scholarly journals Pengembangan Desain Pembelajaran Matematika Berbantuan Aplikasi GeoEnzo untuk Menumbuhkan Kemampuan Metakognitif Siswa SMK Mega Link Majene

2021 ◽  
Vol 17 (2) ◽  
pp. 115
Author(s):  
Syamsuddin Syamsuddin ◽  
Herlina Ahmad
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Three Dimensional ◽  
Student Response ◽  
Initial Assessment ◽  
Design Stage ◽  
Learning Tools ◽  
Mathematical Concepts ◽  
Mathematical Problems ◽  
Metacognitive Abilities

Covid-19 is affecting the world of education. Teachers are intended to change the paradigm of teaching methods, teachers face digital habits. The application of learning applications is an option in instilling mathematical concepts. The application of learning mathematics is one of the media that can be used by teachers in growing students' metacognitive abilities in understanding and solving mathematical problems. This type of research is a design research using the Plomp model with five stages, including: (1) initial assessment stage (2) design stage, (3) realization/construction stage, (4) test, evaluation and revision stage, and (5) stage implementation. This study aims to design three-dimensional learning assisted by the GeoEnzo application to foster students' metacognitive abilities in understanding and solving mathematical problems, especially three-dimensional material. The subjects of this study were students of class XII SMK Mega Link Majene which opened 40 people. This research resulted in: (1) the development of mathematical learning tools, especially on three-dimensional material that was valid, practical, and effective; (2) student activity observation sheets and teacher implementation; (3) student response questionnaires; and (4) learning outcomes test. The results of the research on the development of the GeoEnzo-assisted mathematics learning design are valid, practical, and effective for improving the metacognitive abilities of the students of SMK Mega Link Majene. 

scholarly journals Development of Mathematic Learning Devices Through The Application of The Problem Based Learning Model to Facilitate KPMM in Number Pattern Materials

2021 ◽  
Vol 5 (2) ◽  
pp. 267
Author(s):  
Eko Payasto ◽  
Maimunah Maimunah ◽  
Sehatta Saragih
Keyword(s):  
Lesson Plan ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Student Response ◽  
Small Scale ◽  
Learning Tools ◽  
Model Learning ◽  
Average Percentage ◽  
Number Pattern ◽  
Mathematical Problems

This research is motivated by the low ability of students to solve mathematical problems (KPMM) and the teacher has not been optimal in developing mathematics learning tools independently. The purpose of this study was to produce mathematics learning tools through the application of the Problem Based Learning (PBL) model to facilitate KPMM students of SMP Negeri 2 Pangkalan Lesung on number pattern material. This type of research is development research using the 4-D model. Learning tools developed in the form of syllabus, lesson plan (RPP) and student worksheets (LKPD) and KPMM questions. The instruments in this study were validation sheets and student questionnaires. Validation sheets consist of syllabus validation sheets, lesson plans validation sheets, and student worksheet validation sheets, while student questionnaires are in the form of student response sheets. Based on the results of the validation analysis, it shows that the device being developed is very valid. The result of the validation of the syllabus was 3.79; the average RPP score was 3.67; and the average LKPD score was 3.66. The student response questionnaire on the small-scale test showed an average percentage of 94.67% with the very practical category. The learning tools developed were valid and practical for use by students of SMPN 2 Pangkalan Lesung.

scholarly journals Development of Geogebra-Assisted Problem Based Learning (PBL) Learning Tools to Improve Visual Thinking Skills in Mathematical Problem Solving Students of SMA Negeri 1 Samudera

2021 ◽  
Vol 4 (1) ◽  
pp. 239-251
Author(s):  
Kholilah Amriani Harahap ◽  
Bornok Sinaga ◽  
Pargaulan Siagian
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Student Response ◽  
Visual Thinking ◽  
Learning Tools ◽  
Teachers And Students ◽  
Mathematical Problems

This study aims to produce valid, practical, and effective learning tools, as well as to analyze the improvement of visual thinking skills in problem solving for XI grade students of SMA Negeri 1 Samudera using mathematics learning tools oriented problem based learning assisted by GeoGebra. The data were obtained through the validation sheet of teaching materials, observation sheets, student response questionnaires, and instruments for testing the ability of visual thinking in solving mathematical problems. This study uses the Dick & Carey (1996) development model. Based on the results of the validity by the validator team, the average validity of the RPP was 4.51, LKPD was 4.22, and student books were 4.29. Expert / practitioner assessment which states that learning devices can be used with a few revisions and without revision, the results of interviews with teachers and students obtain information that learning devices can be used easily and the results of observations of the implementation of learning tools in class in the first trial of 81.67% and in the second trial of 87.22% and included in the good category. Learning devices in trial II, obtaining classical student learning completeness results have been achieved in trial II, namely 87.5%, the achievement of learning objectives has been achieved for each item in trial II, student responses are very positive to the device being developed and learning time does not exceed ordinary learning, namely three meetings.

scholarly journals Effectiveness of using The GeoEnzo Application on Metacognitive Abilities in Mathematics Learning

2021 ◽  
Vol 2123 (1) ◽  
pp. 012007
Author(s):  
Syamsuddin ◽  
Abdul Latif ◽  
Herlina Ahmad ◽  
Febryanti
Keyword(s):  
Positive Response ◽  
Mathematics Learning ◽  
Three Dimensional ◽  
Student Response ◽  
Student Responses ◽  
Student Activities ◽  
Average Value ◽  
High Category ◽  
Metacognitive Abilities ◽  
Metacognitive Ability

Abstract This research is an experimental study that aims to determine the effectiveness of using the GeoEnzo application. The subjects in this study were students of class XII SMK Mega Link Majene. The research instrument was used to reveal students’ metacognitive abilities in understanding and solving problems on three-dimensional material. The instruments used were tests, observation sheets, and student response questionnaires. The data analysis used was descriptive and inferential statistical analysis. The results of the analysis showed that the average value of students’ metacognitive abilities in understanding the material was 82.75 in the high category, while the metacognitive ability in solving questions was 85.25 in the high category. Student activities are in the very active category and student responses to learning give a very positive response. The t-test shows the sig value. (2-tailed) = 0.000 < α = 0.05, thus the application of GeoEnzo application media is effective for students’ metacognitive abilities in mathematics learning.

scholarly journals Pengembangan Media Magic Geometry pada Materi Bangun Ruang Kelas IV Sekolah Dasar

2020 ◽  
Vol 3 (1) ◽  
pp. 77-88
Author(s):  
Mukti Sintawati ◽  
Mifta Rudiyanta ◽  
Muhammad Nuryanto
Keyword(s):  
Elementary School ◽  
Mathematics Learning ◽  
Field Testing ◽  
Student Response ◽  
Average Score ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Assessment Sheet ◽  
The Media

Learning mathematics in elementary school is expected to adjust to the cognitive development of students. Abstract mathematical concepts make students need help to understand them. This study aims to develop mathematics learning media geometry for 4th grade elementary school students. This development research uses the Borg & Gall research model which was carried out to the seventh stage, namely research and information collecting, planning, developing preliminary form a product, preliminary field testing, main product revision, main field testing, and operational product revision. Product trials were conducted at Ngablak Public Elementary School. Data collection instruments were using a questionnaire. The questionnaire used to assess the appropriateness of the media was an expert validation assessment sheet, while the teachers’ assessment sheet and students’ response questionnaire were used to determine the practicality of the product. The validation results from the experts obtained that the Magic Geometry media was declared very appropriate to be used in learning mathematics with an average score of 4.45. The results of the teacher practicality assessment were stated to be very practical with a score of 4.9 and the student’s response questionnaire received an average score of 4.2 with a practical category. The results of the student response questionnaire also showed that Magic Geometry made learning becomes more interesting and materials easier to understand.

scholarly journals Development of Mathematics Learning Devices Based on Guided Discovery Learning Models and Focusing on Students’ Mathematical Power at SMP Istiqlal Delitua

2021 ◽  
Vol 4 (1) ◽  
pp. 50-62
Author(s):  
Julian A. Hartono ◽  
Ida Karnasih ◽  
Dian Armanto
Keyword(s):  
Mathematics Learning ◽  
Discovery Learning ◽  
Test Reliability ◽  
Average Level ◽  
Learning Tools ◽  
Guided Discovery ◽  
Ability Test ◽  
Average Value ◽  
Mathematical Problems ◽  
Quantitative Descriptive

This developmental research aimed to analyze the validity of learning devices, practicality and effectiveness of the devices, as well as student responses to the use of Guided Discovery learning based learning devices that focusing on Mathematical Power. Data collecting was done by using a validation questionnaire with the observation method, a control problem ability test with mathematical power, and student questionnaire responses to guided discovery-based learning tools. Data analysis used qualitative and quantitative descriptive techniques. Testing of research instruments was carried out at SMP Istiqlal Delitua. The results of the analysis of the validity of the equipment showed that the total equipment was declared valid with an average level of validity of 4, 73 very good criteria. The result of the practicality test showed that the device was stated to be very practical with the proportion of practicality level of 89.94%. To test the effectiveness that the learning device was declared effective with the proportion of effectiveness of 86.49%, with Minimum Completeness Criteria achieved 89.29% of students completed, and 10.17% of students not completed. Learning objectives are achieved with the average level of achievement of goals was 88.13%, and students' responses to the feasibility of the devices getting an average total presentation of 94.9% with very good criteria. The results of the test of the ability of mathematical problems obtained an average value of 79.00 with a good predicate and a standard deviation of 9.76, and the test reliability coefficient of 0.5714 in the moderate category. Thus it can be concluded the Guided Discovery Learning device was valid, practical, and effective, and the student's response to the appropriateness of the device was in very good criteria.

scholarly journals THE VALIDITY OF LEARNING DEVICES WITH A CONTEXTUAL APPROACH TO IMPROVE CONCEPT UNDERSTANDING ABILITIES

Akademika ◽  
2020 ◽  
Vol 9 (02) ◽  
pp. 145-159
Author(s):  
Eva Yanti Siregar ◽  
Anni Holila ◽  
Marzuki Ahmad
Keyword(s):  
Lesson Plan ◽  
Mathematics Learning ◽  
Contextual Learning ◽  
Contextual Approach ◽  
Learning Tools ◽  
Research Subjects ◽  
Mathematical Concepts ◽  
Concept Understanding ◽  
Student Activity ◽  
Device Validation

The low ability to understand concepts is something that is still often found in mathematics learning, especially in secondary schools. One of the reasons is the lack of learning device  that encourage students to be active in learning. Therefore, it is necessary to develop contextual learning tools in an effort to improve students' the ability understand mathematical concepts (AUMC) students. The type of research is descriptive quantitative. The research instrument was in the form of a learning device validation sheet. The research subjects were learning device which included lesson plans, student activity sheets (SAS), and students' AUMC tests. The object of research is the level of validity of the learning device. The results showed that the lesson plan with an index V of 0.72 was categorized as valid. SAS with an index V of 0.78 is categorized as valid, The AUMC-1 test and the AUMC-2 test with an index of V 0.76 and 0.74 were included in the valid category. It can be concluded that the contextual approach in improving student AUMC from the aspects of format, language and content is valid.

scholarly journals Development of Problem Based Learning Devices in Two Variable Linear Equation System Materials

2021 ◽  
Vol 5 (2) ◽  
pp. 325
Author(s):  
Farida Farida ◽  
Kartini Kartini ◽  
Sehatta Saragih
Keyword(s):  
Data Analysis ◽  
Problem Solving ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Problem Based Learning ◽  
Equation System ◽  
Student Response ◽  
Mathematical Problem Solving ◽  
Learning Tools ◽  
Problem Solving Skills

The student learning activities do not support developing mathematical problem solving abilities. One of the factors is the learning tools used have not provided the opportunity for students to hone their mathematical problem solving skills. This study aims to produce a valid and practical semester VIII class SMP mathematics learning device for use by using the Problem Based Learning Model with a scientific approach to the SPLDV material. This type of research is a development research with the ADDIE development model which includes the following steps: (1) analysis, (2) design, (3) development, (4) implementation, (5) evaluation. Data were collected through observation, interviews, and student response questionnaires. The subjects of this study were students of class VIII MTS GUPPI Bandar Sungai. Data analysis techniques used qualitative and quantitative statistics. Based on the results of data analysis, information was obtained that the learning device met the valid and practical criteria. The results of the validity of the learning tools in the form of a syllabus with a percentage of 82.99%, RPP 85.75% and LKPD of 83.23% fulfilled the validity level, namely valid. The results of the practicality of the learning tools seen from the student response questionnaire were 92%, these results met the practicality level, which was very practical, while in terms of the teacher's observation sheet it fulfilled the practicality level of 87.78% fulfilling the very practical level.

Designing The Hypothetical Learning Trajectory (HLT) for Sinus Using Context of Scout Tent

2020 ◽  
Vol 1 (1) ◽  
pp. 31-40 ◽  
Author(s):  
Dinda Mahardika ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Rule Learning ◽  
Learning Trajectory ◽  
Study Phase ◽  
Literature Study ◽  
Mathematical Concepts ◽  
Classroom Experiment ◽  
Preliminary Study ◽  
Modern Mathematics

One of the problems in modern mathematics learning is mathematical concepts presented by teachers to students such as machines. So, the concept is used by students as finished products without knowing the origin and how to reconstruct them. The effort that can be made by the teacher in overcoming this is by designing learning wherever possible starting with presenting realistic problems to arrive at an abstract idea. In this article we will discuss the design of sine rule learning in the context of scout tents, which is a type of design research. Design research has three cycles, namely preliminary design, classroom experiment, and retrospective analysis. In this article only the preliminary study phase will be discussed, which includes literature study activities, curriculum analysis, and the design early prototype. An HLT (Hypotetical Learning Trajectory) has been produced which deals with sine rules that use the context of scout tents.

scholarly journals MEMBANGUN PEMAHAMAN KONSEP DASAR MATEMATIKA PADA ANAK BERKESULITAN BELAJAR MATEMATIKA DI MI

2020 ◽  
Vol 12 (1) ◽  
pp. 27
Author(s):  
Sulthon Sulthon
Keyword(s):  
Elementary School ◽  
School Environment ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Difficulties ◽  
Intellectual Ability ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
Basic Concepts

This study aims to: 1) find out the types of mathematics learning difficulties experienced by MI students, 2) find out the factors that cause difficulty learning mathematics of MI students, and 3) know the concepts and understanding of mathematics to overcome the difficulties of learning mathematics at Students Islamic Elementary School (MI).The research method used in this study is qualitative. The subjects of this study were two math subject teachers and sixs students who indicated mathematics learning difficulties. While the data collection techniques are observation, interviews, and documentation. Data analysis was carried out with descriptive analysis with data reduction, data presentation, and conclusion drawing.The results showed that: 1)Types of Mathematics learning difficulties experienced by MI / SD students include are, (1) low basic Mathematics skills relating to reading errors understanding the problem; transformation, answer writing process skills; (2) concept errors occur which include: errors in determining the theorem / formula, not writing theorem / formula; (3) procedural error, that is, the inability to manipulate the working steps of Mathematics and not using reasoning conclusions correctly; (4) computational errors that consist of errors in manipulating operations, and do not check the results of the calculation again; 2. Factors causing the difficulty of learning Mathematics MI students are, (1) internal factors, namely low interest and motivation to learn, low intellectual ability, and wrong perceptions of Mathematics, and not mastering the basic concepts of Mathematics; (2) external factors namely the teacher, the teacher lacks mastery of Mathematics material, the teacher does not understand the characteristics of students in learning, the teacher is less able to use active learning techniques, the lack of fulfillment of student books, the school environment is less supportive, and the community environment;  3.  efforts to overcome the learning difficulties of MI students' Mathematics are, (1) building basic concepts of Mathematics and understanding proper Mathematics by teaching concepts, principles, with language that is easy for students and linking students' daily experiences; (2) re-teaching Mathematical concepts with theories or formulas that have been learned; (3) the development of students' intuitive thinking; (4) rebuild procedural Mathematics by repeating mathematical problems or problems by paying attention to facts, concepts, and principles that have been learned; (5) provide Mathematical remidial learning guidance. Keywords: learning difficulties, mathematics, islamic elementary school (MI) Abstrak Penelitian ini bertujuan untuk: 1) mengetahui jenis kesulitan belajar Matematika yang dialami siswa MI, 2) mengetahui faktor penyebab kesulitan belajar Matematika siswa MI, dan 3) mengetahui upaya mengatasi kesulitan belajar Matematika siswa MI. Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif.  Subjek penelitian ini adalah dua guru mata pelajaran matematika dan 6 siswa yang terindikasi kesulitan belajar matematika. Sedangkan teknik pengumpulan data dengan observasi, wawancara, dan dokumentasi. Analisis data dilakukan dengan analisis deskriptif dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa: 1). Jenis kesulitan belajar Matematika yang dialami siswa MI/SD meliputi: (1) rendah keterampilan dasar Matematika yaitu berkaitan dengan kesalahan membaca soal, memahami masalah, transformasi, keterampilan proses penulisan jawaban; (2) terjadi kesalahan konsep yang meliputi: kesalahan dalam menentukan teorema/rumus, tidak menuliskan teorema/rumus; (3) kesalahan prosedural yaitu, ketidakmampuan memanipulasi langkah-langkah pengerjaan Matematika, dan tidak menggunakan penalaran kesimpulan dengan benar; (4) kesalahan komputasi yang terdiri dari kesalahan dalam memanipulasi operasi, dan tidak memeriksa hasil hitungannya kembali; 2). Faktor penyebab kesulitan belajar Matematika siswa MI adalah, (1) faktor internal yaitu minat dan motivasi belajar rendah, kemampuan intelektual rendah, persepsi yang salah terhadap Matematika, dan tidak dikuasainya konsep-konsep dasar Matematika; (2) faktor eksternal yaitu guru, guru kurang menguasai materi Matematika, guru tidak memahami karakteristik siswa dalam belajar, guru kurang mampu menggunakan teknik pembelajaran aktif, kurang terpenuhinya buku siswa, lingkungan sekolah kurang mendukung, dan lingkungan masyarakat; 3) upaya untuk mengatasi kesulitan belajar Matematika siswa MI adalah, (1) membangun konsep dasar Matematika serta pemahaman Matematika yang tepat dengan mengajarkan konsep, prinsip, dengan bahasa yang mudah bagi siswa serta mengaitkan pengalaman sehari-hari siswa; (2) mengajar kembali konsep Matematika dengan teori-teori atau rumus-rumus yang telah dipelajari; (3) pengembangan berpikir intuitif siswa; (4) membangun kembali procedural Matematika dengan mengulang kembali soal-soal atau permasalahan matematika dengan memperhatikan fakta-fakta, konsep-konsep, dan prisip yang pernah dipelajari; (5) memberikan bimbingan pembelajaran remidial Matematika.   Kata Kunci: Kesulitan belajar, matematika, Madrasah Ibtidaiyah.

scholarly journals PENDEKATAN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM): DAMPAKNYA TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS DAN LITERASI AL-QUR’AN

2021 ◽  
Vol 9 (4) ◽  
pp. 360-372
Author(s):  
Yovi Imeysa ◽  
Farida Farida ◽  
Suherman Suherman ◽  
Tia Agnesa
Keyword(s):  
Design Research ◽  
Mathematics Learning ◽  
Homogeneity Test ◽  
Learning Approach ◽  
Stem Learning ◽  
Mathematical Concepts ◽  
Science Technology ◽  
Flat Side ◽  
Analysis Technique ◽  
And Mathematics

This study aimed to determine the effect of the STEM (Science, Technology, Engineering, and Mathematics) learning approach on the ability to understand mathematical concepts in terms of students' Al-Qur'an literacy. This research is a Quasy Experimental Design research with a 2×3 factorial research design. The data collection techniques in this study were in the form of a concept understanding test and an Al-Qur'an literacy questionnaire. The data analysis technique used is the normality test and homogeneity test, and the Two-way ANOVA test. Based on the results of the study, it was concluded that there was an effect of the STEM learning approach (Science, Technology, Engineering, and Mathematics) on the ability to understand students' mathematical concepts in the material of Building Flat Side Space. There is no influence of Al-Qur'an literacy on the ability to understand students' mathematical concepts in the material of Constructing Flat Sided Space. There is no interaction between the treatment of the STEM learning approach (Science, Technology, Engineering, and Mathematics) with the Al-Qur'an literacy category on the ability to understand mathematical concepts in the matter of Constructing Flat Sided Space.

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