scholarly journals THINKING STRUCTURE OF STUDENTS’ UNDERSTANDING OF PROBABILITY CONCEPT IN TERM OF APOS THEORY

MaPan ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 119
Author(s):  
Syamsuri Syamsuri ◽  
Cecep AHF Santosa
Keyword(s):  
Probability Theory ◽  
Mathematical Concept ◽  
Learning Cycle ◽  
Apos Theory ◽  
Mental Structure ◽  
Probability Concept ◽  
Level 2 ◽  
Object Level ◽  
Process Level ◽  
Learning Data

This study aims to analyze the mental structure experienced by students when understanding the concept of probability reviewed from APOS Theory and then suggests a lesson that accommodates the mental structure. APOS theory states that a learner forms a suitable mental structure when interpreting a mathematical concept. This study involved 106 third semester students who enrolled in Probability Theory. The students were given ACE (Activities, Classroom, Exercises) learning cycle treatment. After treatment, students were then given homework assignments that aim to reinforce the learning process. After the sixth week of learning, data were collected through a test. The results of this study are as follows: (1) the mental structure of students towards the concept of opportunity is still at the process level, not at the object-level, (2) Improving the learning of probability concept requires activities to improve verbal understanding, not only in the form of pictures and symbols. The alternative learning treatments are written in this article.

scholarly journals On a Geometric Extension of the Notion of Exchangeability Referring to Random Events

2018 ◽  
Vol 7 (2) ◽  
pp. 50
Author(s):  
Pierpaolo Angelini ◽  
Angela De Sanctis
Keyword(s):  
Probability Theory ◽  
Mathematical Concept ◽  
The Real ◽  
Linear Maps ◽  
Random Events ◽  
Multilinear Maps ◽  
The World ◽  
Probability Concept ◽  
Deep Meaning ◽  
Bernoulli Processes

The notion of exchangeability referring to random events is investigated by using a geometric scheme of representation of possible alternatives. When we distribute among them our sensations of probability, we point out the multilinear essence of exchangeability by means of this scheme. Since we observe a natural one-to-one correspondence between multilinear maps and linear maps, we are able to underline that linearity concept is the most meaningful mathematical concept of probability theory. Exchangeability hypothesis is maintained for mixtures of Bernoulli processes in the same way. We are the first in the world to do this kind of work and for this reason we believe that it is inevitable that our references limit themselves only to those pioneering works which do not keep the real and deep meaning of probability concept a secret, unlike the current ones.

scholarly journals IMPULSIVE AND REFLECTIVE STUDENTS’ UNDERSTANDING TO LINEAR EQUATIONS SYSTEM: AN ANALYSIS THROUGH APOS THEORY

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 128-135
Author(s):  
Dinda Ayu Rachmawati ◽  
Tatag Yuli Eko Siswono
Keyword(s):  
Linear Equation ◽  
Cognitive Style ◽  
Junior High School ◽  
Linear Equations ◽  
Equation System ◽  
Mathematical Concept ◽  
Apos Theory ◽  
Process Stage ◽  
Linear Equation System ◽  
Action Process

Understanding is constructed or reconstructed by students actively. APOS theory (action, process, object, schema) is a theory that states that individuals construct or reconstruct a concept through four stages, namely: action, process, object, and scheme. APOS theory can be used to analyze understanding of a mathematical concept. This research is a qualitative research which aims to describe impulsive and reflective students’ understanding to linear equations system based on APOS theory. Data collection techniques were carried out by giving Matching Familiar Figure Test (MFFT) and concept understanding tests to 32 students of 8th grade in junior high school, then selected one subject with impulsive cognitive style and one subject with reflective cognitive style that can determine solutions set and solve story questions of linear equation system of two variables correctly, then the subjects were interviewed. The results show that there were differences between impulsive and reflective subjects at the stage of action in explaining the definition and giving non-examples of linear equation system of two variables, show the differences in initial scheme of two subjects. At the process stage, impulsive and reflective subjects determine solutions set of linear equation system of two variables. At the object stage, impulsive and reflective subjects determine characteristics of linear equation system of two variables. At the schema stage, impulsive and reflective subjects solve story questions of of linear equation system of two variables, show the final schematic similarity of two subjects.Keywords: understanding, APOS theory, linear equations system of two variables, impulsive cognitive style, reflective cognitive style.

scholarly journals Pemahaman Konsep Matematis: pengaruhnya oleh Gaya Kognitif dan Pembelajaran Learning Cycle 7E dengan Geogebra

2021 ◽  
Vol 4 (2) ◽  
pp. 151
Author(s):  
Santi Widyawati ◽  
Fredi Ganda Putra ◽  
B Bistari ◽  
H Hamdani
Keyword(s):  
Cognitive Style ◽  
Mathematical Concept ◽  
Learning Model ◽  
Learning Cycle ◽  
Good Effect ◽  
Model Group ◽  
Model Learning ◽  
Mathematical Concepts ◽  
Concept Understanding ◽  
Quasi Experimental

<p><em>This study aims to see the effect of: 1) cognitive style (Field Independent and Field Dependent) on the ability to understand mathematical concepts; 2) application of the geogebra-assisted cycle 7e learning model on the ability to understand mathematical concepts; 3) the interaction between the learning model group (learning cycle 7E learning model, learning cycle learning model 7E assisted by geogebra and conventional learning model) and the cognitive style group on students' mathematical concept understanding abilities. Quasi experimental design is used as a research method with data collection techniques using concept understanding tests and cognitive style tests. The two-way ANOVA test was used to find answers to the research objectives that had previously been tested for normality and homogeneity tests. Based on the test results, it can be concluded that: 1) The application of the 7E learning cycle learning model with geogebra has a good effect on the ability to understand mathematical concepts; 2) cognitive style has no effect on mathematical understanding ability; and 3) there is no interaction between the learning model group and the cognitive style group on the ability to understand mathematical concepts.</em></p>

scholarly journals Audit Keamanan TI Menggunakan Standar ISO/IEC 27002 dengan COBIT 5

2018 ◽  
pp. 148
Author(s):  
Altry David Purba ◽  
I Ketut Adi Purnawan ◽  
I Putu Agus Eka Pratama
Keyword(s):  
Iec 27002 ◽  
Level 2 ◽  
Process Level

Keamanan teknologi informasi merupakan kebutuhan vital bagi organisasi untuk menjamin kerahasiaan, integritas dan ketersediaan informasi. Salah satu organisasi yang membutuhkan keamanan TI adalah Lembaga X. Lembaga X yang memiliki tugas dan fungsi sebagai penyelenggara sistem informasi, pusat data dan informasi kebencanaan harus mampu menjamin keamanan, kerahasiaan, dan integritas data, juga kinerja sistem harus dikendalikan sehingga dapat berjalan dengan optimal. Audit keamaman TI dilakukan untuk memastikan bahwa keamanan informasi dan pengelolaan data yang diterapkan di Lembaga X sesuai dengan prosedur serta mengetahui tingkat kematangan teknologi informasi yang diterapkan. Standar yang digunakan dalam proses audit adalah ISO/IEC 27002 sebagai kontrol keamanan dan COBIT 5 untuk mengidentifikasi proses bisnis serta tingkat kematangan. Hasil tingkat kematangan TI di lembaga X adalah 2.48 yang masuk ke dalam kategori level 2: Managed Process. Level 2: Managed Process menunjukkan bahwa proses penerapan teknologi informasi telah dijalankan dan diimplementasikan dengan cara yang lebih teratur dan sudah mulai dikendalikan.Kata Kunci: Audit Keamanan, ISO 27002, COBIT 5, Tingkat Kematangan

scholarly journals Pemberian Scaffolding Berdasarkan Kesalahan Berpikir Siswa Dalam Memecahkan Masalah Matematika

2018 ◽  
Vol 3 (2) ◽  
pp. 161-172
Author(s):  
Rosdiana Kaka ◽  
Anton Prayitno ◽  
Abdul Hamid
Keyword(s):  
High School ◽  
Problem Solving ◽  
Data Collection ◽  
Junior High School ◽  
Mathematical Concept ◽  
Research Subjects ◽  
Collection Method ◽  
The Subject ◽  
The Right ◽  
Level 2

This research was aimed to elaborate on the form of scaffolding given by learners on algebra problem-solving. The approach used is descriptive qualitative. The study conducted in a junior high school in Malang Regency with 25 students and only two students were selected as research subjects to be given scaffolding level 2. Data collection method begins by requiring learners to solve algebra and next identify the pattern of mistakes or mistakes. Learners who have wrong answers, used as research samples. The results prove the form of scaffolding given the subject. If the subject experiences an error in understanding the problem, the scaffolding is given asking the subject to re-read the problem properly and carefully and give direction questions. However, if the subject has difficulty in making the planning of the settlement, the scaffolding given is giving the subject the opportunity to rearrange the design of the right answer. If the subject experiences an error in carrying out the planning, the scaffolding given is asking the subject to pay attention to the mathematical concept and to be careful in operating algebra.

scholarly journals Pengukuran Kapabilitas Tata Kelola TI Sistem Informasi Tiras dan Transaksi Bahan Ajar Universitas Terbuka Menggunakan Cobit 5

2021 ◽  
Vol 8 (5) ◽  
pp. 965
Author(s):  
Denisha Trihapningsari ◽  
Dewi Agushinta R. ◽  
Lintang Yuniar Banowosari
Keyword(s):  
Information System ◽  
Best Practices ◽  
It Governance ◽  
Process Capability ◽  
Teaching Material ◽  
It Service ◽  
Level 1 ◽  
Level 2 ◽  
Capability Level ◽  
Process Level

<p>Layanan bahan ajar Universitas Terbuka (UT) menerapkan Sistem Informasi Tiras dan Transaksi Bahan Ajar (SITTA) yang dalam prosesnya ditemui masalah terkait operasional dan optimalisasi Teknologi Informasi. Oleh sebab itu evaluasi perlu dilakukan untuk mengetahui sejauh mana sistem telah memenuhi kebutuhan organisasi tata kelola TI. Sebelumnya sistem belum pernah dievaluasi menggunakan mekanisme kontrol audit sistem informasi dengan <em>framework </em>COBIT 5. Penelitian ini bertujuan untuk mengukur tingkat kapabilitas tata kelola TI SITTA menggunakan <em>framework </em>COBIT 5. Fokus evaluasi pada sistem ini yaitu terkait manajemen layanan TI sehingga disepakati untuk mengevaluasi domain proses EDM01, EDM04, DSS01, DSS02, dan DSS03. Hasil penelitian diperoleh kapabilitas proses EDM01, EDM04, dan DSS01 saat ini berada di level <em>performed process</em> (level 1), proses DSS02 dan DSS03 berada di level <em>managed process</em> (level 2). Capaian tingkat kapabilitas yang diharapkan manajemen untuk proses yang dievaluasi tersebut yaitu level <em>optimizing process</em><em> </em>(level 5). Hal inimenunjukkan bahwa organisasi belum sepenuhnya menerapkan beberapa <em>best practices </em>untuk tujuan proses yang dievaluasi, meski telah ada standar layanan tata kelola TI namun belum dapat diimplementasikan secara maksimal. Rekomendasi aktivitas kebijakan tata kelola layanan TI yang diperoleh dari penelitian ini diharapkan menjadi referensi prosedur <em>monitoring</em> dan pengukuran kemampuan TI di layanan bahan ajar UT yang lebih bersifat efektif dan implementatif. Penelitian ini menghasilkan pengukuran tingkat kapabilitas proses TI pada COBIT 5 domain terpilih, analisis kondisi organisasi untuk capaian tingkat kapabilitas proses, kriteria prioritas perbaikan, dan rekomendasi perbaikan untuk tiap proses agar dapat mencapai level kapabilitas <em>optimizing process </em>(level 5) di kemudian hari.</p><p> </p><p><em><strong>Abstract</strong></em></p><p><em><em>The Open University (UT) teaching material service implements the Information System for Learning Materials and Transactions (SITTA) which in the process encountered problems related to the operation and optimization of Information Technology. Therefore, it is necessary to evaluate to determine the extent to which the system has met the needs of the IT governance organization. The SITTA system had never been evaluated before using an information system audit control mechanism with the COBIT 5 framework. This study aims to measure the level of SITTA IT governance capabilities using the COBIT 5 framework. The focus of evaluation on the system is related to IT service management so it was agreed to evaluate the domain of the EDM01, EDM04, DSS01, DSS02, and DSS03 processes. The results showed that the capabilities of the EDM01, EDM04, and DSS01 processes are currently at the performed process level (level 1), while the DSS02 and DSS03 processes are at the managed process level (level 2). The achievement of the capability level is expected by management for the process being evaluated is the optimizing process level (level 5). It can be shown that the organization has not fully implemented some best practices for the process being evaluated, even there are already IT governance service standards but it has not been implemented optimally. The recommendations for IT service governance policy activities obtained from this study are expected to become a reference for monitoring procedures and measuring IT capabilities in UT teaching material services that are more effective and implemented. This research produces measurement of IT process capability level in selected COBIT 5 domains, analysis of organizational conditions to achieve process </em></em><em>capability level, improvement priority criteria, and recommendations for improvement for each process to achieve optimizing process capability level (level 5) in the near future</em><em>.</em></p>

Arguing and Proving in Vargas´s German-Language Work

2020 ◽  
pp. 353-366
Author(s):  
Kinga Szücs
Keyword(s):  
Probability Theory ◽  
Subject Classification ◽  
German Language ◽  
Key Words And Phrases ◽  
Genetic Method ◽  
Mathematics Classrooms ◽  
Probability Concept ◽  
Basic Concepts ◽  
Mathematics Class ◽  
Class Room

Vargas’s work focused on children´s autonomous activities as well as on their intrinsic motivation in mathematics classrooms and was designed in the sense of the so-called genetic method (Ambrus & Vancsó, 2017, p. 7). His goal was to enable learners to discover mathematics in various every-day situations and to find appropriate mathematical models (Ambrus & Vancsó, 2017, p. 10). In a playful way, he wanted to convey methods, models and basic concepts of mathematics and especially the rules of logic. However, a main and basic area of mathematics, which also should be communicated to children from the very beginning, and which is not independent of logics, is the area of arguing and proving in mathematics. The question, how Varga placed and communicated arguments and proofs suitable for 1st-to-4th-grade learners, will be answered by analysing his German-language book Engel, Varga & Walser (1974). In this issue, two of his favourite mathematical areas, namely combinatorics and probability theory are brought to bear. ZDM Subject Classification: E50, K20, K50 Key words and phrases: Reasoning and proving in the mathematics class-room, Combinatorics, Probability concept and probability theory

Evaluation of Governance and Management of Information Technology Services Using Cobit 2019 and ITIL 4

2020 ◽  
Vol 4 (4) ◽  
pp. 764-774
Author(s):  
Erika Nachrowi ◽  
Yani Nurhadryani ◽  
Heru Sukoco
Keyword(s):  
User Satisfaction ◽  
Design Factor ◽  
It Capability ◽  
Information Technology Services ◽  
Technology Services ◽  
Directorate General ◽  
Level 3 ◽  
Level 2 ◽  
Capability Level ◽  
Process Level

The implementation of E-government evaluation is already a necessity to know the level of process of governance and management of service and provide improvement suggestions for quality improvement. Evaluation of the governance and management of services at the Directorate Institutional, Directorate General of Higher Education using the COBIT 2019, by measuring the capability process level based on the design factor which recommends improvement priorities in the 11 domain COBIT 2019 and the level of user satisfaction of service applications using the E-govqual model. IT capability level assessment results have 3 levels 0 processes or no existing approaches, 6 levels 1 processes or incomplete approaches, 1 level 2 process or initial approach fulfils the intent of the practice area and 1 Process level 3 or achievement of objectives is much more organized. Service Satisfaction rate measurement get 3 criteria in Quadrant A or priority improvement, 13 criteria in quadrant B or maintained, 12 criteria in quadrant C or less priority and 3 criteria in Quadrant D or less expected. Repair recommendations are compiled based on the SWOT model, referring to COBIT 2019 and ITIL 4. The results of the recommendation include increased competency of human resources and integrate services with PDDIKTI.

scholarly journals The codification of hazard and its impact on the hazard versus risk controversy

2021 ◽  
Author(s):  
John E. Doe ◽  
Alan R. Boobis ◽  
Samuel M. Cohen ◽  
Vicki L. Dellarco ◽  
Penelope A. Fenner-Crisp ◽  
...  
Keyword(s):  
Full Range ◽  
Reproductive Toxicity ◽  
Management Options ◽  
Level 3 ◽  
Hazard And Risk ◽  
Hazard Assessments ◽  
Level 1 ◽  
Level 2 ◽  
Process Level ◽  
Versus Risk

AbstractThe long running controversy about the relative merits of hazard-based versus risk-based approaches has been investigated. There are three levels of hazard codification: level 1 divides chemicals into dichotomous bands of hazardous and non-hazardous; level 2 divides chemicals into bands of hazard based on severity and/or potency; and level 3 places each chemical on a continuum of hazard based on severity and/or potency. Any system which imposes compartments onto a continuum will give rise to issues at the boundaries, especially with only two compartments. Level 1 schemes are only justifiable if there is no variation in severity, or potency or if there is no threshold. This is the assumption implicit in GHS/EU classification for carcinogenicity, reproductive toxicity and mutagenicity. However, this assumption has been challenged. Codification level 2 hazard assessments offer a range of choices and reduce the built-in conflict inherent in the level 1 process. Level 3 assessments allow a full range of choices between the extremes and reduce the built-in conflict even more. The underlying reason for the controversy between hazard and risk is the use of level 1 hazard codification schemes in situations where there are ranges of severity and potency which require the use of level 2 or level 3 hazard codification. There is not a major difference between level 2 and level 3 codification, and they can both be used to select appropriate risk management options. Existing level 1 codification schemes should be reviewed and developed into level 2 schemes where appropriate.

scholarly journals The Paradigm of Complex Probability and Thomas Bayes’ Theorem

2021 ◽  
Author(s):  
Abdo Abou Jaoude
Keyword(s):  
Probability Theory ◽  
Bayes Theorem ◽  
Stochastic Variable ◽  
The Real ◽  
Mathematical Probability ◽  
Variable Distribution ◽  
Probability Concept

The mathematical probability concept was set forth by Andrey Nikolaevich Kolmogorov in 1933 by laying down a five-axioms system. This scheme can be improved to embody the set of imaginary numbers after adding three new axioms. Accordingly, any stochastic phenomenon can be performed in the set C of complex probabilities which is the summation of the set R of real probabilities and the set M of imaginary probabilities. Our objective now is to encompass complementary imaginary dimensions to the stochastic phenomenon taking place in the “real” laboratory in R and as a consequence to gauge in the sets R, M, and C all the corresponding probabilities. Hence, the probability in the entire set C = R + M is incessantly equal to one independently of all the probabilities of the input stochastic variable distribution in R, and subsequently the output of the random phenomenon in R can be evaluated totally in C. This is due to the fact that the probability in C is calculated after the elimination and subtraction of the chaotic factor from the degree of our knowledge of the nondeterministic phenomenon. We will apply this novel paradigm to the classical Bayes’ theorem in probability theory.

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