PEMAHAMAN SISWA TERHADAP PERMASALAHAN BANGUN DATAR BERDASARKAN TEORI APOS

This study aims to analyze how students understand the problem of flat shapes based on apos theory. This type of research is a descriptive qualitative research and the method used in this research is the survey method. The subjects in this study were fifth grade elementary school students. The result of this research is that the students' ability to understand the problem of flat shapes based on the APOS theory is only at certain stages.

Analisis pemahaman siswa SMA kelas XI materi program linear berdasarkan teori apos ditinjau dari gaya belajar

The purpose of this study is to describe the understanding of high school students in class XI linear program material based on APOS theory in terms of learning styles. The researcher chose six subjects consisting of two subjects for each learning style. The results of this study indicate the visual group reaches the highest percentage in the stages of action and objects. At the process stage the auditory group is able to reach the highest percentage. As for the stages of the scheme, almost all subjects of the three learning styles are unable to surpass it well. Tujuan penelitian ini adalah untuk mendeskripsikan pemahaman siswa SMA kelas XI materi program linear berdasarkan teori APOS ditinjau dari gaya belajar. Peneliti memilih enam subjek yang terdiri dari dua subjek untuk masing-masing gaya belajar. Hasil penelitian ini menunjukkan kelompok visual mencapai presentase tertinggi pada tahapan aksi dan objek. Pada tahapan proses kelompok auditori mampu mencapai presentase tertinggi. Sedangkan untuk tahapan skema, hampir semua subjek dari ketiga gaya belajar tidak mampu melampauinya dengan baik.

The Spatial Thinking Process of the Field-Independent Students based on Action-Process-Object-Schema Theory

<p style="text-align: justify;">Spatial thinking has roles to facilitate learners to remember, understand, reason, and communicate objects and the connections among objects that are represented in space. This research aims to analyze the spatial thinking process of students in constructing new knowledge seen from the field-independent cognitive style learners based on Action-Process-Object-Schema (APOS) theory. APOS theory is used to explore spatial thinking processes which consist of mental structures of action, process, object, and schema. This research is qualitative research with an exploratory method. It provided the students' opportunity to solve problems alternately until the method found the most appropriate subjects for the research objectives. The subjects were 2 students of Mathematics Education in the fourth semester of Universitas Muria Kudus Indonesia. The data collection techniques were started by distributing the validated and reliable spatial thinking questions, the cognitive style question, and the interview. The applied data analysis consisted of data reduction, presentation, and conclusion. The findings showed (1) spatial thinking process of holistic-external representation typed learners were indicated by the representative thinking element, abstract-illustrative figure expression to communicate and complete the tasks correctly, (2) spatial thinking process of the holistic-internal representation typed learners were indicated by the representative means, having ideas, connecting with the previous knowledge in the forms of symbols and numbers, and finding the final results correctly although incomplete.</p>

ABSTRAKSI REFLEKTIF SISWA SEKOLAH MENENGAH PERTAMA PADA MATERI SEGIEMPAT DAN SEGITIGA

The purpose of this study is to determine a person's ability to perform mental activities mechanically in associating new information received with previously owned information (reconstruction) which is a reflective abstraction. The process of reconstructing the concepts of quadrilaterals and triangles by students uses the mental mechanism approach of APOS theory (interiorization, encapsulation, de-encapsulation, coordination). The process can be known by observing students and analyzing the results of student work, starting with determining 1 class to be given a mathematical ability test. 29 students were present when the math ability test was given. The results of the mathematical ability test were analyzed and then found 2 students of different sexes with moderate ability. The first student is male and the second student is female, hereinafter referred to as the research subject, then the research subject is given the task of quadrilateral and triangle. The results showed that female students had done all stages of reflective abstraction in APOS theory. So, that these students were at the level of relational understanding. Meanwhile, male students only did several stages in the reflective abstraction stage on the APOS theory so that these students were included in the level of instrumental understanding.

Lembar Aktivitas Mahasiswa Materi Integral Jumlah Riemann Berdasarkan Teori Aksi, Proses, Objek, Skema (APOS)

This study produced a prototype of Riemann's number of teaching materials based on APOS theory. The student activity sheet (LAM) based on APOS theory was designed to help students understand the integral of the subject matter of Riemann quantities. The teaching materials design process was divided into two stages, namely preliminary study and formative evaluation. In the preliminary study stage, the researchers prepared and designed teaching materials in the form of student activity sheets for the subject of Riemann's Amount based on the APOS theory (Action, Process, Object, and Scheme). In the formative evaluation stage, researchers evaluated and revised the results of the design of teaching materials. The evaluation results in the form of comments and suggestions were used to revise the products produced, namely the first, second, and third prototypes. From these three stages, the first prototype that the researcher designed was revised based on the comments from the validator, namely expert review and several students. The second prototype was revised based on comments from several groups of students in small groups. The third prototype was the final design result used for field testing at the field test stage. The trials conducted showed that the goal of producing a product design that had a potential effect (usability) in the mathematics learning process had been achieved.

THINKING STRUCTURE OF STUDENTS’ UNDERSTANDING OF PROBABILITY CONCEPT IN TERM OF APOS THEORY

This study aims to analyze the mental structure experienced by students when understanding the concept of probability reviewed from APOS Theory and then suggests a lesson that accommodates the mental structure. APOS theory states that a learner forms a suitable mental structure when interpreting a mathematical concept. This study involved 106 third semester students who enrolled in Probability Theory. The students were given ACE (Activities, Classroom, Exercises) learning cycle treatment. After treatment, students were then given homework assignments that aim to reinforce the learning process. After the sixth week of learning, data were collected through a test. The results of this study are as follows: (1) the mental structure of students towards the concept of opportunity is still at the process level, not at the object-level, (2) Improving the learning of probability concept requires activities to improve verbal understanding, not only in the form of pictures and symbols. The alternative learning treatments are written in this article.

DEVELOPMENT OF MATHEMATICS TEACHINGS BASED ON APOS THEORY: CONSTRUCTION OF UNDERSTANDING THE CONCEPT OF STUDENT STRAIGHT LINE EQUATION

This research is an ADDIE-based research and development. Data on the development process were collected using tools validated by materiel experts, design experts, student response questionnaires and teacher responses. The results of the implementation of the use of textbooks are seen from the student activity sheets and student learning outcomes, in this study using participants from class VIII students of MTs YPI Kuala Enok totaling 28 students with a random sampling technique. The results of this development research are: (1) SMP / MTs mathematics textbooks based on the APOS theory on straight line equation material are declared suitable for use in learning activities based on the validation results of material experts and design experts. Based on the results of student and teacher responses to textbooks, they are ranked very well. (2) The effectiveness of using SMP/MTs mathematics textbooks based on the APOS (Action, Process, Object, Schema) theory of straight line equation material seen from the student activity sheet can be concluded that in the process of learning student activities. In addition, on the basis of the results of all students, the criteria for completeness were achieved, an average score of 85. Thus, from the results of this analysis, it can be concluded that textbooks based on the APOS theory are effective in constructing an understanding of the concept of straight line equations.