Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community

In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.

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Development Of Math Material Mathematics Based On Local Culture Of Cirebon Community

Jurnal Sekolah Dasar ◽

10.36805/jurnalsekolahdasar.v4i1.760 ◽

2019 ◽

Vol 4 (1) ◽

pp. 50-56

Author(s):

Mahpudin ◽

Yuyu Yuliati

Keyword(s):

Mathematics Teaching ◽

Learning Experience ◽

Mathematics Learning ◽

Mathematical Understanding ◽

Local Culture ◽

Design Development ◽

Teaching Materials ◽

Daily Lives ◽

Average Value ◽

Mathematical Symbols

In accordance with the level of his age, learning mathematics in elementary schools should start from a concrete concept first before students are brought to the concept in the form of abstract mathematical symbols. Local culture of the community becomes a real part that is faced by students in their daily lives. So the use of local culture as a mathematics learning content can lead students to a concrete mathematics learning experience. This paper tries to explain the results of research focusing on the development of local culture-based mathematics teaching materials in the Cirebon community. The purpose of this study was to produce mathematics materials based on the local culture of Cirebon society. Teaching material developed meets valid and effective criteria. the type of research used is development research with ADDIE (Analysis, Design, Development, Implementation, Evaluation) procedures. The results of this study indicate an increase in students' mathematical understanding after learning is applied by using local culture-based mathematics teaching materials in the Cirebon community. The increase in the average value of students 'mathematical understanding abilities is from 41 to 71. Thus, the use of local culture-based mathematics teaching materials in Cirebon society can improve students' mathematical understanding abilities.

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Mathematical Learning Development using Discovery Learning Model to Improve Mathematical Understanding Skills of Students

JOURNAL OF EDUCATIONAL SCIENCES ◽

10.31258/jes.4.1.p.124-132 ◽

2020 ◽

Vol 4 (1) ◽

pp. 124

Author(s):

Yuni Kartika ◽

Nahor Murani Hutapea ◽

Kartini Kartini

Keyword(s):

Product Development ◽

Junior High School ◽

Mathematics Learning ◽

Learning Model ◽

Mathematical Understanding ◽

Discovery Learning ◽

Learning Tools ◽

Design Development ◽

Average Value ◽

Learning Development

This study aims to produce a mathematics learning tool with a discovery learning model on rectangular and triangular material, with valid, practical and effective criteria to improve the mathematical understanding ability of grade VII students in junior high school. The type of research was development research with the design development using Borg and Gall. This study produced learning tools consisting of syllabus, lesson plans and student worksheets (LKPD). The results of the study showed that the learning tools met valid, practical and effective criteria. The validity of the product development was determined by expert validation with an average value of 4.46 with a very valid category. The practicality of the product development is determined by the teacher with an average of 99%, students 90.57% and observers 4.16 which is categorized as very practical while the effectiveness of the development product in terms of the achievement of learning objectives using KKM scores of 75 is obtained from the test results of mathematical understanding ability with the results there is an increase in learning outcomes using developed learning tools.

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Pengembangan Modul Bilingual Bergambar dengan Pendekatan Realistic Mathematics Education (RME) pada Materi Himpunan

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v3i1.4804 ◽

2020 ◽

Vol 3 (1) ◽

pp. 48-56

Author(s):

Aida Nurfithriyya ◽

Guntur Cahaya Kesuma ◽

Rosida Rakhmawati M

Keyword(s):

Mathematics Education ◽

Mathematics Learning ◽

Average Score ◽

Realistic Mathematics Education ◽

Design Development ◽

Teaching Materials ◽

Group Test ◽

Average Value ◽

Realistic Mathematics ◽

Learning Mathematics

Abstract: The purpose of this reaserch is to develop teaching materials consisting of pictorial bilingual modules using Realistic Mathematics Education (RME) on set material and to research the effectiveness of the product being developed. The research used in this research is Research and Development using ADDIE models consisting of motion sickness Analysis, Design, Development, Implementation and Evaluation. This study was declared valid and feasible to be used as teaching material for mathematics learning by 3 material experts who obtained an average score of 3,72 in the "valid" category and 3 media experts with an average score of 3,71 in the "valid" category and 3 language experts with an average score of 3,65 with the category of "Valid" with each maximum score of validity is 4. With the test of attractiveness of teaching materials determined "Very Attractive" by a small group test of 9 students by agreeing to the average score average of 3,65 and a large group test of 29 students with approval of an average value of 3,68. The results of the assessment using testing the effect size with an approval score of 0,50 with the category "Effective Enough". So it can be concluded that the development of teaching materials produced is declared feasible and effective enough and can be used as teaching materials in learning mathematics. Abstrak: Tujuan dari penelitian ini yaitu mengembangkan bahan ajar berupa modul bilingual bergambar dengan pendekatan Realistic Mathematics Education (RME) pada materi himpunan serta mengetahui keefektifitasanproduk yang dikembangkan. Penelitian yang digunakan dalam penelitian ini adalahResearch and Development menggunakan model ADDIE yang terdiri dari tahap Analyze, Design, Development, Implementation dan Evaluation. Penelitian ini dinyatakan valid dan layak digunakan secara keseluruhan sebagai bahan ajar pembelajaran matematika oleh 3 ahli materi yang memperoleh skor rata-rata sebesar 3,72 dengan kategori “valid” dan 3 ahli media dengan skor rata-rata sebesar 3,71 dengan kategori “valid” serta 3 ahli bahasa dengan skor rata-rata sebesar 3,65 dengan kategori “Valid” dengan masing-masing skor maksimal kevalidan adalah 4. Sedangkan uji kemenarikan bahan ajar dinyatakan “Sangat Menarik” oleh uji kelompok kecil terhadap 9 orang peserta didikdengan perolehan skor rata-rata sebesar 3,65 dan uji kelompok besar terhadap 29 orang peserta didik dengan perolehan nilai rata-rata sebesar 3,68. Hasil penilaian uji efektivitas dengan menggunakan rumus effect sizedengan perolehan skor sebesar 0,50 dengan kategori “Cukup Efektif”. Sehingga dapat disimpulkan pengembangan bahan ajar yang dihasilkan dinyatakan layak dan cukup efektif serta dapat digunakan sebagai bahan ajar dalam pembelajaran matematika.

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PENGEMBANGAN BAHAN AJAR MATEMATIKA DARING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH

Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika ◽

10.31316/j.derivat.v8i1.1679 ◽

2021 ◽

Vol 8 (1) ◽

pp. 48-60

Author(s):

Irkham Abdaul Huda ◽

Suhandi Astuti Astuti

Keyword(s):

Mathematics Teaching ◽

Mathematics Learning ◽

Good Teaching ◽

Design Development ◽

Teaching Materials ◽

Analysis Design ◽

Addie Model ◽

Validation Tests ◽

5Th Grade ◽

Block Volume

The objectives of this study were (1) to develop online-based mathematics teaching materials for distance learning in the pandemic era, and (2) to determine the level of validation of the development of online-based mathematics teaching materials based on expert validation tests. This R&D research uses the ADDIE model which consists of analysis, design, development, implementation, and evaluation. The subjects of this study were class teachers and 5th grade students of SD Negeri Plumutan, Bancak, Semarang Regency. The results of this study are (1) there are five stages in the development of online-based mathematics teaching materials, namely making indicators, making learning objectives, collecting mathematics learning materials for cube and block volume materials, compiling materials in the form of LKPD, making Weebly Websites, and preparing lesson plans. (2) based on the validation test which includes material experts get a percentage of 85% with the criteria of "very good", teaching materials experts get a percentage of 90% with the criteria of "very good", and material experts get a percentage of 75% with the criteria of "good".

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PENERAPAN PENDEKATAN PEMBELAJARAN PAKEM DALAM MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 002 BAGAN BESAR

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v5i3.3927 ◽

2017 ◽

Vol 5 (3) ◽

pp. 411

Author(s):

Elvi Zahara

Keyword(s):

Active Learning ◽

Student Learning ◽

Learning Outcomes ◽

Mathematics Teaching ◽

Mathematics Learning ◽

Student Learning Outcomes ◽

Average Value ◽

Increased Activity

The background of this research is the lack of students' mathematics learning outcomes. Thelow yield caused by the learning of mathematics teaching is so very boring, monotonous,stressful and meaningless. Departing from the problems that occur in the field, especially ingrade IV SDN 002 Bagan Besar then there needs to be a strategy that can provide learningmathematics is expected to show active learning, creative, effective and fun. This research istindaan class (PTK), instrument collecting data observation and test learning outcomes. Theresults obtained: Increased activity of the students from the first cycle to the second cycle arevery significant. The increase in active learning, creative, and fun efekif the students alsofollowed by an increase in student learning outcomes. This is evidenced by the increase in thelearning outcomes of the first cycle to the second cycle. Namely, from the average value of 88,27 (cycle I) increased to an average value of 97, 59 (cycle II).

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Transforming Mathematics Teaching Through Games and Inquiry

K-12 STEM Education ◽

10.4018/978-1-5225-3832-5.ch014 ◽

2018 ◽

pp. 279-304

Author(s):

Karin Wiburg ◽

Barbara Chamberlin ◽

Karen M. Trujillo ◽

Julia Lynn Parra ◽

Theodore Stanford

Keyword(s):

Digital Media ◽

Mathematics Teaching ◽

Mathematics Learning ◽

Teacher Involvement ◽

Summer Camps ◽

Integrative Approach ◽

Design Development ◽

Pedagogical Content ◽

The Impact ◽

Annual Summer

This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer camps. Via this multi-faceted participation, teachers experienced a change in their understanding of how digital tools can connect with inquiry-based pedagogy, mathematical content and pedagogical knowledge to facilitate successful learning for students. Teachers began to approach multimedia and games as part of an inquiry-based pedagogical approach for mathematics learning, rather than seeing games as tools for student practice after learning a concept.

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Transforming Mathematics Teaching through Games and Inquiry

Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0120-6.ch003 ◽

2016 ◽

pp. 52-77

Author(s):

Karin Wiburg ◽

Barbara Chamberlin ◽

Karen M. Trujillo ◽

Julia Lynn Parra ◽

Theodore Stanford

Keyword(s):

Digital Media ◽

Mathematics Teaching ◽

Mathematics Learning ◽

Teacher Involvement ◽

Summer Camps ◽

Integrative Approach ◽

Design Development ◽

Pedagogical Content ◽

The Impact ◽

Annual Summer

This chapter describes the design, development, and testing of a successful mathematics game-based intervention, Math Snacks, for students in grades 3–7. This program shows the impact of an integrative approach of developing Technological Pedagogical Content Knowledge (TPACK), where interactive digital media are combined with inquiry-based activities in classrooms facilitated by teacher involvement. Teachers played a key role in development and testing of Math Snacks, both by using them in their classrooms and by teaching core mathematics concepts connected to each module during annual summer camps. Via this multi-faceted participation, teachers experienced a change in their understanding of how digital tools can connect with inquiry-based pedagogy, mathematical content and pedagogical knowledge to facilitate successful learning for students. Teachers began to approach multimedia and games as part of an inquiry-based pedagogical approach for mathematics learning, rather than seeing games as tools for student practice after learning a concept.

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ANALYSIS OF NEED FOR DEVELOPMENT OF HOTS-BASED MATHEMATICS TEACHING MATERIAL IN ELEMENTARY SCHOOLS

PrimaryEdu - Journal of Primary Education ◽

10.22460/pej.v5i1.2038 ◽

2021 ◽

Vol 5 (1) ◽

pp. 13

Author(s):

Vivi Astuti Nurlaily ◽

Husna Imro’athush Sholihah

Keyword(s):

Elementary Schools ◽

Mathematics Teaching ◽

Mathematics Learning ◽

Fourth Grade ◽

Thinking Skills ◽

Teaching Material ◽

Learning Resources ◽

Teaching Materials ◽

Learning Mathematics ◽

Fourth Grade Students

One of the 2013 curriculum transformation elements in elementary schools is strengthening the learning process and familiarizing the development of higher-order thinking skills (HOTS) for students. This needs to be supported by teaching materials to support HOTS-based learning.This research aims to analyze the need for HOTS-based mathematics teaching materials in elementary schools. This research uses a descriptive approach. The subjects of this research were fourth-grade students of public elentary school in Tunjungan Blora area. The data collected in this research uses observation sheets, interviews, and document studies. Observations and interviews were carried out to teachers and fourth-grade students. Otherwise, the document studies were carried out on learning resources used in mathematics learning. The validity test data was conducted by using triangulation techniques. The results showed that: first, the characteristics of mathematics teaching materials used in elementary schools of Blora Regency have not described the HOTS material. Second, the need for teachers shows that the problems faced by teachers in learning mathematics have limited learning resources. Third, the student's need toward teaching material products is shown by the low interest of students in learning mathematics. Fourth, students have not been invited to think critically in learning mathematics.

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Website-Based Teaching Material Development to Improve Student Mathematics Learning Outcomes

Jurnal Daya Matematis ◽

10.26858/jdm.v8i3.15134 ◽

2020 ◽

Vol 8 (3) ◽

Author(s):

Muhammad Azhar Mushoffa ◽

Hendri Raharjo ◽

Alif Ringga Persada

Keyword(s):

Learning Outcomes ◽

Mathematics Teaching ◽

Research Method ◽

Rapid Development ◽

Mathematics Learning ◽

Teaching Materials ◽

Web Based ◽

Student Responses ◽

Material Development ◽

Addie Model

The very rapid development of science and technology offers us various conveniences. Teaching materials that are made are the website at the web address belajarmatematics.id. The objectives of this study are: 1) To determine the effectiveness of website-based teaching materials. 2) determine student responses to website-based teaching materials applied in schools. 3) determine the increase in student mathematics learning outcomes using website-based teaching materials. The research method used in this study is RnD (Research and Development) with the ADDIE model with data collection techniques using questionnaires and tests. The sample used was class VII F SMP Negeri 1 Krangkeng, Indramayu Regency. Based on the results of the independent sample t test (two tailed), it can be seen that the value of tcount> ttable, is 6.331> 2,000. Because tcount> ttable, it means that there is a difference in students' mathematics learning outcomes between using website-based teaching materials and without web-based teaching materials. Student responses to the application of website-based mathematics teaching materials show strong criteria with an average of 85.08%. The average gain score of students using website-based teaching materials is 0.67 or 67%.

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