakan satu sama lain sehingga membentuk sebuah jejaring. Jejaring konsep selanjutnya direpresentasikan ke dalam gambar/tampilan visual. Melalui tampilan visual ini, dosen dapat membimbing mahasiswa dalam menyusun langkah-langkah prosedural berdasarkan urutan konsep yang telah disusun. Dosen perlu menciptakan pembelajaran yang bermakna bagi mahasiswa dengan cara menghubungkan pengetahuan sebelumnya dengan pengetahuan yang baru melalui berbagai representasi, contoh, dan manipulasi dan fokus pada pemahaman konseptual dibandingkan prosedur atau aturan.

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ANALISIS MISKONSEPSI MAHASISWA PGSD DENGAN METODE CERTAINTY OF RESPONSE INDEX (CRI) MELALUI FITUR QUIS EDMODO

Jurnal Muara Pendidikan ◽

10.52060/mp.v5i2.375 ◽

2020 ◽

Vol 5 (2) ◽

pp. 680-688

Author(s):

Tri Wiyoko ◽

Puput Wahyu Hidayat

Keyword(s):

Conceptual Understanding ◽

Test Results ◽

Study Program ◽

Response Index ◽

Test Instrument ◽

Student Misconceptions ◽

Evaluation Test ◽

Scientific Attitudes ◽

Academic Year ◽

Student Misconception

The problem of this research is the finding of wrong conceptual understanding by students on vibration and wave material. Wrong understanding of the concept results in misconceptions in cognitive aspects, scientific attitudes and student skills. This study aims to analyze student misconceptions with the Certainty Of Response Index (CRI) model through the edmodo quis feature. The subjects of this research were students of the PGSD STKIP MB Study Program for the 2019/2020 Academic Year. This type of research is qualitative research using descriptive methods. Furthermore, the research instrument used an objective test instrument. The results of this study are in the form of evaluation test kits that have been validated from the aspects of the content of the material and language by the experts. The results of the validation of the material content aspect were 93.75% in the very good category, the question construction aspect was 96.42% in the very good category and the language aspect was 90.6% with the very good category. This shows that the question has the feasibility of being applied. The test results showed that the misconceptions experienced by students regarding the wave material were very diverse. The average student misconception on vibration and wave material was 23.17% with the low category.

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RELATIONSHIP BETWEEN STATISTICAL LITERACY AND MATHEMATICAL REPRESENTATION OF STUDENTS THROUGH COLLABORATIVE PROBLEM SOLVING MODEL

Infinity Journal ◽

10.22460/infinity.v9i2.p183-196 ◽

2020 ◽

Vol 9 (2) ◽

pp. 183

Author(s):

Johannis Takaria ◽

Wahyudin Wahyudin ◽

Jozua Sabandar ◽

Jarnawi Afgani Dahlan

Keyword(s):

Elementary School ◽

Problem Solving ◽

School Teacher ◽

Learning Model ◽

Collaborative Problem Solving ◽

Mathematical Representation ◽

Statistical Literacy ◽

Study Program ◽

Collaborative Problem ◽

The Relationship

The purpose of this study was to find out the relationship between statistical literacy and mathematical representation of students as pre-service elementary school teachers through the Collaborative Problem Solving (CPS) model. The relationship between statistical literacy and mathematical representation was analyzed by using a product-moment correlation with a sample of 35 students of Elementary School Teacher Education Study Program at one of the state universities in Ambon City. The results showed that there was a positive and strong relationship between statistical literacy and mathematical representation with a correlation value of 0.66. This relationship means that if students have good mathematical representation abilities, statistical literacy abilities are also getting better. Exploration of statistical literacy and mathematical representation abilities can be facilitated by using The CPS learning model. The CPS learning model can facilitate student learning as a structure in mathematical thinking so that statistical literacy and mathematical representation abilities of students can be explored through the transformation of ideas among students. The CPS learning model aspects were implemented in high and very high categories while the indicators were at rating-2 and rating-3.

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PEMBELAJARAN DENGAN BAHAN AJAR BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA MATA KULIAH ANALISIS VEKTOR MAHASISWA SEMESTER IV PRODI PENDIDIKAN MATEMATIKA TAHUN PELAJARAN 2015/2016

JES-MAT (Jurnal Edukasi dan Sains Matematika) ◽

10.25134/jes-mat.v3i1.448 ◽

2017 ◽

Vol 3 (1) ◽

pp. 11

Author(s):

T. Tutut Widiastuti

Keyword(s):

Action Research ◽

Problem Solving ◽

Applied Learning ◽

Study Program ◽

Student Activities ◽

Average Value ◽

Education Study ◽

The Subject ◽

Classroom Action Research ◽

Academic Year

Abstract The purpose of thi research is to describethe ability of solving problems through the application of learning with a problem based teaching materials on the subject of vector analysis 4th semester students of mathematics education study program in the academic year 2015/2016. This study used a qualitative approach with classroom action research participants. The hallmark of the classroom action research done in the cycles. Each cycles consists of four phases: planning, implementation, observation, and reflection. Based on the results of this research is: (1) that students problem solving abilities views of mastery learning students has increased 23% , (2) From the average value of problem solving ability of students increased by 4,2 after improvements in cycle II, (3) Based on observation, the learning process has increased by 9,1% and student activities increased by 6,25%, (4) The all object of the interview stated that they were pleased with applied learning. From all the research results have shown that this research has met the success criteria set.

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ADVERSITY QUOTIENT AND RESILIENCE IN MATHEMATICAL PROOF PROBLEM-SOLVING ABILITY

MaPan ◽

10.24252/mapan.2020v8n1a7 ◽

2020 ◽

Vol 8 (1) ◽

pp. 87

Author(s):

Fauziah Hakim ◽

Murtafiah Murtafiah

Keyword(s):

Problem Solving ◽

Mathematical Proof ◽

Multiple Linear Regressions ◽

Study Program ◽

Analysis Technique ◽

Education Study ◽

Correlational Method ◽

High Level ◽

Academic Year ◽

Linear Regressions

Abstract:Various mathematical abilities require a high level of struggle to be achieved, one of which is the ability to solve mathematical proof problems. Several factors are also associated with this ability, including adversity quotient and resilience. This research aimed to look at the effect of adversity quotient and resilience on the mathematical proof problem-solving ability. This research used a quantitative approach with a correlational method. The sample in this study were 31 students randomly selected from all students of the Mathematics Education Study Program at Universitas Sulawesi Barat who programmed Abstract Algebra course in the academic year of 2019/2020, amounting to 71 students. The analysis technique used is multiple linear regressions. The results of hypothesis testing indicate that adversity quotient and resilience affect the mathematical proof problem-solving ability positively both individually and simultaneously.Abstrak:Berbagai kemampuan matematis memerlukan daya juang tinggi untuk berhasil dicapai, salah satunya kemampuan pemecahan masalah pembuktian matematis. Beberapa faktor pun dikaitkan dengan kemampuan tersebut, antara lain adversity quotient dan resiliensi. Penelitian ini bertujuan untuk melihat pengaruh adversity quotient dan resiliensi terhadap kemampuan pemecahan masalah pembuktian matematis. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Sampel pada penelitian ini sebanyak 31 mahasiswa yang dipilih secara acak dari seluruh mahasiswa Program Studi Pendidikan Matematika Universitas Sulawesi Barat yang memprogramkan mata kuliah Struktur Aljabar tahun akademik 2019/2020 yang berjumlah 71 mahasiswa. Teknik analisis yang digunakan adalah regresi linear berganda. Hasil pengujian hipotesis menunjukkan bahwa adversity quotient dan resiliensi berpengaruh positif terhadap kemampuan pemecahan masalah pembuktian matematis baik secara sendiri-sendiri maupun secara simultan.

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Analisis kesulitan kemampuan komunikasi matematika mahasiswa menggunakan aplikasi google classroom pada matakuliah aljabar

Journal of Didactic Mathematics ◽

10.34007/jdm.v2i1.596 ◽

2021 ◽

Vol 2 (1) ◽

pp. 18-25

Author(s):

Fitriani Fitriani ◽

Yulia Anita Siregar ◽

Wiwik Novitasari

Keyword(s):

Communication Skills ◽

Test Results ◽

Mathematical Communication ◽

Study Program ◽

Writing Difficulties ◽

Mathematical Ideas ◽

Offline Learning ◽

Education Study ◽

Mathematical Problems ◽

Academic Year

Mathematical communication skills are one of the abilities that students must have to make it easier to solve problems contained in mathematics itself and in everyday life. Because if students have mastered mathematical communication skills, it will make it easier for students to take deeper learning. This study aims to analyze the difficulty of students' mathematical communication skills using the Google Classroom Application in the Algebra course. This type of research is descriptive qualitative. The subjects of this study were tree semester students who took Algebra courses in the Mathematics Education study program at Universitas Muhammadiyah Tapanuli Selatan, academic year 2020/2021 as many as 15 people. The instrument used in this study was Test and interview. The results showed that based on the test results obtained: difficulties in the ability to interpret mathematical ideas rationally in writing, difficulties in mathematical problems into mathematical models and difficulties in the ability to express mathematical ideas in the form of descriptions. Meanwhile, based on the results of the interview, namely: (1) technical difficulties, and (2) student adaptation difficulties. To overcome these difficulties, it is necessary which is a combination of Online and Offline learning or also called blended learning.

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STUDENTS’ REFLECTIVE ABSTRACTION ABILITY ON LINEAR ALGEBRA PROBLEM SOLVING AND RELATIONSHIP WITH PREREQUISITE KNOWLEDGE

Infinity Journal ◽

10.22460/infinity.v10i1.p1-16 ◽

2020 ◽

Vol 10 (1) ◽

pp. 1

Author(s):

Rahayu Kariadinata

Keyword(s):

Problem Solving ◽

Linear Algebra ◽

Achievement Level ◽

Study Program ◽

Reflective Abstraction ◽

Education Study ◽

Structural Awareness ◽

Prerequisite Knowledge ◽

The Relationship ◽

Looking Back

This study aims to describe the achievement of the ability of students' reflective abstraction in solving Linear Algebra problems and the relationship with prerequisite knowledge. The important of this research because the characteristic of Linear Algebra requiring reflectif abstraction skill that must be support by the prerequisite knowledge. The reflective abstraction abilities studied in this study are level, i.e.1) recognition,2) representation, 3) structural abstraction, and 4) structural awareness. These stages are adjusted to Polya's problem solving stages, namely: understanding the problem, devising a plan, carrying out the plan, and looking back. This type of research is descriptive-quantitative. The subjects of this study were students of the Mathematics Education Study Program, Faculty of Tarbiyah and Teacher Training of UIN Sunan Gunung Djati Bandung Indonesia. Collecting data through tests and interviews, data were analyzed with percentage and the pearson product-moment correlation.The results showed that the achievement level consisiting of ) recognition,2) representation, 3) structural abstraction, and 4) structural awareness of the students’ reflective abstraction abilities on linear algebra problem solving are very good, this can be seen from the percentage achieved at stages of the recognition,the representation,the structural abstraction, and the structural awareness which is associated with Polya problem solving measures above an average of 73,31% (moderat category); there are relationship between students' reflective abstraction abilities and their prerequisite knowledge; and prerequisite knowledge influences the students’reflective abstraction abilities

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Deskripsi Pemahaman Konsep Siswa dalam Menyelesaikan Soal PISA pada Konten Space and Shape

Mosharafa: Jurnal Pendidikan Matematika ◽

10.31980/mosharafa.v8i1.431 ◽

2019 ◽

Vol 8 (1) ◽

pp. 155-166

Author(s):

Puspitasari Puspitasari ◽

Novisita Ratu

Keyword(s):

Qualitative Research ◽

Problem Solving ◽

Data Collection ◽

Conceptual Understanding ◽

Research Use ◽

Test Results ◽

Concept Understanding ◽

Scientific Context ◽

Personal Context ◽

Academic Year

AbstrakPemahaman konsep merupakan salah satu komponen penting yang harus dimiliki siswa di sekolah. Pemahaman konsep tersebut dapat diaplikasikan dalam menyelesaikan soal, terlebih pada soal non-rutin yang dapat diambil dari soal PISA. Kenyataannya siswa Indonesia tergolong rendah dalam menyelesaikan soal PISA. Salah satu cara untuk mengetahui rendahnya siswa dalam menyelesaikan soal yakni dengan mengujikan pemahaman konsep yang dimilikinya. Penelitian kualitatif ini bertujuan untuk mendeskripsikan pemahaman konsep siswa dalam menyelesaikan soal PISA pada konten space and shape. Subjek penelitian adalah 3 siswa kelas X MIPA 5 SMA Negeri 1 Ambarawa Tahun Ajaran 2017/2018 dengan pertimbangan usia 15 Tahun dan berkemampuan tinggi (LHK), sedang (ATN) dan rendah (DSS). Teknik pengumpulan data dalam penelitian ini menggunakan teknik tes, wawancara dan dokumentasi. Hasil tes dan wawancara menunjukkan bahwa: (1) Ketiga subjek memenuhi semua indikator pemahaman konsep ketika menyelesaikan soal PISA pada konten space and shape yang menggunakan komponen proses employ, konteks scientific serta komponen proses formulate, konteks personal. (2) Ketika menyelesaikan soal PISA pada konten space and shape yang menggunakan komponen proses formulate dan konteks scientific subjek ATN dan DSS tidak memenuhi indikator pemahaman konsep yang mengaplikasikan konsep atau algoritma pada pemecahan masalah. Description of Students’ Concept Understanding in Solving PISA Question on Space and ShapeAbstractConceptual understanding is an important component for students in school. It can be applied in solving problems, especially for non-routine questions from the PISA problems. The truth, Indonesian students belong to lower level in solving PISA problems. One way to find out the low level of students’ problems solving is by testing their conceptual understanding. This qualitative research aims to describe students' conceptual understanding in solving PISA problems on space and shape content. Subjects in this research were three students of class X MIPA 5 SMA Negeri 1 Ambarawa on academic year 2017/2018 by consideration of 15 years old with high (LHK), middle (ATN) and low (DSS) mathematical capabilities. Data collection techniques in this research use test, interviews and documentation. Test results and interviews show that: (1) The three subjects can achieve all indicators of conceptual understanding when solving PISA problems on space and shape content with “employ” process and “scientific” context along with “formulate” process and “personal” context. (2) Subjects ATN and DSS can’t achieve the conceptual understanding indicators when solving the PISA problems on space and shape content that uses “formulate” process and “scientific” context which apply concept or algorithms of problem solving.

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Students’ Problems in Listening Comprehension at Fourth Semester of English Education Study Program Peradaban University

English Focus Journal of English Language Education ◽

10.24905/efj.v2i1.45 ◽

2018 ◽

Vol 2 (1) ◽

pp. 25-36

Author(s):

Dede Nurdiawati

Keyword(s):

Problem Solving ◽

Learning Outcomes ◽

Listening Comprehension ◽

English Education ◽

Native Speakers ◽

Native Speaker ◽

English Text ◽

Study Program ◽

Education Study ◽

Academic Year

The purpose of this study is to obtain descriptive information about the problems and problem solving in learning listening comprehension. The researcher uses descriptive qualitative research and investigates the students’ problems in listening comprehension at the fourth semester and the steps to overcome their problems. There are 23 students at the fourth semester of English Education Study Program Peradaban University in the academic year 2018/2019 as the sample. In collecting the data, the researcher uses questionnaire and interview as the instruments.The researcher finds the most problems faced by the fourth studentsare lack of concentration, native speaker speaking speed, unfamiliar words, and lack of effort to understand each word.The solution offeredto solve those problems are focus and concentrate while listening class, concentrate on what is heard, and write things that are important when listening to material spoken by native speaker; find the meanings of unfamiliar words, look at the dictionary to find out difficult words, check words that are not clearly heard in dictionary, memorize vocabulary, and read English text and listen to English audio; and familiarize the students with the rulers of pronunciation in order to help them hear the different forms of rapid natural speech and ask them to imitate native speakers’ pronunciation. It concludes that learning information about the problems and problem solving at the fourth semester are because of the fact that their learning outcomes are still far from being standard. Therefore, problem solving in listening comprehension learning is expected to minimize the problems faced by students of the fourth semester of English Education Study Program Peradaban University in learning process so that they get satisfying learning outcomes.

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SKEMA SOLUSI YANG DIPILIH MAHASISWA DALAM MENYELESAIKAN TEORI GRAF SUB ISOMORFIK DITINJAU DARI TEORI OPERATOR KONSTRUKTIF

Journal of Mathematics Education and Science ◽

10.32665/james.v1ioctober.45 ◽

2018 ◽

Vol 1 (October) ◽

pp. 89-95

Author(s):

Puput Suriyah

Keyword(s):

Qualitative Research ◽

Research Method ◽

Test Results ◽

Validity And Reliability ◽

Study Program ◽

Continuous Innovation ◽

Solution Scheme ◽

Education Study ◽

Evaluation Of Learning ◽

Academic Year

This study aims to describe the solution scheme chosen by students in understanding the isomorphic relation of a graph. The method used in this study is a qualitative research method. Subjects in this study amounted to 35 students from the Mathematics Education Study Program of PGRI Bojonegoro in the fourth semester of the 2017/2018 academic year. Test questions related to the isomorphic understanding of a graph were given to thirty-five students, then six students were selected to be interviewed. Data analysis was carried out by using triangulation. it was done by comparing the data from video interviews and test results data. This is done to ensure the validity and reliability of research. The result of the study shows that the elements of disclosure in the description of student answers were various. It shows that the existence of an operative scheme that is a diverse problem-solving. There was a proof of the gravity of a graph by adding vertices to both graphs comparing and making sure that the numbers are the same, reviewing adjacent, and some are equipped with a matrix. In the element of impact there are those who write conclusions and there are some who do not. Variations in the solution scheme used by students can be used as an evaluation of learning that students are unique so there is a need for continuous innovation related to students center learning. Penelitian ini bertujuan untuk mendeskripsikan skema solusi yang dipilih oleh siswa dalam memahami hubungan isomorfik suatu graf. Metode yang digunakan dalam penelitian ini adalah metode penelitian kualitatif. Subyek dalam penelitian ini berjumlah 35 siswa dari Program Studi Pendidikan Matematika PGRI Bojonegoro pada semester keempat tahun akademik 2017/2018. Pertanyaan tes yang berkaitan dengan pemahaman isomorfik grafik diberikan kepada tiga puluh lima siswa, kemudian enam siswa dipilih untuk diwawancarai. Analisis data dilakukan dengan menggunakan triangulasi. itu dilakukan dengan membandingkan data dari wawancara video dan data hasil tes. Ini dilakukan untuk memastikan validitas dan reliabilitas penelitian. Hasil penelitian menunjukkan bahwa elemen pengungkapan dalam deskripsi jawaban siswa beragam. Ini menunjukkan bahwa keberadaan skema operasi yang merupakan pemecahan masalah yang beragam. Ada bukti gravitasi grafik dengan menambahkan simpul ke kedua grafik yang membandingkan dan memastikan bahwa angka-angkanya sama, meninjau yang berdekatan, dan beberapa dilengkapi dengan matriks. Dalam elemen dampak ada orang yang menulis kesimpulan dan ada sebagian yang tidak. Variasi dalam skema solusi yang digunakan oleh siswa dapat digunakan sebagai evaluasi pembelajaran bahwa siswa adalah unik sehingga ada kebutuhan untuk inovasi berkelanjutan yang terkait dengan pembelajaran pusat siswa.

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BLENDED LEARNING: STUDI EFEKTIVITAS PENGEMBANGAN KONTEN E-LEARNING DI PERGURUAN TINGGI

JURNAL TATSQIF ◽

10.20414/jtq.v17i1.972 ◽

2019 ◽

Vol 17 (1) ◽

pp. 104-119

Author(s):

Puji Astuti ◽

Febrian Febrian

Keyword(s):

Online Learning ◽

Blended Learning ◽

Test Results ◽

Research Model ◽

Study Program ◽

Learning Content ◽

Education Study ◽

E Learning ◽

The Subject ◽

Academic Year

Abstrak Tujuan penelitian ini adalah untuk mengkaji efektifitas pengembangan konten e-learning tipe blended learning sebagai respons pembelajaran 4.0 untuk online learning di Perguruan Tinggi. Integrasi online learning pada penelitian ini dilakukan dengan mengembangkan konten e-learning untuk mata kuliah Kapita Selekta Matematika berupa: bahan ajar, video pembelajaran, penugasan, forum diskusi, dan ujian online. Untuk mencapai tujuan tersebut, penelitian pengembangan ADDIE dilakukan pada subjek penelitian mahasiswa semester 2 tahun akademik 2017/2018 Program Studi Pendidikan Matematika. Data terdiri dari data hasil komentar dan saran ahli terhadap konten e-learning yang dikembangkan peneliti dan data hasil tes mahasiswa. Hasil penelitian menunjukkan bahwa konten e-learning efektif untuk mencapai tujuan pembelajaran pada subjek penelitian ini. AbstractThis research examines the effectiveness of online learning type blended learning in higher education. The integration of online learning was conducted by developing e-learning content for the Mathematics Capita Selecta course in the form of: teaching material, learning video, online assignment, discussion forum, and online quiz. ADDIE development research model was carried out involving subject of the second semester students of Mathematics Education Study Program in 2018/2019 academic year. The data collected were comments and advices from the expert about the e-learning content and student test results. The results showed that e-learning content was effective in achieving learning objectives on the subject of this study.

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