ANALISIS KONSEP MATEMATIKA SEKOLAH DALAM PEMULASARAAN JENAZAH

This research aim to identify the elementary and junior high school mathematic concepts which included the funeral procession. The process of funeral procession that was researched included measuring and cutting the shroud, bathing the corpse, shrouding the corpse, praying the corpse, and burying the corpse. The method of this research is a qualitative, and the form of this research is a literature study. Then the data were collected using documents in the form of books, articles, and notes on the results of the funeral procession by the fardhu kifayah team of Ummu Al-Athiyyah Al-Anshoriyyah. Based on the Miles and Huberman analysis method, elementary and junior high school mathematical concepts are found in the funeral procession, namely rectangles, mixed arithmetic operations, addition, subtraction, multiplication, division, number sequences, sets, linear inequalities of one variable, line segments, vertical lines, horizontal lines, parallel lines, perpendicular lines, point outside the line, 180 degree angel, and cuboids.

NILAI-NILAI KARAKTER PROFETIK PADA PEMBELAJARAN MATEMATIKA POKOK BAHASAN ALJABAR

Integration of the subject matter with the values of the characters need to be done in the learning process in the classroom. Learning is not only oriented to the provision of material cognitive but affective value investment is also equally important. Teach the value of character is the responsibility of all teachers in the school. Mathematic teachers also have a similar role to teach character values of Islam. Mathematics is still a frightening lesson for students. However, with the teaching of character values of Islam are expected to establish a close relationship with math students so that math is not scary. In this study, researchers discuss the mathematical learning on the subject of algebra are integrated with the teaching of character values of Islam which refers to the prophetic character of Muhammad SAW. The method in this study using a reference library that researchers gathered from various sources and then packed into the concept of mathematics learning is integrated with the teaching of character values of Islam. The character values that can be implanted through the learning of mathematics on the subject of algebra that love science, compassion, honesty, tolerance, fairness, mutual help and hard work

PROFIL PENGUASAAN MATERI MATEMATIKA SEKOLAH MAHASISWA PENDIDIKAN MATEMATIKA SEMESTER VI

Each teacher is required to have pedagogic, personality, professional, and social competence. Professional competence refers to the ability of mastery of learning materials widely and deeply that enables to guide learners meet the established competency standards. Based on this, every mathematics teacher candidate must have good mastery of school mathematic materials. This study aims to determine the profile of mastery of school mathematics materials students of mathematics education program semester VI. It is important to know the readiness of students to become professional math teachers. This research is a descriptive research. The study sample consisted of 2 classes with 48 students. Data collected through the test. The test results were analyzed using descriptive statistics. The results showed that the mastery of mathematics materials of students school semester VI is very low at 22.5%. This indicates that students as math teacher candidates do not have professional competence. The results of this study is expected to be a source of information for stakeholders to develop learning and curriculum that are able to prepare students who are competent in mastery of school mathematics materials

Connecting Research To Teaching: Reflections on Mathematics Education Research over the Twenty-Five Years of JRME

How well do you think your students would do on the following problem? “An army bus holds 36 soldiers. If 1,128 soldiers are being bused to their training site, how many buses are needed?” Only 24 percent of a national sample of thirteen-year-olds answered the question correctly (Silver, Shapiro, and Deutsch 1993). Students commonly erred by giving such non-whole number answers as 31 1/3, 31.33, or 31 R 12. To obtain the correel, whole-number answer to this question, students must make sense of the problem, realizing that an additional bus or some other method of conveyance will be needed to transport the “leftover” soldiers. Researchers interested in studying the extent to which students disassociate sense-making from school mathematic have conducted careful analyses of students' solutions to this problem and a number of related problems (see. e.g., Silver, Shapiro, and Deutsch [1993]).

The Value of Informal Approaches to Mathematics Instruction and Remediation

School mathematic is my terious, foreign, and threatening to many students. For too many children, school mathematics is something that happens to them rather than something that they make happen. Some children are so overwhelmed that they are intellectually and emotionally paralyzed by school mathematics. How can we make school mathematics sensible, familiar, and enjoyable to children—especially those with learning difficulties? Ginburg (1982) suggest that we should relate formal mathematical instruction to a child's informal knowledge and skills, which are often based on counting. This principle is applicable to children across the whole range of abilities, from kindergarten through eighth grade, and to a range of topics in school mathematics. Such an approach may help children feel more in control of their work and, as a result, feel better about themselves and school mathematics.

We Quote

& Now, while the content of school mathematics remained relatively static, there were changes in mathematics which have been described “as so extensive, so far reaching in their implications, and so profound that they can be described only as a revolution.” Because of these changes, during the last ten years there has developed a rising tide of opinion around the world that a far-reaching change in content and approach to school mathematic. was necessary to meet the needs of the second half of the twentieth century.

The Objectives of Tenth Year Mathematics

The New course in seventh, eighth and ninth year mathematics has now reached the SB grade in all elementary and junior high schools. The graduates of the elementary schools will be in our high schools next September. The great majority of these pupils will start their high school mathematic in February, 1944. Will we be ready for them?.