scholarly journals The Perspectives of Mathematics Pre-Service Teacher Student Toward the Use of Educational Games in Mathematics Learning

2020 ◽  
Vol 3 (2) ◽  
pp. 85
Author(s):  
Nilza Humaira Salsabila ◽  
Ulfa Lu'luilmaknun ◽  
Ratih Ayu Apsari ◽  
Nourma Pramestie Wulandari ◽  
Sripatmi Sripatmi
Keyword(s):  
College Students ◽  
Mathematics Education ◽  
Creative Thinking ◽  
Educational Games ◽  
Mathematics Learning ◽  
Student Perspective ◽  
Education Student ◽  
Research Subjects ◽  
Negative Effects ◽  
Teacher Student

Abstract. The purpose of this study was to determine the perspective of mathematics education college students or preservice mathematics teachers on the use of educational games in mathematics learning at schools. This research is a descriptive study with a quantitative approach. The research subjects were 48 college students in mathematics education. Student perspective data were obtained through a questionnaire given, then the data were tabulated and analyzed. The results showed that 93.75% of students agreed with the use of games in learning mathematics. The reasons students agree with the use of games are students become interested in learning, learning becomes fun, students do not get bored, game technology needs to be utilized in learning activities, the topic is easy to understand, students can learn while playing, games can increase learning interest, learning becomes not monotonous, students become enthusiastic about learning, current learning must be more modern, students are not surfeited about learning, games are following the current digital era, can be a media of learning, effective in learning, increase students' creative thinking, reduce the negative effects of handphone, students become challenged, and students are more relaxed to learn.   Abstrak. Tujuan dari penelitian ini adalah untuk mengetahui perspektif mahasiswa pendidikan matematika atau calon guru matematika terhadap penggunaan game edukasi pada pembelajaran matematika di sekolah. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kuantitatif. Subjek penelitian merupakan mahasiswa pendidikan matematika yang berjumlah 48 mahasiswa. Data perspektif mahasiswa diperoleh melalui angket yang diberikan, kemudian data ditabulasi dan dianalisis. Hasil penelitian menunjukkan bahwa 93,75% mahasiswa setuju dengan penggunaan game pada pembelajaran matematika. Alasan mahasiswa setuju dengan penggunaan game adalah siswa menjadi tertarik pada pembelajaran, pembelajaran menjadi menyenangkan, siswa tidak bosan belajar, teknologi game perlu dimanfaatkan dalam kegiatan pembelajaran, materi mudah dipahami, siswa dapat belajar sambil bermain, game meningkatkan minat belajar, pembelajaran menjadi tidak monoton, siswa menjadi semangat belajar, pembelajaran sekarang harus lebih modern, siswa tidak jenuh belajar, game sesuai dengan zaman digital sekarang, dapat menjadi media pembelajaran, efektif pada pembelajaran, meningkatkan pemikiran kreatif siswa, mengurangi efek negatif handphone, siswa menjadi tertantang, dan siswa lebih santai belajar.

scholarly journals Use of Integrated Mobile Application With Realistic Mathematics Education: A Study to Develop Elementary Students’ Creative Thinking Ability

2019 ◽  
Vol 13 (10) ◽  
pp. 19
Author(s):  
Hendra Erik Rudyanto ◽  
Anik Ghufron ◽  
Hartono Hartono
Keyword(s):  
Mathematics Education ◽  
Mobile Application ◽  
Creative Thinking ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Application Development ◽  
Validation Data ◽  
Realistic Mathematics ◽  
Thinking Ability ◽  
Creative Thinking Ability

One of the abilities students must possess is Creative Thinking Ability (CTA) in order to succeed in their lives. Learning must facilitate students to develop CTA; one of them is by developing a mobile application based on Realistic Mathematics Education (RME). The purpose of this study is to determine the level of validity/feasibility, practicality, and effectiveness of mobile application based RME. This mobile application development used the ADDIE model development procedure. The subjects in this study were grade 4 elementary school students. The validation data collection techniques through validation sheets, practicality data through CTA tests. The results of the study show that the developed of mobile application integrated with realistic mathematics meets valid/proper requirements based on expert and practitioner assessments that are practical and easy if applied in mathematics learning and that is effective in improving students’ creative thinking ability.

scholarly journals Connection Between Aspects of Algebraic Creative Thinking of Undergraduate Students of Mathematics Education Study Program

2019 ◽  
Author(s):  
Rochmad . ◽  
Muhammad Kharis ◽  
Arief Agoestanto ◽  
Muhammad Zuhair Zahid
Keyword(s):  
Qualitative Research ◽  
Mathematics Education ◽  
Linear Algebra ◽  
Undergraduate Students ◽  
Creative Thinking ◽  
Test Results ◽  
Research Subjects ◽  
Study Program ◽  
Sequence Patterns ◽  
Education Study

This article was prepared based on qualitative research, case studied with research subjects 36 undergraduate students of mathematics education study program FMIPA UNNES in elementary linear algebra. Intended to find out students’ problem solving abilities aspects of algebraic creative thinking and to describe connections between aspects of students creative thinking in solving problems. Aspects of creative thinking include: fluency, flexibility, novelty, and elaboration. Data obtained through tests, observations, and interviews. Based on the analysis of the test results, as many as 17 students reached the minimal criteria which is at least 61, and 15 students worth under 61. This indicates that many students had difficulty in solving problems of elementary linear algebra that contain aspects of creative thinking. The creative thinking character ofstudentsinsolvingproblemsofelementaryalgebrawithaspectsofcreativethinking; based on data analysis, obtained information that students in solving problems generally tend to thought on aspects of fluency. Some students had difficulty thought intermsofflexibility.Onlyafewstudentsthoughtofthenoveltyaspect.Manystudents had difficulty thought about aspects of elaboration. In connection between aspects of creative thinking there were several sequence patterns in thought when solving problems. Only a few of the four aspects of creative thinking were patterned on the minds of students.

scholarly journals Analisis Tingkat Berpikir Kreatif Mahasiswa dalam Memecahkan Soal Matematika Ditinjau Dari Keaktifan Kelas Daring

2021 ◽  
Vol 5 (2) ◽  
pp. 149-155
Author(s):  
Tri Budi ◽  
Nur Izzati
Keyword(s):  
Mathematics Education ◽  
Creative Thinking ◽  
Online Classes ◽  
Research Subjects ◽  
Education Students ◽  
Data Presentation ◽  
Analysis Technique ◽  
The Many ◽  
Education Research Methodology ◽  
Math Problems

The heterogeneity of mathematics education students is a challenge for lecturers and students at the same level who want to research because of the many characteristics. Creativity is not only intended for people with high mathematical abilities but also for everyone. The study was conducted online due to the COVID-19 outbreak. This research is a descriptive qualitative research that aims to describe the level of creative thinking of students in solving math problems online and to describe the activity of online classes. The research subjects studied were students of the 6th semester 6th semester mathematics education research methodology (metopen) at Raja Ali Haji Maritime University, totaling 23 people. The data analysis technique in this study uses the methods proposed by Miles and Huberman, namely data reduction, data presentation and verification or conclusions. Data collection is done by providing problem solving questions to all subjects online. The results of the study on the average creative thinking level of the 23 people were quite creative and active.

PENERAPAN PENDEKATAN REALISTICS MATHEMATICS EDUCATION (RME) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA SMP NEGERI 16 BENGKULU

2021 ◽  
Vol 8 (3) ◽  
pp. 10-20
Author(s):  
Dessy Angreni
Keyword(s):  
Mathematics Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Activity ◽  
Average Score ◽  
Learning Material ◽  
Research Subjects

AbstrakPenelitian  ini  bertujuan  untuk  meningkatkan  aktivitas  dan  hasil  belajar  siswa  dalam  pembelajaran Matematika dengan menerapkan pendekatan Realistics Mathematics Education. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Subjek penelitian yaitu siswa kelas VIII G SMP Negeri 16 Kota Bengkulu semester genap  tahun  ajaran  2019/2020.  Pengumpulan  data  dilakukan  dengan  menggunakan  lembar observasi aktivitas self checklist dan tes hasil belajar siswa. Peningkatan aktivitas belajar  dapat  dilihat  dari rata-rata skor    pada  lembar  observasi  self checklist aktivitas belajar siswa siklus I sampai siklus III secara berturut-turut: 20,5 (kreteria cukup); 25 (kreteria baik); 30,5 (kreteria baik). Hasil belajar siswa dapat ditingkatkan dengan cara mengingatkan pada materi melalui masalah kontekstual, mengkaitkan manfaat belajar materi melalui masalah kontekstual, memberikan soal latihan, memberikan bimbingan kepada siswa yang mengalami kesulitan. Peningkatan hasil belajar siswa dapat dilihat dari nilai rata-rata tes hasil belajar dan latihan siswa siklus I sampai siklus III yaitu 59,24; 70,41; 80,76 dengan persentase ketuntasan belajar klasikal dari siklus I sampai siklus III yaitu 36%; 56%; 80%.Kata kunci: Aktivitas Belajar, Hasil Belajar, Pendekatan Realistics Mathematics Education (RME). AbstractThis study aims to improve the activities and student learning outcomes in Mathematics learning by applying the Realistics Mathematics Education approach. This type of research is Classroom Action Research. The research subjects were class VIII G SMP Negeri 16 Kota Bengkulu even semester academic year 2019/2020 Data collection was carried out using observation sheets for self checklist activities and student learning outcomes tests. Increased learning activities can be seen from the average score on the observation sheet of the self checklist of learning activities of students in cycle I to cycle III in a row: 20.5 (sufficient criteria); 25 (good criteria); 30.5 (good criteria).  Student  learning  outcomes  can  be  improved  by  reminding  the  material  through  contextual problems,  linking  the  benefits  of  learning  material  through  contextual  problems,  providing  practice questions, providing guidance to students who are experiencing difficulties. Improvement of student learning outcomes can be seen from the average test scores of learning and training results of students cycle I to cycle III, namely 59.24; 70,41; 80,76 with the percentage of classical learning completeness from cycle I to cycle III which is 36%; 56%; 80%.Keywords: Learning Activity, Learning outcomes,  Realistics Mathematics Education (RME).

scholarly journals ANALISIS KESULITAN BELAJAR MAHASISWA PADA MATA KULIAH KAPITA SELEKTA MATEMATIKA SEKOLAH MENENGAH

2015 ◽  
Vol 2 (1) ◽  
pp. 16 ◽  
Author(s):  
Ade Kumalasari ◽  
Sugiman Sugiman
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Diagnostic Test ◽  
Conceptual Knowledge ◽  
Mathematics Learning ◽  
Research Result ◽  
Learning Difficulties ◽  
Factual Knowledge ◽  
Learning Difficulty ◽  
Research Subjects

Penelitian ini bertujuan untuk mendeskripsikan letak dan jenis kesulitan belajar matematika mahasiswa pendidikan matematika. Penelitian ini adalah penelitian campuran dengan pendekatan kuantitatif dan kualitatif. Subjek penelitian ini adalah mahasiswa pendidikan matematika di Universitas Jambi yang mengalami kesulitan belajar matematika pada mata kuliah Kapita Selekta Matematika Sekolah Menengah II. Instrumen yang digunakan berupa tes diagnostik dan pedoman wawancara. Letak kesulitan belajar matematika dilihat berdasarkan kesalahan/kesulitan mahasiswa dalam menyelesaikan tes diagnostik. Mahasiswa yang dikategorikan mengalami kesulitan diwawan-carai untuk memperoleh konfirmasi mengenai jenis kesulitan belajar matematika. Hasil penelitian menunjukkan bahwa kesulitan belajar matematikan mahasiswa terletak pada pengetahuan faktual 12,2%, pengetahuan konseptual 19,7%, pengetahuan prosedural 20,7%, dan pengetahuan metakognitif 47,4%.  Jenis kesulitan belajar matematika yang dialami peserta didik adalah kesulitan mengingat fakta 1,9%, kesulitan mengingat konsep 13,1%, kesulitan memahami fakta 8%, kesulitan memahami konsep 5,2%, kesulitan menerapkan konsep 0,9%, kesulitan menerapkan prosedur 0,9%, kesulitan menganalisis prosedur 7%, kesulitan mengevaluasi konsep 0,5%, kesulitan mengevaluasi prosedur 8,9%, kesulitan mengomunikasikan metakognitif 47,4%, kesulitan meneliti fakta 2,3%, dan kesulitan meneliti prosedur 3,8%. Kata Kunci: analisis kesulitan belajar, kapita selekta matematika sekolah menengah   AN ANALYSIS ON LEARNING DIFFICULTIES OF STUDENTS ON CAPITA SELECTA MATHEMATICS SUBJECT OF SECONDARY SCHOOL Abstract This research aims to describe the mathematics learning difficulty locations and the mathematics learning difficulties types faced by mathematics education students. This research is a mix method research study which used a quantitative and a qualitative approach. This research’s subjects were students of mathematics education in Jambi University who had learning difficulties on Capita Selecta of Secondary School II subject. The instruments used here were in diagnostic test and interview guide. The locations of learning difficulties viewed based on students’ mistakes/difficulties in completing the diagnostic test. These students categorized as students who were experiencing learning difficulties were interviewed to obtain confirmation regarding the mathematics learning difficulties types. The research result suggests that mathematics learning difficulty locations faced by the research subjects are factual knowledge 12.2%, conceptual knowledge 19.7%, procedural knowledge 20.7%, and metacognitive difficulties 47.4%. The mathematics learning difficulties types faced by the research subjects are fact remembering difficulty 1.9%, concept remembering difficulty 13.1%, fact understanding difficulty 8%, concept understanding difficulty 5.2%, concept applying difficulty 0.9%, procedure applying difficulty 0.9%, procedure analyzing difficulty 7%, concept  evaluating difficulty 0.5%, procedure evaluating difficulty 8.9%, written metakognitive communicating difficulty 47.4%, fact observing difficulty 2.3%, and procedure observing difficulty 3.8%. Keywords: analysis on learning difficulties, capita selecta mathematics of secondary schooll

scholarly journals Analisis Kemampuan Pemecahan Masalah Mahasiswa pada Mata Kuliah Teori Bilangan

2021 ◽  
Vol 10 (1) ◽  
pp. 61-72
Author(s):  
Erwan Setiawan ◽  
Guntur Maulana Muhammad ◽  
Muhamad Soeleman
Keyword(s):  
College Students ◽  
Number Theory ◽  
Mathematics Education ◽  
Problem Solving ◽  
Education Program ◽  
Mathematical Problem ◽  
Answer Sheet ◽  
Research Subjects ◽  
Problem Solving Skills ◽  
School Year

AbstrakTeori bilangan merupakan cabang matematika yang mempelajari sifat-sifat dan hubungan dari suatu bilangan bulat. Untuk dapat memahami materi teori bilangan dengan baik maka dibutuhkan kemampuan pemecahan masalah yang baik pula. Penelitian ini bertujuan untuk mengetahui kemampuan pemecahan masalah matematika mahasiswa pada mata kuliah teori bilangan. Subjek penelitian yaitu 26 mahasiswa program studi pendidikan matematika, FKIP, Universitas Suryakancana tingkat I tahun ajaran 2017-2018. Data penelitian yang dikaji adalah lembar jawaban mahasiswa pada Ujian Tengah Semester tahun ajaran 2017-2018. Dengan metode deskriptif kuantitatif, didapatkan hasil secara umum yang menerangkan bahwa kemampuan pemecahan masalah mahasiswa program studi pendidikan matematika FKIP Universitas Suryakancana dapat dikategorikan “cukup” (64,62%). Lebih rinci, kemampuan mahasiswa dalam merencanakan penyelesaian masalah dapat dikategorikan “baik”, dengan persentase 74,62% namun sayangnya kemampuan dalam melakukan pengecekan kembali adalah yang paling lemah, dapat dikategorikan “kurang” dengan persentase 54,62%. Hal ini yang nantinya akan menjadi dasar evaluasi dalam perbaikan pembelajaran. College Students’ Problem-Solving Skills Analysis on Number Theory CourseAbstractNumber theory is a branch of mathematics that studies the properties and relationships between an integer. Understanding the material studied in number theory well also requires good mathematical problem-solving skills. This research aims to determine college students' problem-solving skills in a number theory course. The research subjects were 26 students in the mathematics education program, FKIP, Suryakancana University level I in the 2017-2018 school year. The research data used is the student answer sheet in the Middle Semester Examination in the 2017-2018 school year. By the quantitative descriptive method, the results of the research were that the problem-solving skills of students, in the mathematics education program, FKIP, Suryakancana University, can be categorized as fair (64.62%). Specifically, the students’ skill to plan problem-solving can be categorized as good (74.62%) but the validating conclusion is the weakest one that can be categorized as poor (54.62%). This will underlie the evaluation in improving learning.

scholarly journals Pembelajaran Etnomatematika Sunda untuk Meningkatkan Kemampuan Pemodelan Matematik dan Kecerdasan Kreatif Mahasiswa PGSD

2019 ◽  
Vol 1 (1) ◽  
pp. 1-10
Author(s):  
Supriadi Supriadi
Keyword(s):  
Mathematical Modeling ◽  
Teacher Education ◽  
Creative Thinking ◽  
Design Research ◽  
School Teacher ◽  
Mathematics Learning ◽  
Educational Background ◽  
Primary School Teacher ◽  
Research Subjects ◽  
Creative Intelligence

Aspects of local culture in learning mathematics in primary school teacher education are still not optimally presented in learning. One way to realize this learning is by learning Sundanese ethnomathematics. The mathematical modeling is very supportive ability in the learning process. The process of mathematical modeling can develop creative intelligence. This article uses the Didactical Design Research method to further optimize the quality of teaching materials. The number of research subjects was 180 of first semester student. The teaching material was tested for success by an experimental method through a test instrument that measured mathematical modeling abilities and creative intelligence. Research results in mathematical modeling ability among students who get mathematics learning using Sundanese ethnomathematics learning is significantly better than students who use conventional learning. There is no interaction between learning models used with educational background groups on mathematical modeling abilities. There is no interaction for creative intelligence. Sundanese ethnomathematics learning with didactic design material can be used as a model of mathematics learning to develop the abilities and dispositions of mathematical creative thinking abilities and dispositions in the elementary school teacher education environment.

scholarly journals PENERAPAN REALISTIC MATHEMATICS EDUCATION (RME) DI SEKOLAH DASAR

2020 ◽  
Vol 1 (2) ◽  
pp. 184-190
Author(s):  
Dyah Anungrat Herzamzam ◽  
Ilmi Noor Rahmad
Keyword(s):  
Mathematics Education ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Realistic Mathematics Education ◽  
Class Iii ◽  
Research Subjects ◽  
School Year ◽  
Realistic Mathematics ◽  
Learning Mathematics

The low learning outcomes about mathematics are the background of research problems. The purpose of this study was to improve the mathematics learning outcomes of multiplication material through the Realistic Mathematics Education (RME) learning model for grade III students in the even semester of the 2019/2020 school year. This research method is Classroom Action Research which follows the model of Kemmis and Taggart.  This research includes 3 cycles where each cycle includes 4 stages, namely planning, implementing, observing and reflecting. The research time was from January to March 2020 with 30 students as research subjects, while the data were collected through tests, interviews and observations. The research results show that there is a significant increase in mathematics learning outcomes in class III. This is evidenced by the increase in the average result of the math test in each cycle, namely in cycle 1: 64.26 then cycle 2: 70.86 and cycle 3: 78.2. The results of researcher's observations in each cycle also increased, namely in cycle 1 = 2.44; cycle 2 = 2.88; cycle 3 = 3.89. Likewise, the results of student observations also increased, namely in cycle 1 = 2.4; cycle 2 = 3,2; cycle 3 = 4. And the results of the interviews conducted concluded that learning mathematics through the Realistic Mathematics Education (RME) learning model was fun for students. This study concluded that learning mathematics using the Realistic Mathematics Education (RME) learning model can improve student mathematics learning outcomes on multiplication material.

scholarly journals THE DEVELOPMENT OF JUNIOR HIGH SCHOOL MATHEMATICS LEARNING TOOLS USING REALISTIC MATHEMATICS EDUCATION APPROACH TO RELATIONS AND FUNCTIONS MATERIAL

MaPan ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 343-359
Author(s):  
Julia Noviani ◽  
◽  
Firmansyah Firmansyah
Keyword(s):  
Mathematics Education ◽  
Junior High School ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Realistic Mathematics Education ◽  
Learning Tools ◽  
Research Subjects ◽  
Average Value ◽  
Realistic Mathematics ◽  
Effectiveness Assessment

This study aims to produce learning tools using Realistic Mathematics Education approach to relations and functions material. This type of research used the Plomp development model, which consists of three phases, namely the initial investigation phase, the development or prototyping phase, and the assessment phase. The research subjects were grade VIII students of SMPN 2 Takengon. The instruments of research are expert validation sheets, practicality assessment sheets, and effectiveness assessment sheets. The resulting tools include lesson plan, student books, teacher books, and student worksheets. The average assessment of the four aspects of the lesson plan was 3.89 with valid criteria. The average assessment of the three aspects of the teacher's book was 3.98 with valid criteria. The average assessment of three aspects of the student book was 3.97 with valid criteria. The average assessment of two aspects on the student worksheets was 3.75 with valid criteria. Learning implementation 96.86% and carried out well. The teacher's response showed that, on average, 82% of the lesson plan assessment aspects are responded positively by the teacher. The response of student books was obtained by 83.2% of students who gave positive responses to student books and 82.6% of students who gave positive responses to student worksheets. The students’ learning outcomes obtained a classical average value of 74.2. The results of validation and testing of learning tools show that the tools meet the criteria of learning tools developed, referring to valid, practical, and effective.

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KREATIF MAHASISWA KELOMPOK ATAS DALAM MENYELESAIKAN SOAL STRUKTUR ALJABAR RING MATERI IDEAL PRIMA DAN IDEAL MAKSIMAL

2021 ◽  
Vol 4 (2) ◽  
pp. 108-120
Author(s):  
Inayah Rizki Khaesarani Nayah ◽  
Siti Maysarah
Keyword(s):  
Mathematics Education ◽  
Creative Thinking ◽  
Prime Ideals ◽  
Algebra Structure ◽  
Research Subjects ◽  
Interview Guide ◽  
Thinking Ability ◽  
The Subject ◽  
High Level ◽  
Creative Thinking Ability

This study aims to describe the creative thinking ability of upper group students in solving Ring Algebra Structure questions on the prime ideal and maximum ideal material. This research uses descriptive qualitative research. The research subjects are students of Mathematics Education-2 Semester VI who have taken the Ring Algebra Structure course. The research subjects are three (3) students of Mathematics Education-2 Semester VI who have high mathematical abilities based on test results in the form of assignments on Ideal material. The instruments used in the study include: 1) Test; 2) Interview guide; and 3) Documentation. Based on the results of research and discussion, the findings resulted that the thinking ability of upper-class students had fulfilled all aspects of creative thinking, namely fluency, flexibility, and originality. The subject has been able to explain all the indicators that have been set very well and precisely. Subjects have also been able to prove prime ideals or maximum ideals or not both and can identify examples and non-examples of prime ideals and maximum ideals through high-level elaboration and analysis carried out by the subject. Subjects are also very able to describe Lattice diagrams on each question and can determine the subring of a ring. It's just that there is a uniqueness of the worksheet between MS, ZB, and HF. But overall the subject has fulfilled the creative thinking aspect. Thus, it can be concluded that the upper group students can be categorized at level 4, which is very creative.

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