Pelatihan Pengembangan Instrumen Penilaian Numerasi untuk Peningkatan Kompetensi Guru Matematika SMP

Asesmen Kompetensi Minimum (AKM) or Minimum Competency Assessment has different objectives and formats compared to Ujian Nasional (National Exam), therefore teachers need to upgrade their knowledge of assessment instruments that measure students’ numeracy skills. This training aims to develop teachers' professionalism and competence in developing numeracy assessment instruments. The training was carried out online through a Zoom Meeting with participants of 29 junior high school mathematics teachers in Bogor Regency, West Java. The training was delivered in 2 sessions by 2 mathematics education lecturers from Universitas Negeri Jakarta. The first session with topics of AKM discussed the material domain, cognitive level, and the form of the questions on the AKM questions. The second session was with topics of numeracy skills discussed the benefits and the definition of numeracy skills. At the end of the training, participants were assigned to make a numeracy assessment instrument within 1 week. Participants and presenters join WhatsApp groups as a forum for discussion in the process of doing assignments. This training activity produces an output in the form of a numeracy assessment instrument that is developed based on the AKM question format. Participants are motivated and have ideas to develop numeracy assessment instruments.

Penerapan Model Pembelajaran ELPSA dengan Media Pita Tongkat untuk Meningkatkan Pemahaman Konsep PLSV

This research is motivated by the real condition that students do not understand the concept of linear equations and one variable linear inequality and the teacher tries to improve understanding of these concepts. An alternative to solve this problem is by applying experiences, language, pictures, symbols, application (ELPSA) learning model using sticky tape media. This study aims to improve students' understanding of concepts in the subject matter of linear equations and inequalities with one variable in junior high school mathematics. Research subjects, students of SMPN Bulo Odd Semester 2018/2019 Academic Year class VII A consisted of 27 people. Methods of data collection, observation, tests, questionnaires and field notes. The implementation is carried out in 3 cycles, each cycle consisting of planning, implementing, observing, and reflecting. The data analysis technique was carried out in a descriptive qualitative manner. Descriptive analysis, to describe the implementation of the learning model and calculate the percentage of students who completed. Qualitative analysis using flow methods, namely data reduction, and drawing conclusions or verification. Conclusion (1) Learning with the ELPSA model with stick tape media can improve the concept of linear equations and inequalities of one variable in students of SMPN Bulo class VII A. (2) The ELPSA learning model with stick tape media can improve learning outcomes of linear equations and inequalities of one student variable SMPN Bulo class VII A.

Evaluating the teaching performance of high school mathematics teachers In light of the skills of the twenty first century

This research aimed to evaluate the teaching performance of high school mathematics teachers in the light of the twenty-first century skills. Two research tools were prepared: a list of the skills of the twenty-first century, and a questionnaire of “twenty-first century skills among mathematics teachers” that consisted of (22) A single item divided into five responses which are (very important - important - medium important - low importance - unimportant), and included six models for learning in the twenty-first century (collaborative work - knowledge building - self-organization - problem solving and innovation in the real world - the use of technology For learning - methods of presentation and communication with skill), and the results indicated the necessity of working to improve the teaching performance of mathematics teachers at the secondary level in a manner commensurate with the skills of the twenty-first century, as the research reached a number of recommendations and proposals.

The Algebraic Sets in the General Mathematics and Teaching Them

Most of the pictures in general mathematics are algebraic sets. Indeed, even the first figures taught in class 1 of elementary school are already algebraic sets or part of algebraic sets, such as lines and segments. Therefore, knowing with certainty the properties of algebraic sets is very important for good teaching of high school mathematics, and it is essential to teach them better. To give suggestions and help teachers teach mathematics more effectively, in this report, we will present the Zariski topology, some of their most important properties and the methods to teach algebraic sets.

Exploration and Research on Integrating Programming Education into Junior Middle School Mathematics Classroom

We are in the era of big data, and it is particularly important to cultivate students’ data processing ability. Python is an important auxiliary tool for data analysis, and its syntax is concise and clear, which is suitable for junior high school students to start learning code language. Making full use of modern information technology and Innovating Curriculum form is the new requirement of “China education modernization 2035”. Integrating Python into junior high school mathematics classroom is not only the innovation of mathematics curriculum form, but also a good way to cultivate students’ thinking ability and programming thought. Based on the understanding of Python software and data processing plate in junior high school mathematics curriculum, this paper analyzes the promotion of students’ thinking ability by integrating Python into junior high school mathematics classroom, and explores the strategies of applying Python in teaching combined with cases.

Topological Essence of the Concept “Limit of a Numerical Sequence” in the General Mathematics

High school mathematics includes a number of extremely important concepts, including the concept of the limit of the number sequence. However, most students when learning it do not understand it with certainty, but only accept it to apply it to solve exercises. This paper aims to give a topological essence of the concept of limit of a sequence and present some methods for teaching this concept in general school in Viet Nam. The Paper consists of four parts. Part 1 presents an introduction to the definition of “Limit of a sequence”, part 2 deals with Some properties derived from definitions and notes in teaching, part 3 covers the Mathematical essence of the concept limit of a number sequence and part 4 talks about Defining topology on the set of real numbers. In each section, we include comments to help teach these notions and concepts. In each section, we make comments and observations to teach these concepts better.

Topological Essence of the Concept “Limit of a Function” in the General Mathematics

The limit of a function is one of the most important concepts in high school mathematics. But unfortunately, not many students understand the essence of this concept. They had to accept it. This paper presents the topological essence of a limit of a function and discusses methods for teaching this concept in general education in Viet Nam. It consists of four parts. Part 1 talks about the definition of “Limit of a function”, part 2 covers the Mathematical essence of the concept limit of a function, part 3 deals with Defining the limit of a function in a topological space of real numbers and part 4 presents Adding a topology on the set of real numbers and limit of a function. In each section, we include comments to help teach these notions and concepts.

Development of Learning Outcome Assessment Instruments with Mathematics Communication Ability in High School Mathematics Learning

This study (1) develop a learning assessment instrument with the assignment technique-oriented to mathematical communication ability in high school mathematics of trigonometry material (2) reveal the feasibility of the developed instrument, (3) reveal the characteristics of the developed instrument, (4) reveal the users' responses to the instrument, (5) measure the ability of mathematical communication of the students on high school mathematics in learning trigonometry. This study was research and development using the procedure of tests preparation based on Mardapi (2017 ) with the steps including preparing test specifications, writing test questions, reviewing tests, administering tests, analyzing tests items, improving the tests, assembling the tests, administering the tests and interpreting results. The initial product was field-tested to 254 students of high schools in Yogyakarta City. The result of the research was an assessment instrument of learning outcomes with assignment technique-oriented to the mathematical communication ability in high school mathematics learning of trigonometry. The Aiken index was 0.7 for this instrument, and the instrument was reliably tested to a test of participants with the ability ( q ) between -4.07 logits < q <3.79 logits. The teachers' responses to test instruments were good. The results of field trials showed that 20 items fit with the PCM model. The level of difficulty was in the range of -1.29 logits <b < 1.32 logits. The function of the test information Obtained by q = -0.11 logit and the standard error of measurement was 0:18. The measurement result of 90 students shows that the student's mathematical communication ability was 67%.