PENDAMPINGAN PEMANFAATAN GEOGEBRA DALAM MENGEKSPLORASI KARAKTERISTIK GRAFIK FUNGSI KUADRAT SEBAGAI UPAYA MENINGKATKAN KEMANDIRIAN BELAJAR

2021 ◽  
pp. 423
Author(s):  
Mochamad Abdul Basir ◽  
Mohamad Aminudin ◽  
Nila Ubaidah ◽  
Imam Kusmaryono
Keyword(s):  
Learning Strategies ◽  
Mathematics Learning ◽  
Quadratic Function ◽  
Quadratic Functions ◽  
Self Concept ◽  
Learning Needs ◽  
Mathematical Concepts ◽  
Graph Problems ◽  
Central Java ◽  
Service Activities

GeoGebra provides many facilities that can help teachers in geometry animation and manipulation so that it can be used as a means of visualization and construction in finding mathematical concepts. Utilization of the GeoGebra program can provide students with a visual experience in exploring graphs of quadratic functions in mathematics learning. The use of GeoGebra software is not easy, for that we need assistance and guidance activities from experts that are packaged in the form of community service activities. Mentoring activities are carried out online for students of SMA Negeri 1 Pegandon, Kendal, Central Java, through the Zoom Meeting application. The first session is an introduction to GeoGebra and the slider tool in the GeoGebra application. The second session is an exploration of the graph characteristics of a quadratic function by manipulating GeoGebra. The results of the self-regulated learning response questionnaire show that 75% of students have the initiative to learn, 71.55% of students can diagnose learning needs, 75.86% of students can set learning targets, 71,55% of students view difficulties as challenges, 69.83% of students utilize relevant reference sources, 73.71% of students can set learning strategies, 74.14% of students can evaluate learning processes and outcomes, and 78.02% of students have the good self-concept. Through GeoGebra mentoring service activities, students can be motivated to solve quadratic function graph problems and increase learning independence.GeoGebra banyak memberikan fasilitas yang dapat membantu guru dalam animasi geometri dan manipulasi sehingga dapat dijadikan sebagai sarana visualisasi dan mengkonstruksi dalam menemukan konsep matematis. Pemanfaatan program GeoGebra dapat memberikan pengalaman kepada siswa dalam mengeksplorasi grafik fungsi kuadrat pada pembelajaran matematika. Penggunaan software GeoGebra yang tidak mudah sehingga membutuhkan kegiatan pendampingan dan bimbingan dari ahli. Kegiatan pendampingan dilakukan secara online terhadap siswa SMA Negeri 1 Pegandon kabupaten Kendal Jawa Tengah melalui aplikasi zoom meeting. Sesi pertama kegiatan pengabdian adalah pengenalan GeoGebra dan tool slider pada aplikasi GeoGebra dan pada sesi kedua berupa eksplorasi karakteristik grafik fungsi kuadrat dengan memanipulasi GeoGebra. Hasil angket kemandirian belajar menunjukkan bahwa 75% siswa mempunyai inisiatif belajar, 71,55% siswa dapat mendiagnosa kebutuhan belajar, 75,86% siswa dapat menetapkan target belajar, 71,55% siswa beranggapan kesulitan bagian dari tantangan, 69,83% siswa memilih sumber referensi, 73,71% siswa dapat menetapkan strategi belajar, 74,14% siswa dapat melakukan evaluasi hasil belajar, dan 78,02% siswa memiliki self-concept yang baik. Melalui program pengabdian pendampingan geogebra dapat menjadikan siswa termotivasi untuk menyelesaikan masalah grafik fungsi kuadrat dan meningkatkan kemandirian belajar

scholarly journals Peningkatan Keterampilan Membuat Alat Peraga Matematika Pada Mahasiswa Prodi PGSD Universitas Peradaban

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Adi Candra Kusuma
Keyword(s):  
Learning Strategies ◽  
Prospective Teachers ◽  
Creative Thinking ◽  
Learning Needs ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Teaching Aids ◽  
Learning Mathematics ◽  
New Ideas ◽  
The University

In understanding abstract mathematical concepts, students need teaching aids such as concrete objects as an intermediary or visualization. The purpose of the research is to obtain skills in making mathematics teaching aids on PGSD University of Civilization students. The research method uses qualitative research with a total of 66 research subjects in the third semester of 2015/2016 Academic Year. Data collection techniques were taken using observation, interviews, documentation. The results obtained from the study provide knowledge of new knowledge, improve skills in making learning support instruments, train the creative thinking of students of the University of Civilization PGSD as a provision of learning strategies when going to be a teacher. This training prepares prospective teachers in explaining mathematical concepts, in learning mathematics, the use of teaching aids is expected to increase student motivation. Motivation can arise because many ideas and new ideas and fun learning contains a variety of information that is relevant to the learning needs of students.

scholarly journals Deskripsi Pembelajaran Matematika Berbantuan Video Geogebra dan Pemahaman Matematis Siswa pada Materi Fungsi Kuadrat

2021 ◽  
Vol 10 (2) ◽  
pp. 269-280
Author(s):  
Abdur Rochim ◽  
Tutik Herawati ◽  
Nurwiani Nurwiani
Keyword(s):  
Learning Process ◽  
Mathematics Learning ◽  
Quadratic Function ◽  
Descriptive Study ◽  
Mathematical Understanding ◽  
Quadratic Functions ◽  
Research Subjects ◽  
Collection Method ◽  
Purposive Sampling ◽  
Before And After

AbstrakPenelitian ini bertujuan untuk mendeskripsikan proses pembelajaran matematika dengan media video Geogebra pada materi fungsi kuadrat dan mendeskripsikan pemahaman matematis siswa sebelum dan sesudah pemanfaatan media video Geogebra materi fungsi kuadrat. Penelitian ini merupakan penelitian deskriptif dengan menggunkan subjek penelitian kelas XI SMK Muhammadiyah 1 Baron berjumlah 11 siswa yang dipilih berdasarkan purposive sampling. Metode pengumpulan data dalam penelitian ini menggunakan teknik tes pemahaman matematis awal dan akhir serta teknik dokumentasi selama proses pembelajaran. Hasil penelitian menunjukkan bahwa proses pembelajaran matematika berbantuan media video Geogebra materi fungsi kuadrat dibagi menjadi 3 kegiatan yaitu pendahuluan, inti dan penutup. Hasil pemahaman matematis siswa sebelum dan sesudah pemanfaatan media video Geogebra materi fungsi kuadrat terdapat perbedaan yang cukup nyata yaitu dari pemahaman matematis awal sebesar 9% menjadi 45 %. Artinya 45% siswa memenuhi semua indikator pemahaman matematis. AbstractThis study aims to describe the mathematics learning process using Geogebra video media on quadratic functions material and to describe students' mathematical understanding before and after the use of Geogebra video media with quadratic functions material. This research is a descriptive study using the research subjects of class XI SMK Muhammadiyah 1 Baron totaling 11 students who were selected based on purposive sampling. The data collection method in this study used the initial and final mathematical comprehension test techniques and documentation techniques during the learning process. The results showed that in the learning process of mathematics assisted by Geogebra video media, the quadratic function material was divided into 3 activities, namely introduction, core, and closing. The results of students' mathematical understanding before and after the use of Geogebra video media with the quadratic function material there were quite differences, namely from the initial mathematical understanding of 9% to 45%. This means that 45% of students meet all indicators of mathematical understanding. 

scholarly journals Pendampingan Kegiatan Lesson Study for Learning Community (LSLC) Guru Matematika MTS-MA-SMK Pondok Pesantren Darussholihin NW Kalijaga Lombok Timur

2021 ◽  
Vol 1 (2) ◽  
pp. 177-190
Author(s):  
Sripatmi Sripatmi ◽  
Ratih Ayu Apsari ◽  
Nourma Pramestie Wulandari ◽  
Ulfa Lu’luilmaknun ◽  
Nilza Humaira Salsabila
Keyword(s):  
Learning Community ◽  
Learning Strategies ◽  
Mathematics Teachers ◽  
Lesson Study ◽  
Mathematics Learning ◽  
Teaching Profession ◽  
Learning Assessment ◽  
Mathematical Concepts ◽  
Questions And Answers ◽  
Design Activities

As an effort to develop the teaching profession, Lesson Study for Learning Community (LSLC) emphasizes the importance of collaborative and continuous learning assessment based on the principles of collegiality and mutual learning to build a learning community. Based on discussions with the head of Darussholihin Islamic Boarding School (Ponpes) NW Kalijaga, East Lombok, principals of MTs-SMP, MA-SMA, and Vocational Schools fostered by Ponpes Darussholihin NW Kalijaga, it was revealed that: mathematics is one of the subjects that most students are less interested in. MTs-SMP, MA-SMA, SMK fostered by Ponpes Darussholihin NW Kalijaga, as well as most mathematics teachers still have difficulty planning and implementing learning strategies that can guide students in finding mathematical concepts, principles, and problem solving. To solve these problems, assistance is needed, through LSLC activities for school mathematics teachers at Ponpes Darussholihin NW Kalijaga, in order to resolve problems related to the implementation of mathematics learning. This service activity is carried out by utilizing several methods, namely: lectures, questions and answers, discussions, and providing assistance when mathematics teachers carry out the LSLC steps, including Plan, Do, See, and Re-design activities. Through mentoring activities carried out from September 18 to October 2, 2021, it was concluded that mentoring activities could: i) improve the understanding and skills of Mathematics teachers in schools at Ponpes Darussholihin NW Kalijaga in designing (plan), implementing (do), reflecting (see), and re-design of learning as regulated in the 2013 curriculum; ii) increasing collegiality among mathematics teachers at the Darussholihin Islamic Boarding School's fostered schools, NW Kalijaga.

scholarly journals PELATIHAN PEMBELAJARAN MATEMATIKA BERBASIS IT DI SD XAVERIUS METRO LAMPUNG

2021 ◽  
pp. 855
Author(s):  
Clara Ika Sari Budhayanti ◽  
Pricilla Anindyta
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Learning Strategies ◽  
Rapid Development ◽  
Mathematics Learning ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Innovative Learning ◽  
Develop Technology

Mathematics is one of the subjects that study abstract objects. The abstraction of material or mathematical concepts requires specific strategies or techniques in teaching it, especially for elementary school students who still have a concrete way of thinking. Learning mathematics in schools should reduce the abstraction of mathematical objects tobe more concrete for students. Learning mathematics in elementary schools tends to use an abstract approach. The dominant learning activities carried out are lectures and assignments. At the same time, the demands of the 2013 curriculum on the implementation of mathematics learning require teachers to creatively find and develop mathematics learning strategies that can direct students in finding, understanding, and applying mathematical concepts in solving problems, especially math problems in everyday life. PGSD Unika Atma Jaya and SD XaveriusMetro Lampung conducted a mathematics learning training that aims to reflect and refresh the knowledge needed to develop the learning required by students. In addition, with the rapid development of technology, teachers also need to learn to use technology, especially tools and applications, to support the implementation of innovative learning. The training results show that teachers are again motivated to develop technology-based mathematics learning by mathematical knowledge and the characteristics of elementary school students. Matematika merupakan salah satu pelajaran yang mempelajari obyek-obyek yang bersifat abstrak. Keabstrakan materi atau konsep matematika membutuhkan strategi atau teknik-teknik tertentu dalam mengajarkannya, terutama bagi siswa sekolah dasar yang masih memiliki cara berpikir yang kongkrit. Pembelajaran matematika di sekolah hendaknya dapat mengurangi keabstrakan obyek matematika menjadi lebih kongkrit bagi siswa. Pada kenyataannya, pembelajaran matematika di sekolah dasar cenderung menggunakan pendekatan abstrak. Aktivitas pada pembelajaran yang dominan dilakukan adalah ceramah dan pemberian tugas. Padahal tuntutan kurikulum 2013 terhadap pelaksanaan pembelajaran matematika mengharuskan guru secara kreatif menemukan dan mengembangkan strategi-strategi pembelajaran matematika yang mampu mengarahkan siswa dalam menemukan, memahami, dan mengaplikasikan konsep-konsep matematika dalam memecahkan masalah terutama masalah-masalah matematika dalam kehidupan sehari-hari. Oleh karena itu bersama Prodi PGSD Unika Atma Jaya, SD Xaverius Metro Lampung melaksanakan pelatihan pembelajaran matematika yang bertujuan untuk merefleksikan dan menyegarkan kembali pengetahuan-pengetahuan yang diperlukan untuk mengembangkan pembelajaran yang dibutuhkan siswa. Selain itu dengan pesatnya perkembangan teknologi, guru perlu juga belajar memanfaatkan teknologi, khususnya pemanfaatan tools (alat) dan aplikasi untuk mendukung pelaksanaan pembelajaran yang inovatif. Hasil pelatihan menunjukkan bahwa guru-guru kembali termotivasi untuk mengembangkan pembelajaran matematika berbasis teknologi yang sesuai dengan karakteristik keilmuan matematika serta karakteristik siswa sekolah dasar. 

MODIFIKASI MODEL PEMBELAJARAN QUANTUM LEARNING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Erna Pebriana ◽  
Bela Mustika Sari ◽  
Yasa Abdurrahman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Approaches ◽  
Quantum Learning ◽  
Task Strategies ◽  
Improve Student Learning

This writing aims to make students more active and disciplined in the learning process and can also increase creativity and learning outcomes. The low mathematics learning outcomes are not only due to difficult mathematics, but are caused by several factors which include students themselves, teachers, learning approaches, and learning environments that are interconnected with each other. To improve the ability and results of learning it is necessary to make modifications to the task learning strategy and force. Quantum learning is a tip, a guide, a strategy and an entire learning process that can sharpen understanding and memory, and make learning a pleasant and useful process. Task and Forced Learning Strategies are strategies that focus on giving assignments and a little coercion so that students complete their tasks on time so that the learning process can run effectively. Therefore, the writer modifies the model of quantum learning with task and forced learning strategies, the results of this modification show that learning with quantum learning models with forced and task strategies can improve the learning process so that students become more disciplined in doing tasks, can motivate student learning, and can improve student learning outcomes.

THE EFFECT OF LEARNING STRATEGY ON MATHEMATICS LEARNING OUTCOMES IN CLASS IV STUDENTS AT PRIMARY SCHOOL 09 KABA WETAN

2020 ◽  
Vol 3 (1) ◽  
pp. 67-83
Author(s):  
Ahmad Abdul Rochim ◽  
Siti Bandiah
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Design Research ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Analysis Technique ◽  
Class Iv

The accuracy in choosing a learning strategy is a very important part in efforts to improve the achievement of student learning outcomes. Therefore this study aims to determine the effect of learning strategies on mathematics learning outcomes. This study uses a 2x2 factorial design research. Through this design the effects of Interactive learning strategies and problem-based learning will be compared to student mathematics learning outcomes. The population in this study were all students of grade IV SDN 09 Kaba Wetan, totaling 76 students, consisting of 2 classes. To determine the sample class, a random sampling technique is used. The sample classes used were 2 classes totaling 76 students, class IV-A as an Interactive class and class IV-B as a problem-based class. The data analysis technique used is descriptive and inferential statistical techniques. And testing the analysis requirements is the normality test using the Lilifors Test, while the homogeneity requirements are using the F Test and Barlett Test. After testing the analysis requirements, the two-way variance analysis of Analilsis is performed. The results of this study indicate that there is an interaction effect between learning strategies on student mathematics learning outcomes. So that the selection of appropriate learning strategies is influenced by the ability of teachers to understand the characteristics of their students. In the learning strategy applied by the teacher can optimize student mathematics learning outcomes by choosing class strategies namely Interactive learning and problem based learning classes.

Pengembangan Media Pembelajaran Interaktif Berdasarkan Teori Apos pada Materi Fungsi Kuadrat

2018 ◽  
Vol 6 (1) ◽  
pp. 1-10
Author(s):  
Arie Gusman ◽  
Kamid Kamid ◽  
Syamsurizal Syamsurizal
Keyword(s):  
Learning Theory ◽  
Teaching And Learning ◽  
Quadratic Function ◽  
Test Group ◽  
Quadratic Functions ◽  
High School Mathematics ◽  
Constructivist Learning Theory ◽  
Average Value ◽  
Long Time ◽  
Action Process

Learning quadratic functions that had been performed by the majority of vocational school and high school mathematics teacher in Kuala Tungkal is still using conventional learning media. The use of conventional learning media is experiencing a lot of obstacles, such as: a fairly long time in describing the graph function, especially when analyzing some quadratic function graphs with various characteristics. APOS is one of the constructivist learning theory which states that students learn through several stages, namely: action – process – object – schema. And to integrate into media APOS writer adapting ADDIE development model. The effectiveness of the use of media-based learning theory APOS seen from the student activity sheet can be concluded more increased activity of students in the learning process. Study of the test results, students were able to meet the completeness criteria stipulated minimum is 75. With an average value of learning outcomes, namely 87.14. It can be seen from the students' responses on a test group of small and large groups where it is concluded that researchers develop learning media can be categorized as good / interesting in the teaching and learning of mathematics.

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 Characterizing Mathematics Learning in Colombian Higher Distance Education

Mathematics ◽  
2021 ◽  
Vol 9 (15) ◽  
pp. 1740
Author(s):  
Elizabeth Martinez-Villarraga ◽  
Isabel Lopez-Cobo ◽  
David Becerra-Alonso ◽  
Francisco Fernández-Navarro
Keyword(s):  
Higher Education ◽  
Learning Strategies ◽  
Cultural Context ◽  
Mathematical Knowledge ◽  
Mixed Methods Research ◽  
Mathematics Learning ◽  
Sequential Design ◽  
Education Students ◽  
Approach To Learning ◽  
Conditional Knowledge

The aim of this work is to characterize the process of constructing mathematical knowledge by higher education students in a distance learning course. This was done as part of an algebra course within engineering degrees in a Colombian university. The study used a Transformative Sequential Design in mixed methods research. The analysis also determined the kinds of mathematical knowledge attained by the students and its relationship to the Colombian social and cultural context. The students acquired declarative, procedural, and conditional knowledge, while the learning strategies were often superficial. In a context where power is distant, students take on a passive approach to learning despite being highly respectful towards the educator. Thus, the educational system has the educator at the center.

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