scholarly journals A Study of ICT-Based Learning in Elementary School Mathematics Learning Concepts During the COVID-19 Pandemic

2022 ◽  
Author(s):  
Wiryanto Wiryanto ◽  
Chusnul Chotimah ◽  
Ni’matur Rochmah ◽  
Mario Florentino
Keyword(s):  
Elementary School ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Elementary School Mathematics

scholarly journals Pengujian Usability Heuristic Terhadap Perangkat Lunak Pembelajaran Matematika

2020 ◽  
Vol 19 (2) ◽  
pp. 257-265
Author(s):  
Dinny Komalasari ◽  
Maria Ulfa
Keyword(s):  
Elementary School ◽  
Mathematics Learning ◽  
Implementation Process ◽  
School Mathematics ◽  
Heuristic Evaluation ◽  
Test Results ◽  
Elementary School Mathematics ◽  
Usability Problem ◽  
A Minor ◽  
Cosmetic Problem

Heuristic evaluation adalah metode dan teknik pengujian aplikasi yang ada dalam usability. Pengujian heuristic sendiri dalam proses pelaksanaannya dilakukan dengan melibatkan ahli. Dalam melakukan pengujian heuristic terdapat sepuluh pernyataan yang menjadi instrumen pengujian. Sepuluh instrumen tersebut dijawab oleh dengan lima kriteria penilaian yaitu 0 yang berarti tidak adalah masalah usability, 1 yang berarti memiliki cosmetic problem, 2 yang berarti aplikasi memiliki minor usability problem, 3 yang berarti memiliki major usability problem dan 4 yang berarti aplikasi memiliki usability catastrophe. Di dalam penelitian ini dilakukan pengujian terhadap aplikasi pembelajaran matematika sekolah dasar. Mengingat pentingnya aplikasi ketika digunakan oleh siswa maka penguji yang terlihat terdiri dari ahli teknologi informasi sebanyak tida orang ahli dan ahli mata pelajaran matematika sekolah dasar (guru) sebanyak dua orang. Dari hasil pengujian menunjukkan bahwa aplikasi secara umum tidak ada masalah usability atau mendapatkan nilai dengan pembulatan 0. Namun terdapat dua bagian yang perlu dicermati bagi pengembang yaitu pernyatan nomor tujuh dan pernyataan nomor sembilan yaitu flexibility and efficiency of use dan help users recognize, diagnose, and recover from errors yang mendapatkan penilaian 1. Dari hasil pengujian maka dikatakan bahwa pengembang aplikasi dapat melakukan publikasi aplikasi karena tidak ada masalah yang signifikan dalam hal usability pada aplikasi.    Heuristic evaluation is a method and application testing technique that exists in usability. Heuristic testing itself in the implementation process is done by involving experts. In conducting heuristic testing there are ten statements that become testing instruments. The ten instruments were answered by five assessment criteria, 0 which means no is a usability problem, 1 which means having a cosmetic problem, 2 which means the application has a minor usability problem, 3 which means having a major usability problem and 4 which means the application has a usability catastrophe. In this study, testing of elementary school mathematics learning applications was carried out. Considering the importance of the application when used by students, the examiners that appear to consist of as many information technology experts are as many experts and two elementary school mathematics teachers (teachers). From the test results show that the application in general there is no usability problem or get a value with rounding 0. However, there are two parts that need to be observed for developers, namely statement number seven and statement number nine, namely flexibility and efficiency of use and help users recognize, diagnose, and recover from errors that get a rating 1. From the test results it is said that the application developer can publish the application because there is no significant problem in terms of usability in the application

scholarly journals Pre-service primary school mathematics teachers’ beliefs on mathematics assessment

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Kimura Patar Tamba ◽  
Wiputra Cendana ◽  
Adegoke Adegbite
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Mathematics Teachers ◽  
Survey Methods ◽  
Mathematics Learning ◽  
Mathematics Assessment ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Primary School Mathematics ◽  
Teachers Beliefs

Assessment is an important component in learning mathematics. The practice of mathematics assessment is influenced by teachers' beliefs about the assessment. This study aims to explore the beliefs of primary school mathematics teachers regarding mathematics assessment. The research used quantitative research methods using survey methods to 71 prospective elementary school mathematics teachers. Confidence data regarding mathematics assessment was collected using closed and open questionnaires based on a framework of productive beliefs and unproductive beliefs. Data from closed questionnaires were analyzed using descriptive statistics. Meanwhile, open questionnaire data were analyzed using deductive coding method based on productive and unproductive beliefs. The results showed that prospective elementary school mathematics teachers held mixed beliefs in mathematics assessment. On the one hand, it can be said that the beliefs of prospective elementary school mathematics teachers regarding mathematics assessment tend to be contradictory. These results imply the importance of an attempt to intervene in the beliefs of prospective elementary school mathematics teachers regarding mathematics assessment. Thus, assessment practice can lead to productive assessment, which is to encourage meaningful mathematics learning.

scholarly journals TPACK Based Open Ended Approach to Improve Mathematical Reasoning Skills

2021 ◽  
Vol 3 (4) ◽  
pp. 145
Author(s):  
Khori Adelina Fitriani
Keyword(s):  
Elementary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Reasoning Abilities ◽  
Correct Method ◽  
Reasoning Skills ◽  
The Relationship

<p><em>Elementary school mathematics learning in Indonesia can be said to be still lacking. During this time, students tend to dislike or even fear mathematics subjects, especially in the context of mathematical reasoning. In the field of education, teachers must be able to develop students' mathematical reasoning by using appropriate strategies. So we need appropriate approaches and media to develop mathematical reasoning abilities. The purpose of this study  to explain the concept of an open-ended approach based on TPACK, the concept of mathematical reasoning and the relationship between an open-ended approach based on TPACK and mathematical reasoning. The result of this study are: (1) TPACK-based Open ended Approach is learning that presents a problem that has more than one correct method or solution, which is presented with the help of ICT-based media. (2) Mathematical reasoning is the ability to conclude and prove a statement, and solve problems in mathematics. (3) TPACK-based open ended approach can improve mathematical reasoning</em><em>.</em></p>

scholarly journals Fast and Accurate Calculation Techniques to Support Mathematics Learning of Elementary School Teachers in Takalar Regency

2020 ◽  
Vol 1 (2) ◽  
pp. 63-70
Author(s):  
R. Rusli ◽  
Suradi Tahmir ◽  
Fajar Arwadi ◽  
H. Hastuty
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Learning ◽  
School Mathematics ◽  
School Teachers ◽  
Fast Calculation ◽  
Elementary School Mathematics ◽  
Calculation Technique ◽  
Learning Mathematics

The application of fast calculation techniques in supporting the learning mathematics in this training activity aimed to increase the understanding of elementary school mathematics teachers about the fast calculation method that can be applied in basic algebraic calculation. The implementation of this activity was expected to improve the quality of Elementary School Mathematics education in Takalar Regency. This training used demonstration and question-and-answer methods about the fast calculation technique performed by elementary school teachers in Takalar Regency. The implementation of this activity began with observations and interviews with the Head of the Teacher and Education Personnel Division at the Takalar Regency Education Office. This activity was carried out by Syncronouse Online using the Zoom meeting application due to the Covid-19 Pandemic. There were 33 participants who attended the training. Based on the results of a questionnaire on the teacher’s perceptions about the use of fast calculation techniques, all teachers find this technique helpful. Therefore, the teachers will use this technique in teaching arithmetic to their students. Abstrak Penerapan teknik berhitung cepat sebagai penunjang pembelajaran Matematika dalam Kegiatan pelatihan ini bertujuan untuk meningkatkan pemahaman guru- guru matematika sekolah dasar akan sebuah metode berhitung cepat yang dapat diterapkan dalam operasi dasar berhitung aljabar. Target khusus yang ingin dicapai dalam kegiatan ini adalah meningkatnya mutu pendidikan Matematika Sekolah Dasar di Kabupaten Takalar. Metode yang digunakan dalam pelaksanaan pelatihan ini berupa metode demonstrasi dan tanya jawab tentang teknik berhitung cepat yang dilakukan oleh guru-guru sekolah dasar Se-Kabupaten Takalar. Adapun kegiatan ini dimulai dengan observasi dan wawancara dengan kepala bidang guru dan tenaga kependidikan Dinas Pendidikan Kabupaten Takalar. Kegiatan ini dilaksanakan secara Daring Syncronouse menggunakan aplikasi meeting Zoom dikarenakan wabah Pandemi Covid – 19 masih mengganas. Peserta yang hadir saat pelaksanaan pelatihan sebanyak 33 orang. Hasil angket persepsi guru tentang penggunaan teknik berhitung cepat semua guru-guru merasa senang dengan kemampuan ini, demikian pula bahwa guru-guru akan memanfaatkan teknik ini dalam membelajarkan berhitung bagi murid-muridnya.

Eliciting Student Thinking in Elementary School Mathematics Classrooms

2007 ◽  
Author(s):  
Megan L. Franke ◽  
Noreen M. Webb ◽  
Angela Chan ◽  
Dan Battey ◽  
Marsha Ing ◽  
...  
Keyword(s):  
Elementary School ◽  
Student Thinking ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Mathematics Classrooms
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