The Profile of Cognitive Conflict with Intervention in Understanding Algebra of Students at Pangkep State Polytechnic of Agriculture

ABSTRACTThe study aims at obtaining information on the profile of cognitive conflict of students by giving intervention on understanding Algebra of students at Pangkep State Polytechnic of Agriculture. The research method employed descriptive qualitative. The study involved the students who experienced cognitive conflict as a sample. The instruments used in collecting the data were written test and interview. Each of the students delivered his or her answer; he or she would be given new information that could trigger cognitive conflict.The result of the study reveal that (1) the students experienced cognitive conflict in determining set of completion on inequality that did not have a zero divisor. Based on students understanding, quadratic inequality that difficult to be factored or the factors were not integers that did not have solutions, (2) the students experienced cognitive conflict in solving equation that had infinite solutions. The students tended to work procedurally without identifying relational elements formed by the expressions. The subjects did not see the objects produce in first step that showed experession on the left was equal to the expression on the right side, (3) the students experienced cognitive conflict in determining set of completion on inequality segment.ABSTRAK Penelitian ini bertujuan untuk memperoleh informasi tentang profil konflik kognitif mahasiswa dengan pemberian intervensi terhadap pemahaman aljabar mahasiswa Politeknik Pertanian Negeri Pangkep. Metode penelitian yang digunakan adalah deskriptif kualitatif. Penelitian ini melibatkan mahasiswa yang mengalami konflik kognitif sebagai sampel. Untuk pengumpulan data, instrumen yang digunakan adalah soal tertulis dan wawancara. Setiap mahasiswa selesai menyampaikan jawaban, akan diberikan informasi baru yang dapat memicu terjadinya konflik kognitif.Hasil penelitian menunjukkan bahwa: (1) Mahasiswa mengalami konflik kognitif dalam menentukan himpunan penyelesaian pada pertidaksamaan yang tidak memiliki pembuat nol dan faktor-faktornya bukan bilangan real. Menurut pemahaman mahasiswa pertidaksamaan kuadrat yang sulit untuk difaktorkan tidak memiliki solusi (2) Mahasiswa mengalami konflik kognitif dalam menyelesaikan persamaan yang memiliki solusi yang tak berhingga. Mahasiswa cenderung bekerja secara prosedural tanpa mengindentifikasi elemen-elemen relasional yang dibentuk pada ekspresi tersebut. Subjek tidak memandang objek yang dihasilkan pada langkah pertama yang memperlihatkan bahwa ekspresi di ruas kiri sama dengan ekspresi di ruas kanan (3) Mahasiswa mengalami konflik kognitif dalam menentukan himpunan penyelesaian pada pertidaksamaan setelah diintervensi dengan informasi baru dengan menarik akar pada kedua ruas pertidaksamaan.

Epistemological Obstacles on The Quadratic Inequality

Students often experience difficulties and errors in solving quadratic inequality problems. These difficulties and errors are not only caused by students’ ignorance or misconceptions, but also caused by epistemological obstacles. This study aimed to determine the epistemological obstacles faced by the junior high school students in quadratic inequality. This research was a qualitative research that involved 105 ninth-grade students at one of the junior high schools in Bandung, Indonesia. The data were collected through open-ended tasks and task-based interviews. The data were analyzed using the inductive coding process to classify students’ errors. The descriptive analysis was carried out to reveal students’ ways of understanding and ways of thinking behind each error to be compared with historical analysis. Based on the description of ways of understanding and ways of thinking and comparison with this historical phenomenon, the epistemological obstacles had be confirmed. The results showed that there were epistemological obstacles in quadratic inequalities. The epistemological obstacles consisted of students' quadratic equation knowledge acts and students' arithmetic knowledge acts. However, no epistemological obstacles were found in the development history of quadratic inequality. Students' epistemological obstacles were parallel to the historical phenomena of quadratic inequality.

Influence of Separating Fibrous Seed Mass to Fractions to Quality

This article describes the fourth type of medium-fiber Hampor, currently widely used in the Surkhandarya region, the lengnth is about 160-170 mg, 171-180 mg, 181-190 mg, 191-200 mg, 201-205 mg, 206-210 mg was divided into fractions by mass of fibers, the LKM equipment was cleaned of fine and dirty particles in the laboratory of the ginnery, DL-10 was isolated from the fiber on the ginning equipment, and the physical and mechanical properties of the seeds, and 20.0 texts were made from the cotton fiber at the “Sherli” small-scale spinning device at the “Pakhtasanoat Research Center” AC. Physical and mechanical properties of the yarn, i.e. quadratic inequality of linear density, quadratic inequality by the number of twists, quadratic inequality in strength, durability, comparative shear strength, elongation at break, elongation in discontinuity was identified with the help of modern equipment and the spinning plant was able to split fibers into fractions for the production of high quality yarn, optimal versions were proposed.

LEARNING TRAJECTORY OF QUADRATIC INEQUALITY

<p>A learning trajectory offers a description of key aspects in planning mathematics learning. It also helps teachers follow and interpret students’ mathematical thinking, so that learning can be developed in accordance with the characteristics of students, and even become a tool for teachers to develop curriculum. There are three main components of learning trajectory: learning goals, learning activities, and hypothetical learning processes. In this article, we constructed a learning trajectory of the quadratic inequality. This qualitative study used didactical design research with 105 grade 10 students as the participants. In the prospective analysis step, didactic design, learning obstacle, and quadratic inequality system were analyzed. Based on the results of this analysis, we constructed hypothetical learning trajectories in the form of didactical design. Then, hyphothetical learning trajectories were implemented in the learning process. Student’s responses were analyzed qualitatively. Results of this analysis were used to revise the learning trajectory in order to obtain alternative trajectory learning outcomes of theoretical and empirical analysis. Finally, this article offers an alternative learning trajectory of quadratic inequalities that are different from the existing learning trajectories presented in the current textbook. The learning trajectory that is offered is the learning quadratic inequality which starts from the function approach.</p><p> <strong>BAHASA INDONESIA ABSTRACT: </strong>Learning trajectory (LT) menawarkan sebuah deskripsi akan aspek kunci dalam perencanaan pembelajaran matematika. LT juga membantu guru belajar dalam mengikuti dan menginterpretasi cara berpikir matematisnya siswa, sehingga pembelajaran dapat dikembangkan sesuai dengan karateristik siswa, bahkan menjadi alat bagi guru untuk mengembangkan kurikulum. Ada tiga komponen utama dari learning trajectory, yaitu: tujuan pembelajaran (learning goals), kegiatan pembelajaran (learning activities) dan hipotesis proses belajar siswa (hypothetical learning process). Dalam artikel ini akan dikonstruksi sebuah LT pertidaksamaan kuadrat. Penelitian ini menggunakan pendekatan kualitatif dengan didactical design research. Adapun partisipan sebanyak 105 siswa kelas X. Pada awal penelitian ini, dilakukan analisis propektif yaitu analisis atas materi pertidaksamaan kuadrat, hambatan belajar dan tingkat berpikir siswa. Kemudian dari hasil analisis ini disusunlah Hipotetical Learning Trajectories yang berupa desain didaktis. Desain didaktis berdasarkan Hypotetical Learning Trajectories ini diimplementasikan dalam pembelajaran. Respon siswa dianalisis secara kualitatif. Hasil analisis ini digunakan untuk merevisi Learning Trajectory, sehingga diperoleh Learning Trajectory alternatif hasil analisis teoritik dan empirik. Akhirnya, artikel ini menawarkan sebuah alternatif learning trajectory pertidaksamaan kuadrat yang berbeda dengan learning trajectories yang ada pada buku pelajaran sekarang. Learning trajectory yang ditawarkan adalah pembelajaran pertidaksamaan yang dimulai dengan pendekatan fungsi. </p>