The Effect of User Experience on Designing Interactive Tool: A Case Study of Learning Images Compression

Technology has significantly emerged in various fields, including healthcare, government, and education. In the education field, students of all ages and backgrounds turn to modern technologies for learning instead of traditional methods, especially under challenging courses such as mathematics. However, students face many problems in understanding mathematical concepts and understanding how to benefit from them in real-life. Therefore, it can be challenging to design scientific materials suitable for learning mathematics and clarifying their applications in life that meet the students’ preferences. To solve this issue, we designed and developed an interactive platform based on user experience to learn an advanced concept in the idea of linear algebra called Singular Value Decomposition (SVD) and its applicability in image compression. The proposed platform considered the common design principles to map between the provider in terms of clear mathematical explanation and the receiver in terms of matching good user experience. Twenty participants between the ages of 16 and 30 tested the proposed platform. The results showed that learning using it gives better results than learning traditionally in terms of the number of correct and incorrect actions, effectiveness, efficiency, and safety factors. Consequently, we can say that designing an interactive learning platform to explain an advanced mathematical concept and clarify its applications in real-life is preferable by considering and following the common design principles.

Download Full-text

Should my robot know what's best for me? Human–robot interaction between user experience and ethical design

AI & Society ◽

10.1007/s00146-021-01210-3 ◽

2021 ◽

Author(s):

Nora Fronemann ◽

Kathrin Pollmann ◽

Wulf Loh

Keyword(s):

User Experience ◽

Interaction Design ◽

Real Life ◽

Well Being ◽

Design Principles ◽

Human Robot Interaction ◽

Ethical Challenges ◽

Original Design ◽

Robot Interaction ◽

Ethical Design

AbstractTo integrate social robots in real-life contexts, it is crucial that they are accepted by the users. Acceptance is not only related to the functionality of the robot but also strongly depends on how the user experiences the interaction. Established design principles from usability and user experience research can be applied to the realm of human–robot interaction, to design robot behavior for the comfort and well-being of the user. Focusing the design on these aspects alone, however, comes with certain ethical challenges, especially regarding the user’s privacy and autonomy. Based on an example scenario of human–robot interaction in elder care, this paper discusses how established design principles can be used in social robotic design. It then juxtaposes these with ethical considerations such as privacy and user autonomy. Combining user experience and ethical perspectives, we propose adjustments to the original design principles and canvass our own design recommendations for a positive and ethically acceptable social human–robot interaction design. In doing so, we show that positive user experience and ethical design may be sometimes at odds, but can be reconciled in many cases, if designers are willing to adjust and amend time-tested design principles.

Download Full-text

ANALISIS KESULITAN BELAJAR MATEMATIKA SISWA DITINJAU DARI KEMAMPUAN KONEKSI MATEMATIKA

JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) ◽

10.29100/jp2m.v4i2.951 ◽

2019 ◽

Vol 4 (2) ◽

pp. 1

Author(s):

Fitri Jannatul Laili ◽

Ratih Puspasari

Keyword(s):

Mathematical Concept ◽

National Council ◽

Font Size ◽

Research Subjects ◽

Mathematical Concepts ◽

Interview Method ◽

Mathematical Connections ◽

Learning Mathematics ◽

Class Viii ◽

Mathematical Connection

This study aims to discribe what are the difficulties of learning mathematics experienced which students in terms of mathematical connections ability class VIII MTs. darul Falah Bendiljati. This research is a descriptive qualitative research using test and interview method. Research subjects randomly selected as many as 30 students from two classes. The results showed that each student has difficulty learning mathematics in terms of mathematical connection capabilities are: (1) Less understanding of mathematical concepts that have been studied; (2) Not connecting mathematical concepts to be studied with previously known concepts; (3) Quicly forgot a mathematical concept he did not understand; (4) The habit of learning by understanding the concept, so when given a slightly different matter the students find it difficult; (5) Consider mathematics as a science that interconnects one and other concepts seperately; (6) Less aware of the benefits of consepts in mathematics to support and improve his ability in other fields of science; (7) Understanding conceptsÂ that are not applied directly to life, so the concept of mathematics is a concept in a mathematics only and not used or in connect with daily life.Â Keywords: difficulty learning, mathematics connection abilityAnandita, Gustine. P. 2015. Analisis Kemampuan Koneksi Matematis siswa SMP Kelas VIII pada Materi Kubus dan Balok. Skripsi tidak dipublikasikan. Semarang: Uiversitas Negeri Semarang.NCTM. 2000. Principles and standars for school mathematics. USA : The National Council of Teachers of Mathematics, Inc.Poespoprodjo. 1999. Logika Ilmu Menalar. Bandung: Pustaka Grafika.Kuswana, Wowo Sunaryo. 2011. Taksonomi Berpikir. Bandung: PT. Remaja Rosdakarya.Suherman, H.L.E., et al. 2003. Strategi pembelajaran matematika kontemporer (Rev.ed.).Bandung: JICA Universitas Pendidikan Indonesia.Â Septiati, E. 2012. Kefektifan pendekatan konstruktivisme terhadap kemampuan koneksimatematis mahasiswa pada mata kuliah analisis real I, (Online), http://eprints.uny.ac.id/id/eprint/7568, diakses tgl 09 Februari 2017.Sugiman. 2008.Â Koneksi Matematika Dalam Pembelajaran Matematika di Sekolah Menengah Pertama. (Online). Jounal.uny.ac.id. diakses 15 Mei 2017.Yuniawatika. 2011. Penerapan pembelajaran matematika dengan strategi REACT untuk meningkatkan kemampuan koneksi dan representasi matematika siswa sekolah dasar [Versi electronik].Edisi Khusus, 2, 107-120Â

Download Full-text

ANALISIS KESULITAN PEMAHAMAN KONSEP MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BENTUK ALJABAR DENGAN PROSEDUR NEWMAN

Journal of Honai Math ◽

10.30862/jhm.v4i1.157 ◽

2021 ◽

Vol 4 (1) ◽

pp. 49-66

Author(s):

Dian Nurikawai ◽

Laela Sagita ◽

Setiyani Setiyani

Keyword(s):

Qualitative Research ◽

Mathematical Concept ◽

The Other ◽

Eighth Grade ◽

Mathematical Concepts ◽

Other Hand ◽

Reading Errors ◽

Learning Mathematics ◽

Eighth Grade Students ◽

Final Answer

Algebra is essential to learning mathematics and as a basis to support another mathematical concept. On the other hand, students have not fully mastered the concept of algebra which causes errors in solving problems. This qualitative research aims to describe students' misconceptions in solving algebraic questions based on the Newman method to understand mathematical concepts. The data were taken from six eighth-grade students at SMP N 1 Turi consisting of high, medium, and low abilities. The results of the analysis showed that the students did not make reading errors. Meanwhile, the misunderstanding of the question's students did not write down the information in the questions. It was because students were not used to writing what was known and asked in the questions. Students do not write down the strategies used, so that transformation errors are found. Errors in student process skills do not complete. The cause of this is an error in determining information on the questions and difficulties in solving them. The mistakes made by students in writing the final answer were not reporting the units and conclusions from the results of the solutions.

Download Full-text

The Process of Thinking among Junior High School Student in Solving HOTS Question

International Journal of Evaluation and Research in Education (IJERE) ◽

10.11591/ijere.v4i3.4504 ◽

2015 ◽

Vol 4 (3) ◽

pp. 138 ◽

Cited By ~ 3

Author(s):

Bakry Bakry ◽

Md Nor Bin Bakar

Keyword(s):

Junior High School ◽

Teaching And Learning ◽

Mathematical Problem ◽

Real Life ◽

Thinking Skills ◽

Mathematical Concepts ◽

Mathematics Problems ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Thinking Process

Higher order thinking skills (HOTS) is one of the important aspect of teaching and learning mathematics. By using HOTS, student will be able to acquire a deep understand of mathematical concepts and can be applied in real life. Students ability to develop the capacity of the HOTS is closely related with thinking processes while solving mathematics problems. This research focused, at describing the thinking process of students in solving mathematical problem involving HOTS problem. The method used is a qualitative method and case study design, the data collected through mathematics tests and interviews. There are 3 students selected as participant Data analysis techniques are descriptive qualitative, analysis according to the model proposed by Miles and Huberman (1992), namely data reduction, data presentation and conclusion. The result of the study showed that the students thinking process in solving mathematics problem is by using the systematic thinking (1) creating of meaning (2) making of opinion, and 3) making conclution.

Download Full-text

PENGARUH PENGGUNAAN MULTIMEDIA INTERAKTIF TERHADAP PEMAHAMAN KONSEP DALAM PEMBELAJARAN MATEMATIKA DI MTs DARUL ULUM MUHAMMADIYAH GALUR

Intersections ◽

10.47200/intersections.v5i2.553 ◽

2020 ◽

Vol 5 (2) ◽

pp. 26-37

Author(s):

Erna Setyowati ◽

Ika Septi Hidayati ◽

Toto Hermawan

Keyword(s):

Interactive Multimedia ◽

Interactive Media ◽

Mathematical Concept ◽

Control Group ◽

Mathematical Concepts ◽

Control Group Design ◽

Concept Understanding ◽

Math Teachers ◽

School Year ◽

Learning Mathematics

At the time of the Covid-19 pandemic, all learning was carried out online or online learning, while schools and students had to follow the existing curriculum in their schools, which of course not all of their lessons were happy. Mathematics is one of the subjects that is always a scourge for students, regardless of those who enjoy mathematics. The reasons vary, some say the lessons are difficult to understand, students are not interested in learning mathematics, the teachers are boring, and so on. So that many parents of students who provide additional tutoring for their children by hiring math teachers, in the hope that their children are mathematically intelligent. This study aims to examine the effect of using animated interactive multimedia on students' understanding of the concept of understanding mathematical concepts. The population of this study were students of class VII MTs Darul Ulum Muhammadiyah Galur even semester of the 2019/2020 school year. Of the five existing classes, two classes were taken randomly as samples with one class as the experimental class and one class as the control class. This study used the randomized pretest-posttest control group design. The research data were obtained through a test in the form of a description of the rectangular and square material. The results showed that there was a difference in the understanding of mathematical concepts in students who used animated interactive multimedia higher than the understanding of mathematical concepts of students who took conventional learning, and there was a positive and significant effect of the use of animated interactive media on the Mathematical Concept Understanding of Class VII MTs Darul Ulum Muhammadiyah Galur Tahun Students 2019/2020 Teaching

Download Full-text

DAMPAK PENERAPAN METODE NUMBERED HEADS TOGETHER TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA [THE IMPACT OF THE IMPLEMENTATION OF THE NUMBERED HEADS TOGETHER METHOD ON STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING]

Polyglot Jurnal Ilmiah ◽

10.19166/pji.v17i1.2791 ◽

2021 ◽

Vol 17 (1) ◽

pp. 159

Author(s):

Gidion Indra Saputra ◽

Melda Jaya Saragih

Keyword(s):

Junior High School ◽

Mathematics Learning ◽

Mathematical Concept ◽

Thinking Skills ◽

Mathematical Concepts ◽

Student Work ◽

Descriptive Research ◽

Learning Mathematics ◽

Qualitative Descriptive ◽

The Impact

One of the objectives of learning mathematics is to develop students' understanding of mathematical concepts to be able to solve math problems. In mathematics learning, understanding concepts is very important because by understanding concepts students can learn higher order thinking skills. However, through a test at the observation stage, the researchers found that students had difficulty understanding mathematical concepts. The purpose of this study was to see whether the application of the Numbered Heads Together method influences students’ understanding of mathematical concepts. The research was conducted on 32 seventh grade students at Rantepao Christian Junior High School using qualitative descriptive research. Data sources in this study include student work results, mentor observation sheets, tests, and researcher reflection journals. The results of the study show that the application of the Numbered Heads Together method can help develop students' understanding of the mathematical concept.BAHASA INDONESIA ABSTRACT: Salah satu tujuan dari pembelajaran Matematika adalah mengembangkan pemahaman konsep matematik siswa untuk dapat menyelesaikan masalah Matematika. Dalam pembelajaran Matematika, memahami konsep sangat penting karena dengan memahami konsep Matematika siswa dapat mempelajari ketrampilan berpikir yang lebih tinggi. Namun, melalui test pada tahap observasi, peneliti menemukan bahwa siswa mengalami kesulitan dalam memahami konsep Matematika. Tujuan penelitian ini adalah untuk melihat dampak penerapan metode Numbered Heads Together terhadap pemahaman konsep matematis siswa. Penelitian dilakukan kepada 32 siswa kelas VII di SMP Kristen Rantepao dengan menggunakan jenis penelitian deskriptif kualitatif. Sumber data dalam penelitian ini antara lain: hasil pekerjaan siswa, lembar observasi mentor, tes, dan jurnal refleksi peneliti. Hasil penelitian menunjukkan bahwa penerapan metode Numbered Heads Together dapat membantu mengembangkan pemahaman konsep matematis siswa.

Download Full-text

Mathematics Preservice Teachers’ Views on Mathematical Literacy

International Journal of Trends in Mathematics Education Research ◽

10.33122/ijtmer.v1i3.45 ◽

2019 ◽

Vol 1 (3) ◽

Cited By ~ 1

Author(s):

Ani Afifah ◽

Miftahul Khoiri ◽

Nur Qomaria

Keyword(s):

Preservice Teachers ◽

Common Sense ◽

Real Life ◽

Basic Knowledge ◽

Mathematical Literacy ◽

Learning Program ◽

Mathematical Concepts ◽

Reading And Writing ◽

Life Problems ◽

Learning Mathematics

This study aims to know mathematics preservice teachers’ common sense understanding of mathematical literacy. The results will later be used to design a learning program to introduce mathematical literacy to preservice teachers so that they have a better understanding of mathematical literacy. Data were collected by giving questionnaires to one hundred and eight mathematics preservice teachers. The result showed that mathematics preservice teachers’ views on mathematical literacy can be categorised into 5 areas: 1) ability that has to do with problems in people’s daily life, 2) communicating using mathematics concepts and properties, 3) interpreting mathematical sentences into everyday language or vice versa, 4) activity related to reading and writing about mathematics, 5) basic knowledge of mathematics. Preservice teachers agreed that learning mathematics in schools should connect mathematical concepts with real-life problems. They are also ready to increase the mathematical literacy abilities of their future students.

Download Full-text

“Now I get it !”: Eureka experiences during the acquisition of mathematical concepts

10.31219/osf.io/ph9m5 ◽

2021 ◽

Author(s):

Charlotte Barot ◽

Louise Chevalier ◽

Lucie Martin ◽

Véronique Izard

Keyword(s):

Generalization Test ◽

Mathematical Concept ◽

Experimental Session ◽

New Paradigm ◽

Learning Mechanisms ◽

Mathematical Concepts ◽

Straight Line ◽

Learning Mathematics ◽

Common Notion ◽

Single Experimental Session

Many famous scientists have reported anecdotes where a new understanding occurred to them suddenly, in an unexpected flash. Do people generally experience such “Eureka” moments when learning science concepts, and how do these episodes relate to learning mechanisms? To address these questions, we developed a new paradigm where participants learned a mathematical concept in the lab, in a single experimental session. Participants were given 1 to 7 lessons introducing the concept of geodesic, which generalizes the common notion of straight line to straight trajectories drawn on curved surfaces. They were then tested on their understanding of geodesics in several tasks requiring increasing levels of generalization from the information taught in the lessons. Our findings indicate that insight experiences are common when learning mathematics, as such experiences were reported by about 61% of our participants. Moreover, the participants who experienced insights performed better in a generalization test where they needed to identify a type of geodesic that had not been presented in the lessons, and this, even after controlling for their confidence in their own understanding. Based on these findings, we suggest that concept learning involves mechanisms that generally are not accessible to introspection, except when the process reaches key computational steps and insights are triggered.

Download Full-text

Negative Instances and Mathematical Concept Formation: A Preliminary Study

Journal for Research in Mathematics Education ◽

10.5951/jresematheduc.2.3.0218 ◽

1971 ◽

Vol 2 (3) ◽

pp. 218-227

Author(s):

Richard J. Shumway

Keyword(s):

Mathematics Achievement ◽

Concept Formation ◽

Inductive Reasoning ◽

Mathematical Concept ◽

Syllogistic Reasoning ◽

Mathematics Students ◽

Mathematical Concepts ◽

Common Error ◽

The Common ◽

Preliminary Study

Are there measurable differences in general mathematics achievement, inductive reasoning, syllogistic reasoning, perceptual speed, and tendency to overgeneralize between groups learning mathematical concepts through the use of positive instances (C groups), and groups learning mathematical concepts through the use of both positive and negative instances (E groups)? 84 eighth grade mathematics students in 4 classes served as subjects for 65 days. Analysis of variance and covariance of pre- and posttest means yielded significant differences (p<.05) indicating that the E groups tended to overgeneralize less frequently than the C groups. No other differences in means were significant (p<.05). It appears that the use of negative instances may be a means for controlling the common error of overgeneralization.

Download Full-text

PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN MEMODELKAN MOTIF BATIK GAJAH MADA

Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan ◽

10.21274/dinamika.2020.20.1.1-17 ◽

2020 ◽

Vol 20 (1) ◽

pp. 1-17

Author(s):

Umy Zahroh

Keyword(s):

Mathematics Learning ◽

Mathematical Concept ◽

School Mathematics ◽

Mathematical Concepts ◽

Geometrical Transformation ◽

Analysis Technique ◽

Learning Mathematics ◽

Concrete Operational ◽

Production House ◽

Mathematical Activities

Abstract This research was based on mathematics learning in schools that are too formal and theoretical, and are less varied so it affects students' interest in learning mathematics. For this reason, a connection between mathematics outside of school and school mathematics is needed. One way that can be used is to utilize the ethnomathematics approach as the beginning of formal mathematics teaching which is suitable with the students' level of development who are at a concrete operational stage. The same thing was stated that the presence of mathematics with cultural nuances would make a major contribution to school mathematics. The objectives of this research were (1) to find out mathematical activities in the form of numerating, measuring, and calculating in batik activities. (2) To find out the mathematical concepts of geometry and geometrical transformations contained in batik motifs. This research used ethnographic research with a qualitative approach. Data collection techniques used were observation, interviews, and documentation. Data analysis technique used data reduction, data presentation, drawing conclusions and verification. The results showed that (1) in the batik activity at the Gajah Mada Tulungagung batik production house there were mathematical activities in the form of counting when determining the number of tools and materials needed, measuring fabric, calculating night requirements, calculating color comparisons, calculating waterglass requirements, and when calculating water needs. Measuring activity is seen during the process of measuring fabrics and designing batik patterns. The next step of counting activity is seen during the process of cutting fabric from 60 yards into 27 pieces, calculating the plastisin required for 2 meter fabric, and when mixing several colors. (2) There is a mathematical concept of geometry in the form of points, curved lines, triangles and circles, and the concept of geometrical transformation in the form of translation Keywords: Ethnomatematics, Mathematics, Culture, Batik Abstrak Pembelajaran matematika di sekolah yang formal dan teoritis, serta kurang bervariasi akan mempengaruhi minat peserta didik dalam mempelajari matematika. Untuk itu diperlukan keterhubungan antara matematika di luar sekolah dengan matematika sekolah. Salah satu cara yang dapat digunakan adalah dengan memanfaatkan pendekatan ethnomathematika sebagai awal dari pengajaran matematika formal yang sesuai dengan tingkat perkembangan siswa yang berada pada tahapan operasional konkrit. Hal yang sama dikemukakan bahwa kehadiran matematika yang bernuansa budaya akan memberikan kontribusi yang besar terhadap matematika sekolah. Penelitian ini bertujuan (1) untuk mengetahui aktivitas matematika berupa membilang, mengukur, dan menghitung pada aktivitas membatik. (2) Untuk mengetahui konsep matematika geometri dan transformasi geometri yang terdapat pada motif batik. Penelitian ini menggunakan jenis penelitian etnografi dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Dalam menganalisis data menggunakakan reduksi data, penyajian data, menarik kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) dalam aktivitas membatik di rumah produksi batik Gajah Mada Tulungagung terdapat aktivitas matematika yaitu berupa membilang saat menentukan banyaknya alat dan bahan yang diperlukan, mengukur kain, menghitung kebutuhan malam, menghitung perbandingan warna, menghitung kebutuhan waterglass, dan saat menghitung kebutuhan air. Aktivitas mengukur terlihat saat proses mengukur kain dan mendesain pola batik. Selajutnya aktivitas menghitung terlihat saat proses pemotongan kain dari 60 yard menjadi 27 potong, menghitung kebutuhan malam untuk kain 2 meter, dan saat mencampur beberapa warna. (2) Terdapat konsep matematika geometri berupa titik, garis lengkung, segitiga, dan lingkaran, serta konsep transformasi geometri berupa translasi, rotasi, dan refleksi Kata Kunci: Etnomatematika, Matematika, Budaya, Batik

Download Full-text