scholarly journals Analisis Kesulitan Belajar Matematika serta Upaya Menanganinya pada Siswa Kelas I SDN Banyuajuh 9 Bangkalan

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Candra Mahardika ◽  
Agung Setyawan
Keyword(s):  
Mathematics Learning ◽  
Learning Difficulties ◽  
Class I ◽  
Motivation To Learn ◽  
Factors Affecting ◽  
Data Presentation ◽  
Learning Mathematics ◽  
Data Validity ◽  
Addition And Subtraction ◽  
Interest And Motivation

This study aims to describe: 1) Materials that are considered difficult in mathematics in Even Semester, 2) Characteristics of mathematics learning difficulties experienced by students in class I, 3) Factors that cause learning difficulties, 4) Teachers' efforts in dealing with mathematics learning difficulties. This type of research is qualitative research. The informants in this study were class I students who had difficulty learning mathematics and also a class I teachers in SDN Banyuajuh 9. Data collection techniques used were observation, interviews, and documentation. Data were analyzed through steps of data reduction, data presentation, and drawing conclusions. The data validity checking technique is done by triangulating sources and techniques. The results showed that: 1) Material in mathematics that was considered difficult was the addition and subtraction of two-digit numbers, 2) Its characteristics were visual impairment and difficulty in language and reading, 3) Factors affecting students included interest and motivation to learn low mathematics and lack of mathematics learning media used by teachers, 4) Efforts made by teachers include providing group study guidance, asking smart students to help teach students who have difficulty learning mathematics, carrying out remedial tests, giving additional assignments and giving learning media so that students' learning processes are more concrete.   Penelitian ini bertujuan untuk mendiskripsikan: 1) Materi yang dianggap sulit pada mata pelajaran matematika Semester Genap, 2) Karakteristik kesulitan belajar matematika yang dialami siswa kelas I, 3) Faktor penyebab kesulitan belajar, 4) Upaya guru dalam menangani kesulitan belajar matematika. Jenis penelitian ini adalah penelitian kualitatif. Informan dalam penelitian ini adalah siswa kelas I yang mengalami kesulitan belajar matematika dan juga guru kelas I di UPTD SDN Banyuajuh 9. Teknik pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Data dianalisis melalui langkah-langkah reduksi data, penyajian data, dan penarikan kesimpulan. Teknik pemeriksaan keabsahan data dilakukan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa: 1) Materi pada mata pelajaran matematika yang dianggap sulit yaitu penjumlahan dan pengurangan bersusun dua angka, 2) Karakteristiknya yaitu adanya gangguan persepsi visual dan kesulitan dalam bahasa dan membaca, 3) Faktor yang mempengaruhi siswa antara lain minat dan motivasi belajar matematika yang rendah dan kurangnya media pembelajaran matematika yang dipakai oleh guru, 4) Upaya yang dilakukan guru antara lain memberikan bimbingan belajar secara berkelompok, meminta siswa yang pandai untuk membantu mengajari siswa yang mengalami kesulitan belajar matematika, melaksanakan tes remidi, memberikan tambahan tugas dan memberikan media pembelajaran agar proses belajar siswa lebih konkret. Kata Kunci: karakteristik, kesulitan belajar, Matematika

scholarly journals Analisis Kesulitan Belajar Siswa dalam Pembelajaran Matematika yang Menggunakan Pendekatan PMRI

2020 ◽  
Vol 9 (2) ◽  
pp. 227-238
Author(s):  
Pius Eko Purnama Cahirati ◽  
Alberta Parinters Makur ◽  
Sebastianus Fedi
Keyword(s):  
Data Analysis ◽  
Mathematics Learning ◽  
Linear Equations ◽  
Learning Difficulties ◽  
Story Problems ◽  
System Of Linear Equations ◽  
Data Presentation ◽  
Learning Mathematics ◽  
Field Notes ◽  
Mathematical Difficulties

AbstrakPenelitian ini bertujuan untuk membahas 1) kesulitan belajar matematika seperti apa yang dialami siswa dalam pembelajaran yang menerapkan PMRI; 2) alasan mengapa siswa mengalami kesulitan belajar matematika dalam Pembelajaran Matematika menggunakan PMRI? Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesulitan yang dialami oleh siswa, disertai dengan faktor-faktor yang menyebabkan kesulitan matematika. Penelitian ini adalah penelitian kualitatif deskriptif dengan 23 siswa yang menunjukkan kesulitan dalam belajar matematika. Teknik yang digunakan untuk mengumpulkan data adalah observasi, wawancara, kuesioner, dokumentasi, dan catatan lapangan. Analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini adalah jenis kesulitan belajar yang dialami siswa, yaitu kesulitan dalam memahami konsep sistem persamaan dua variabel dan tiga variabel, kesulitan menghitung angka dalam sistem persamaan linear untuk dua variabel dan tiga variabel, dan kesulitan memecahkan masalah dalam masalah cerita dalam materi SPLDV dan SPLTV.  AbstractThis research is aimed to discuss 1) what kind of mathematics learning difficulties students experience in PMRI learning; 2) the reasons why students are having difficulty learning mathematics in Mathematics Learning using PMRI? This study aims to describe the types of difficulties experienced by students, accompanied by factors causing mathematical difficulties. This study is a descriptive qualitative study with 23 students who indicated difficulties in learning mathematics. The technique used to collect data is observation, interviews, questionnaires, documentation, and field notes. Data analysis is done by data reduction, data presentation, and conclusion drawing. The results of this study are the types of learning difficulties experienced by students, namely difficulties in understanding the concepts of system of two-variable and three-variable linear equations, difficulties in calculating numbers in a system of linear equations for two variables and three variables, and the difficulty of solving problems in story problems in SPLDV and SPLTV material.           

scholarly journals The Use of Instructional Video Media to Increase The Motivation to Learn Mathematics in Grade II SDN 1 Bobotsari

2020 ◽  
Vol 3 (3) ◽  
pp. 107
Author(s):  
Iin Setalasiah
Keyword(s):  
Data Analysis ◽  
Student Motivation ◽  
Mathematics Learning ◽  
Class Ii ◽  
Learning Motivation ◽  
Instructional Video ◽  
Motivation To Learn ◽  
Data Presentation ◽  
Learning Mathematics ◽  
Grade Ii

<p><em>Media is an important component in increasing student motivation. The purpose of this study was to increase the learning motivation of students in learning mathematics using video media. This research is a classroom action research (PTK) which is conducted in two cycles, each cycle consisting of planning, implementation, observation, and reflection stages. The subjects of this study were 25 students of class II SD Negeri 1 Bobotsari, totaling 25 students. The research instrument was the observation sheet and documentation. Data analysis includes data reduction, data presentation, and drawing conclusions. The finding of this study is that the use of instructional video media can increase students' learning motivation in mathematics learning of students on the equivalent of currency values in class II SD Negeri 1 Bobotsari. The results of the study were indicated by an increase in the learning motivation of students in the first cycle 40%, in the second cycle it increased to 92</em><em></em></p>

scholarly journals Analysis of Factors Affecting Students’ Mathematics Learning Difficulties Using SEM as Information for Teaching Improvement

2021 ◽  
Vol 14 (4) ◽  
pp. 281-300
Author(s):  
Rahmi Wiganda Elastika ◽  
◽  
Sukono Sukono ◽  
Stanley Pandu Dewanto ◽  
◽  
...  
Keyword(s):  
Mathematics Learning ◽  
Learning Difficulties ◽  
Teaching Improvement ◽  
Factors Affecting

scholarly journals TELAAH STRATEGI PEMBELAJARAN MATEMATIKA PADA SEKOLAH ALAM PEKALONGAN

2020 ◽  
Vol 4 (1) ◽  
pp. 92
Author(s):  
Drajat Stiawan
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Data Collection ◽  
Mathematics Teachers ◽  
Mathematics Learning ◽  
School Principal ◽  
Learning Activities ◽  
Data Presentation ◽  
Learning Mathematics ◽  
Collection Data

Sekolah alam adalah sekolah yang kegiatan pembelajarannya tidak hanya terpaku di dalam kelas, tetapi juga memanfaatkan alam sekitar atau lingkungan sebagai objek pembelajaran. Pembelajaran matematika pada sekolah alam dilakukan sebagai upaya untuk menumbuhkan jiwa siswa menjadi lebih kreatif dan mandiri. Penelitian yang dilakukan bertujuan untuk mendiskripsikan bagaimana pelaksanaan pembelajaran matematika di Sekolah alam Ma’had Islam Pekalongan. Informan adalah kepala sekolah, guru matematika kelas IV dan V sekolah alam SD Ma’had Islam. Teknik dalam pengumpulan data menggunakan observasi dan wawancara. Analisis datanya meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa pelaksanaan pembelajaran matematika di Sekolah alam SD Ma’had Islam dilakukan di dalam kelas dan di luar kelas. Ketika di dalam kelas menggunkan metode ceramah dan tanya jawab. Saat di luar kelas (out door) lebih banyak menggunakan metode pemberian tugas dan game (bermain) serta memanfaatan bahan-bahan yang ada di Alam, guna memahamkan siswa sesuai dengan materi yang diajarkan oleh guru matematika.ABSTRACTA natural school is a school whose learning activities are not only fixed in the classroom, but also utilize the natural surroundings or the environment as objects of learning. Mathematics learning in natural schools is done as an effort to grow students' souls to be more creative and independent. The research carried out aims to describe how the implementation of mathematics learning in Pekalongan's Ma'had Islam School of Nature. The informants are the school principal, mathematics teacher grades IV and V of the natural school Ma'had Islam elementary school. The technique in collecting data uses observation and interviews. Data analysis includes data collection, data reduction, data presentation and conclusion drawing. The results showed that the implementation of mathematics learning in the natural school of Ma'had Islam Elementary School was done in the classroom and outside the classroom. When in class use the lecture and question and answer method. When outside the classroom (out door) use more methods of giving assignments and games (playing) and utilizing materials available in Nature, in order to understand students according to the material taught by mathematics teachers.

scholarly journals Analisis Faktor Penyebab Kesulitan Belajar Siswa dalam Pembelajaran Matematika Kelas XI IPS 4 SMA Negeri 2 Sungai Limau

Horizon ◽  
2021 ◽  
Vol 1 (4) ◽  
pp. 724-732
Author(s):  
Irma Dian Pratama ◽  
Dewi Yuliana Fitri ◽  
Lita Lovia
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Environmental Indicators ◽  
Learning Difficulty ◽  
Internal Factors ◽  
Descriptive Research ◽  
Analysis Technique ◽  
Learning Mathematics

This research is motivated by the low learning outcomes of students' mathematics. Low learning outcomes are characteristics of students experiencing obstacles or obstacles during the learning process. This study aims to describe and analyze the factors that cause students' learning difficulties in mathematics. The sample of this study amounted to 32 students of class XI IPS 4 SMA Negeri 2 Sungai Limau. The type of research used is descriptive research with a quantitative approach. The instrument used is a learning difficulty questionnaire, interview sheets and documentation to strengthen the results of the questionnaire answers. The data analysis technique of this research is the analysis of questionnaires and interviews. The results of this study indicate that: 1) internal factors that affect learning difficulties are described as follows, in the indicator of readiness in learning as much as 71.8% in the category of very influential on the learning process, on motivation indicators as much as 29% in the category of being quite influential in the learning process , on the indicator of interest as much as 53% with the category influential in the mathematics learning process and the health indicator as much as 50.6% with the category having an effect on learning mathematics. 2) external factors that affect learning difficulties in mathematics are as follows, indicators of family factors in learning as much as 37.5% with a category that is quite influential on the mathematics learning process, on school indicators as much as 51.5% with categories that affect the online learning process and on environmental indicators community as much as 39.6% with the category quite influential on the student learning process.

scholarly journals MATHEMATICAL LEARNING MOTIVATION OF SUBMISSION AND REDUCTION OF PARTICIPANTS IN PRIMARY SCHOOL USING REALISTIC MATHEMATICS EDUCATION (RME)

2019 ◽  
Vol 3 (1) ◽  
pp. 27
Author(s):  
Dodi Ardiansah ◽  
Mia Yusmianti ◽  
Anugrah Ramadhan Firdaus
Keyword(s):  
Mathematics Education ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Distribution Data ◽  
Realistic Mathematics Education ◽  
Motivation To Learn ◽  
Class Iii ◽  
Realistic Mathematics ◽  
The Mean ◽  
Addition And Subtraction

This study aims to explain the application of realistic mathematics education in addition and subtraction mathematics learning in class III of SDN 1 Sudimampir, one of the low motivation of students to learn mathematics addition and subtraction is caused by learning activities that are more teacher-centered, so students are less actively involved in the learning process and result in monotonous learning activities in the classroom. Based on the above problems, improvements can be made to increase motivation to learn mathematics using realistic mathematics education. population and sample in the study focused on class III students, the method used in this study was the experimental method. The data collection technique is to provide learning and working on the problem, then grouping values based on the results of student performance in working on mathematical questions, arranged based on group distribution data for more specific value distribution into the mean median mode and graphs in order to find out the results of applying realistic mathematical methods education is expected to increase students 'motivation to learn mathematics, from the study there was a significant increase in the mean score of students' scores in mathematics learning addition and subtraction, namely ± 67,57.

scholarly journals Ethnomathematics in Traditional Wayang Performance in Surakarta as a Source of Mathematics Learning in Junior High School

2019 ◽  
Vol 2 (2) ◽  
pp. 299-306
Author(s):  
Della Narulita ◽  
M. Mardiyana ◽  
D R S Saputro
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Mathematics Learning ◽  
Point Of View ◽  
Daily Activities ◽  
Learning Mathematics ◽  
Collection Data ◽  
Research Procedure ◽  
Data Validity

Mathematics is used in all aspects of life and emphasizes the activities of reasoning. Mathematics had related to our daily activities and can identify the cultural point of view. Ethnomathematics include mathematical ideas develop by cultures. The aim of this research is ethnomathematics practiced by the community especially in traditional wayang art in Surakarta that can be used as a source of learning mathematics in junior high school. This research used descriptive qualitative research whichdata collection techniques by observation, interviews, and documentation. Data validity used triangulation. The research procedure includes several stages, namely data collection, data selection, data analysis, drawing conclusions, and preparation of research reports. The result of the research showed that traditional wayang art performance in Surakarta contained ethnomathematics can be used as a source of learning mathematics in junior high school such as 1) modulo 9, 2) geometry of space, 3) even odd number, 4) rectangle, and 5) circle.

scholarly journals Kemampuan Berpikir Relasional Siswa dalam Mengerjakan Soal Kontekstual dengan Pendekatan Realistik Pada Topik Fungsi Linear

2016 ◽  
Vol 7 (2) ◽  
pp. 136-144
Author(s):  
A. Tatak Handaya Kurniawan ◽  
M. Andy Rudhito
Keyword(s):  
Problem Solving ◽  
Linear Function ◽  
Mathematics Learning ◽  
Relational Thinking ◽  
Data Presentation ◽  
Realistic Mathematics ◽  
Learning Mathematics ◽  
Thinking Ability ◽  
8Th Grade ◽  
Mathematics Problem

Penelitian ini dilatarbelakangi oleh kemampuan berpikir relasional siswa yang masih rendah. Berpikir relasional menjadi salah satu masalah yang menarik dalam pendidikan matematika. Di dalam penelitian ini akan dikaji kemampuan berpikir relasional siswa dalam mengerjakan soal matematika kontekstual pada Pembelajaran Matematika Realistik (PMR). Metode yang digunakan dalam penelitian ini secara deskriptif kualitatif. Penelitian ini dilakukan terhadap siswa kelas VIII SMP Kanisius Sleman dengan topik materi pembelajaran Fungsi Linear. Data proses berpikir relasional siswa diperoleh melalui soal penyelesaian masalah dan analisis penyajian hasil kegiatan siswa. Dari hasil penelitian yang diperoleh menunjukkan bahwa siswa mengalami kesulitan untuk berpikir relasional dalam menghubungkan antara masalah kontekstual dalam PMR terhadap materi fungsi linear terlebih pada penyajian data menggunakan grafik fungsi. Siswa belum mampu menggunakan grafik untuk menentukan hasil fungsi pada permasalahan kontekstual. Saran yang dapat diberikan dari hasil penelitian ini adalah siswa lebih sering diberikan soal yang ng dapat merangsang siswa untuk dapat berpikir relasional, sehingga siswa mampu menyelesaikan masalah kontekstual dengan nalar dan membuat pembelajaran lebih bermakna.This research based on the students ability in relational thinking which is still low. Thinking relationaly become one of the interesting problems in learning mathematics. This research will discuss students relational thinking ability in doing contextual mathematics problem in Realistic Mathematics Learning. The method which is used in this research is descriptive qualitative. It is done toward 8th grade students of SMP Kanisius Sleman. The topic is Linear Function. The data of relational thinking is obtained through the students problem solving on mathematics and the analysis on students activities result presentation. This research shows that the students got difficulties to think relationaly to correlate contextual problems on learning toward the linear function material prior to data presentation using graph of function. Students are not able to use the graph to the determine the result of function oncontextual problem. From the research, it suggest that students should have been given more problems which stimulate to think relationaly, so that students are able to solve the contextual problem reasonably and make learning more meanigful.

scholarly journals Etnomatematika: Eksplorasi Budaya Sasak sebagai Sumber Belajar Matematika Sekolah Dasar

2020 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Asri Fauzi ◽  
Aisa Nikmah Rahmatih ◽  
Muhammad Sobri ◽  
Radiusman Radiusman ◽  
Arif Widodo
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Mathematics Learning ◽  
Field Studies ◽  
Cultural Products ◽  
Data Presentation ◽  
Analysis Techniques ◽  
Ethnographic Approach ◽  
Learning Mathematics

The purpose of this research is to describe the results of the exploration of ethnomathematics of Sasak culture that can be used as a source of learning mathematics. This type of research is exploratory qualitative research with an ethnographic approach. This research focuses on buildings, crafts, arts, and traditional snacks. The research instrument is the researcher himself. While the method of data collection by interview, field studies, and documentation. Data analysis techniques with triangulation are data reduction, data presentation, and drawing conclusions. The results showed that Sasak cultural products can be used as a source of learning mathematics, especially on the elements of geometry including rectangles, triangles, trapezoid, circles, rhombus, laying-kites, cones, cylinders, and pyramid. Learning resources derived from Sasak culture, if properly utilized, will create meaningful mathematics learning for students.

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.

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