scholarly journals Impacts of Dyscalculia in Learning Mathematics: Some Considerations for Content Delivery and Support

2021 ◽  
Author(s):  
Rajendra Kunwar
Keyword(s):  
Mathematics Learning ◽  
Content Delivery ◽  
Classroom Teaching ◽  
School Age ◽  
Mathematical Content ◽  
Learning Mathematics ◽  
Number Comparison ◽  
The Impact

Dyscalculia is one of the important but less prioritized areas in learning mathematics. A group of students about 3–7 percent of school-age are facing problems associated with dyscalculia. They are facing problems related to number comparison, symbols and reasoning. This paper discusses the general features of dyscalculia and ways to overcome it. This article mainly focuses on the problem related to mathematics learning due to dyscalculia. It further highlights the concept and meaning of dyscalculia, types, causes of dyscalculia, common difficulty areas in mathematics for dyscalculic children, the impact of dyscalculia in mathematics learning. Finally, it also brings out the effective ways of delivering the mathematical content in the classroom teaching and ways to support dyscalculic students.

scholarly journals The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Usmadi Usmadi ◽  
Hayatul Hasanah ◽  
Ergusni Ergusni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Mathematics ◽  
The Impact ◽  
Step Type ◽  
Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

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

2021 ◽  
Vol 17 (1) ◽  
pp. 159
Author(s):  
Gidion Indra Saputra ◽  
Melda Jaya Saragih
Keyword(s):  
Junior High School ◽  
Mathematics Learning ◽  
Mathematical Concept ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Student Work ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Qualitative Descriptive ◽  
The Impact

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

scholarly journals Analisis Tradisi Melemang dalam Kajian Etnomatematika Dan Penerapannya dalam Pembelajaran Matematika

2020 ◽  
Vol 20 (2) ◽  
pp. 596
Author(s):  
Wahyu Fitroh
Keyword(s):  
Mathematics Learning ◽  
Complete Information ◽  
Phenomenological Approach ◽  
School Level ◽  
Cultural Traditions ◽  
Learning Mathematics ◽  
Class Viii ◽  
The Impact ◽  
Collection Methods ◽  
Learning Data

The understanding of values in mathematics learning delivered by the teachers has not touched all possible aspects. Mathematics is seen as a tool to solve practical problems in the world of science alone, thus ignoring the view of mathematics as a human activity (Soedjadi, 2007). That view is not wrong at all, both are correct and in accordance with the growth of mathematics itself. However, due to or the impact of routine mathematics teaching so far, the view that states mathematics solely as a tool becomes inappropriate in the process of education of the nation's children. It often happens that the teacher places more emphasis on teaching the tool, the teacher tells or shows the tool, how the tool is used, how the child learns to use it, without knowing how the tool was made or without criticizing why the tool is used. In fact, not a few teachers are hooked to meet the target of high test scores so that many other values that are far more important for students are forgotten. The process of mathematics education as it is very possible for children to only memorize without understanding, even though they should be able to memorize only after understanding. Based on the description above in this study, the author explains the process of how to make lemang and how to lemang in learning mathematics, so the purpose of this study is to describe and identify mathematics learning in the tradition of melemang kerinci community, namely the community of Three villages (Koto Lolo, Koto Bento, Koto Tengah) Pesisir Bukit Kota Sungai Penuh District. This type of research is a qualitative research with a phenomenological approach that aims to get as complete information as possible about the implementation of ethno-mathematics in mathematics learning. Data collection methods using observation, interviews, and documentation techniques, then analyzed. The results show that in the tradition of melemang there is mathematics learning in the form of: 1. Tube Elements, 2. Tube Nets, 3. Tube Area, 4. Tube Volume which is part of the material from the Education Unit Level Curriculum (KTSP), School Level First Intermediate (SMP) in class IX Semester I and 5. Social Arithmetic in class VIII Semester I so that it can be concluded that the results of the study show that there is a community tradition of conducting mathematical activities and the application of ethnomatatics as a means to motivate, stimulate students, can overcome boredom and provide new nuances in mathematics learning. This research focuses on only one object sub-study. it is expected that further research will be further developed on other types and cultural traditions of the community and be assessed in order to be more efficient and effective in their discussions (in-depth and directed).

scholarly journals Off-Classroom Mathematics Teaching and Learning Using Text-Messaging Approach

2021 ◽  
Vol 2 (8) ◽  
pp. 626-639
Author(s):  
Rodulfo Aunzo
Keyword(s):  
Mathematics Teaching ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Learning Mathematics ◽  
Quasi Experimental ◽  
Mathematics Teaching And Learning ◽  
Teaching Learning ◽  
The Impact ◽  
Experimental Group

Text messaging is the quickest and easiest way to transmit information to anyone anytime and anywhere. This mode of communication is prevalently used even in the academic arena. In this paper, Mathematics teaching-learning has gone beyond the four walls of the classroom. Text messaging was utilized in the teaching-learning process. The teacher sent concepts and illustrative examples to the students via SMS. The students interacted with the teacher and learned a new lesson through this mode of communication. A quasi-experimental research design was utilized to establish the impact of teaching-learning mathematics beyond the four walls with the aid of Text messaging. The study revealed that the experimental group performed equally with the controlled group, which revealed that the teaching-learning mathematics beyond the fours wall with the aid of Text messaging is effective. It is because the experimental group did not undergo an actual classroom teaching-learning compared to the controlled group. Further results of the investigation are presented in this paper.

scholarly journals INOVASI LEARNING MANAGEMENT SYSTEM (LMS) MENGGUNAKAN GOOGLE SUITE FOR EDUCATION (GSE) DALAM PEMBELAJARAN JARAK JAUH BIDANG STUDI MATEMATIKA SISWA KELAS IX DI SMP NEGERI 6 PEKALONGAN

2021 ◽  
Vol 9 (2) ◽  
pp. 257
Author(s):  
Evi Sugiana Purnamasari ◽  
Muhammad Choirul Kamal
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Best Practice ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Average Value ◽  
School Year ◽  
Learning Mathematics ◽  
The Impact ◽  
Very High

<p class="Els-keywords">This paper aims to determine the impact and learning outcomes of Mathematics Class IX students of SMP Negeri 6 Pekalongan in the 2020/2021 academic year on distance learning using Google Suite for Education (GSE). This paper is a best practice carried out in January-February in the even semester of the 2020/2021 school year. The object of this best practice is 32 students of class IXF at SMP Negeri 6 Pekalongan who were selected randomly (random sampling). The method used is descriptive qualitative research method. Data collection techniques in this study were interviews, observation and documentation. The best practice results show that the use of Google Suite for Education (GSE) can have a positive impact on the mathematics learning process and improve mathematics learning outcomes for class IXF students of SMP Negeri 6 Pekalongan for the 2020/2021 school year. The positive impact is seen from students' activities being more closely monitored and students being active during the learning process and the results of student activity indicators exceeding the target of 70%. The results of learning mathematics are also good, it can be seen from the results of the daily assessment of 32 students, many students who do not complete only 2 people, classical completeness is 94% and the average value is 92. So the completeness value is very high and the average value is also very high.</p>

STUDI DESKRIPTIF MINAT CALON GURU SEKOLAH DASAR TERHADAP PENGGUNAAN ALAT PERAGA MATEMATIKA SETELAH PERKULIAHAN MEDIA DAN MODEL PEMBELAJARAN MATEMATIKA SD

2015 ◽  
Vol 8 (1) ◽  
pp. 19
Author(s):  
Isna Rafianti ◽  
Etika Khaerunnisa
Keyword(s):  
Elementary Teachers ◽  
Elementary Mathematics ◽  
Mathematics Learning ◽  
Learning Model ◽  
Prospective Elementary Teachers ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Mathematical Problems ◽  
The Subject ◽  
Object Of Study

This research is motivated by the lack of interest of teachers in the use of props in the process of learning mathematics in elementary school. In accordance with the demands of the curriculum in 2013 and supported by the developed learning theory, learning mathematics is abstract object of study, students need an intermediary that props math-ematics, so that students can more easily understand the concepts that will be pre-sented, and in the end it can deliver students to solve mathematical problems, not only that proposed by the teacher but also the problems in life. The purpose of this study was to determine the interest of prospective elementary teachers on the use of props mathematics after getting lectures media and elementary mathematics learning model. By knowing the interest of prospective elementary teachers will be developed further realization of the state of the subject being studied. The method used is descriptive research, then the instruments used were questionnaires and interviews. The results of this study stated that the interest of prospective elementary teachers on the use of props after attending lectures media and elementary mathematics learning model is high over-all with a percentage of 76.70%.Keywords : Interest, Props Mathematics

MODULE OF ICT-BASED LEARNING MATHEMATICS: RESPONSE OF STUDENTS IN THE LEARNING PROCESS

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Endang Istikomah
Keyword(s):  
Mathematics Learning ◽  
Student Response ◽  
Questionnaire Data ◽  
Research Subjects ◽  
Microsoft Excel ◽  
Learning Modules ◽  
Descriptive Research ◽  
Learning Module ◽  
Learning Mathematics ◽  
Learning Guide

The use of modules in learning aims so that students can learn independently without or with the guidance of the lecturer. There is no teaching material as a learning guide that meets the needs of students in IT-based mathematics learning courses in the form of LKM, Modules or textbooks.This study aims at finding and examining further the response of students to ICT-based mathematics learning modules. The form of this research is descriptive research. The research subjects of the even semester students are 2018/2019 in ICT-based mathematics learning courses. The instrument used was a student response questionnaire. Data collection techniques using a Likert scale through Google Form. The data was processed using Microsoft Excel 2010. The results showed that student’s responses to the ICT-based mathematics learning module as a whole were positive with an average on the material Aspects, the Interest Aspects of the module and the Module Aspects respectively of 92, 42%, 87 % and 93, 16%.. Thus it can be concluded that ICT-based mathematics learning using modules can be applied.

Pengaruh Sikap dan Kebiasaan terhadap Hasil Belajar Matematika

2015 ◽  
Vol 1 (3) ◽  
Author(s):  
Nurhayati Nurhayati
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Student Attitudes ◽  
Mathematics Learning ◽  
Study Habits ◽  
Coefficient Of Determination ◽  
Correlation Technique ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
Linearity Test

<p>The general objective of this research is to discover and analyze empirically the <br />effect of attitudes toward mathematics learning outcomes, learning habits influence on mathematics learning outcomes, influence attitudes and study habits together towards mathematics learning outcomes. The population covered in this study were junior high school grade students in District VIII Kramat Jati, East Jakarta. The research sample was obtained through random sampling method, the researchers mixed quota subjects in the population so that all subjects are considered equal. The research design used by the correlation technique with three variables consisting of two independent variables, <br />namely student attitudes and study habits as well as a dependent variable, is mathematics learning outcomes. Data collected by questionnaire technique (variable attitudes and habits students learn) and test techniques (variable learning outcomes). Collected data are then analyzed using correlation and simple regression techniques and correlation and multiple regression. Before the data were analyzed, first performed descriptive statistical analysis and test data requirements (test of normality, linearity test). The results showed that: (1) there is significant influence between students' attitudes and habits towards learning mathematics learning outcomes, with a correlation coefficient of <br />0.465 and coefficient of determination of 0.216 or 21.6% of student attitude and study habits jointly affect the results of learning mathematics. The resulting regression equation Y = 7932 + 0, 377 X1 + 0, 257 X2. This could mean that the better the attitude of the students then the better the better the result of learning and study habits, the higher the results of studying mathematics. <br /><br /></p>

Pengaruh Penggunaan Media Belajar dan Minat Belajar terhadap Hasil Belajar Matematika (Eksperimen pada Siswa Kelas XI IPA SMA Negeri 8 Kota Tangerang Selatan Tahun Pelajaran 2010 / 2011)

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Tatan Zenal Mutakin ◽  
Teti Sumiati
Keyword(s):  
Factor Analysis ◽  
Experimental Method ◽  
Learning Outcomes ◽  
Research Method ◽  
Media Use ◽  
Mathematics Learning ◽  
Mathematics Students ◽  
Learning Mathematics

<p>The research is an experiment conducted in SMA Negeri 8 Tangerang City, Banten, on the influence of learning and use of media interest in learning of mathematics learning outcomes. The purpose of this study was to analyze the <br />influence of media use to learn and interest in learning mathematics learning <br />outcomes. (Experiment In Student Class XI IPA SMAN 8 Tangerang City Year <br />Lesson 2010/2011). The research method used is an experimental method using <br />the technique "factor analysis" with "Two Way Anova", aided by SPSS version <br />15.0. The results of the analysis studies suggest that: 1) There is the media's <br />influence on the learning outcomes of mathematics learning, 2) There is interest <br />in studying the influence on the results of studying mathematics, and 3) There is no interaction between the learning outcomes of students with interest in learning mathematics students. </p>

COMPARISON OF LEARNING MATH LEARNING RESULT STUDENTS WITH SAVI MODEL AND NHT MODEL ON STUDENT SMKN 1 KOLAKA

2018 ◽  
Vol 3 (1) ◽  
pp. 22-27
Author(s):  
S. Supratman ◽  
Sri Wulandari Muhlis
Keyword(s):  
Standard Deviation ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Mathematics Students ◽  
Learning Models ◽  
Maximum Value ◽  
Learning Mathematics

The formulation of the problem in this research are: (1) How the result of learning mathematics of students after taught by SAVI learning model?, (2) How the result of learning mathematics of students after taught by NHT learning model?, (3) Is the result of learning mathematics of students who taught with SAVI learning model is higher than students taught by NHT learning model. The purpose of this study are: (1) To know how the results of learning mathematics students after teaching with SAVI learning model, (2) To find out how the results of learning mathematics students after being taught with NHT learning model, (3) To determine whether the results of learning mathematics students taught by SAVI learning models higher than students taught by NHT learning models. Type of research using experimental method. The population in this study is all students of class X spread in 11 parallel classes with the number of 310 people. Sampling was done by using cluster random sampling technique. In this research as a sample taken 2 classes from the entire population that is class X A3 as experiment class 1 using SAVI learning model and class X A1 as experiment class 2 using NHT learning model. From result of data analysis obtained that: (1) result of student learning taught by using SAVI learning model which consist of 25 students show minimum value 62, maximum value 96, mean (mean) 80,36, with standard deviation 9,10; (2) student learning outcomes taught using NHT learning model consisting of 25 students showing minimum score 62, maximum value 96, mean (mean) 79,62, with standard deviation 10,512; (3) result of t-test analysis using independent sample t-test obtained tcount = 0,302 at = 0,05 with degrees of freedom (dk) = 48 obtained t table = 2,011. Because t <t table then Ha is rejected and H0 is accepted. So it can be concluded that the mathematics learning outcomes of students who were taught with the SAVI model was not higher than the students taught by the NHT model.

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