Strategi Pembentukan Bilangan untuk Menyederhanakan Perhitungan pada Teorema Pythagoras

This research aims to describe the number formation strategy as an application form of the Pythagorean theorem. A number formation strategy to simplify calculations on the application of the Pythagorean theorem is needed since many mathematical problems solving involve Pythagorean theorem. In some mathematical problems, the Pythagorean theorem is only used as a tool to answer the real problem, for example is a problem in Geometric. This research applies a literature review method. There are three steps should be met to use the number formation strategy in this paper, namely: (1) ensuring that the two side lengths of a right triangle have the same factor, (2) changing integers other than the same factor (if it is the same, select one) becomes the root number, and (3) determining the side in question, if what is being asked is the longest side (hypothenuse) then the two numbers in the same root (radicand) must be added, otherwise if what is being asked is not the hypotenuse (not the longest side), then the two radicans must be subtracted while still being positive.

Extended Pythagoras Theorem Using Hexagons

This article provides the geometric and algebraic proof of the variant equation of the Pythagorean theorem x^2-xy+y2=z^2 . The hypothesis that will be proven is that just as squares govern the original version x^2+y^2=z^2 , hexagons are found to govern x^2-xy+y^2=z^2 . Both the special case x=y  and general case of x≠y  are examined.

Validation and Implementation of Hawgent on Pythagoras Theorem

Math lessons are abstract and complex for students to understand, so that the teachers need instructional media to develop by using technology to help their students get deep learning. This study aimed to validate the instructional media to teach the Pythagorean theorem and describe the students and the teachers’ responses to the instructional media. The researchers implemented the ADDIE model in this study. The sample comprised 30 students in 7th grade and 56 teachers. The process of validation involved ten academics. The results of this study showed that the instructional material could be used. The results also showed that the students were happier when the teachers used the instructional media in the classroom.

Analysis of students' thinking level in solving Pythagoras' theorem problems based on Van hiele's theory

The aims of this analysis are to explain the level of thinking of grade VIII students at SMP Negeri 1 Talang Ubi in solving Pythagorean Theorem questions based on Van Hiele's theory. The research approach used in this analysis is descriptive qualitative case study research. The subjects of this research were three students of grade VIII of SMP Negeri 1 Talang Ubi, South Sumatera Indonesia. The three students were chosen based on their test answers on the Pythagorean Theorem material, with one being a high-ability student, one being a medium-ability student, and one being a low-ability student. The study's data collection techniques included assessments, interviews, and documentation. Techniques for data processing include data reduction, data presentation, and conclusion. The findings revealed that high-ability students could complete all four stages of Van Hiele's thinking: imagination, interpretation, informal deduction, and deduction. Moderate students achieved three levels of Van Hiele's thinking, including visualization, analysis, and informal deduction, while low-ability students achieved only one level of Van Hiele's thinking, visualization.

Pemberian tugas menulis untuk meningkatkan kemampuan komunikasi matematis tertulis siswa kelas VIII SMPN 12 Malang pada materi teorema pythagoras

This research aims to describe the stages of application of writing tasks in improving the written mathematical communication skills of class VIII SMP students on the subject of the Pythagorean Theorem. Writing task are carried out through stages of mathematical writing. The stages applied are brainstorming, pre-writting, writing, conferencing, editting, and sharing. From the results of the research the application of writing assignments in learning can improve students' written mathematical communication skills. This is evidenced by the percentage of students who achieve good categories increased from cycle I by 70 percent to 80 percent in cycle II. In addition, the results of observing teacher activities and student activities in the first cycle and second cycle are included in the good category. Penelitian ini bertujuan untuk mendiskripsikan tahapan penerapan pemberian tugas menulis dalam meningkatkan kemampuan komunikasi matematis tertulis siswa kelas VIII SMP pada pokok bahasan Teorema Pythagoras. Pemberian tugas menulis dilakukan melalui tahapan menulis matematis. Tahapan yang diterapkan adalah curah pendapat (brainstorming), persiapan menulis (pre-writting), menulis (writting), diskusi kelompok (conferencing), perbaikan (editting), dan berbagi (sharing). Dari hasil penelitian penerapan pemberian tugas menulis dalam pembelajaran dapat meningkatkan kemampuan komunikasi matematis tertulis siswa. Hal ini dibuktikan dengan persentase banyaknya siswa yang mencapai kategori baik meningkat dari siklus I sebesar 70 persen menjadi 80 persen pada siklus II. Selain itu, hasil observasi aktivitas guru dan aktivitas siswa pada siklus I dan siklus II termasuk dalam kategori baik.

STUDENTS’ GEOMETRIC THINKING ON TRIANGLES: MUCH IMPROVEMENT IS NEEDED

A look into students’ misconceptions help explain the very low geometric thinking and may assist teachers in correcting errors to aid students in reaching a higher van Hiele geometric thinking level. In this study, students’ geometric thinking was described using the van Hiele levels and misconceptions on triangles. Participants (N=30) were Grade 9 students in the Philippines. More than half of the participants were in the van Hiele’s visualization level. Most students had imprecise use of terminologies. A few had misconceptions on class inclusion, especially when considering isosceles right triangles and obtuse triangles. Very few students correctly recognized the famous Pythagorean Theorem. Implications for more effective geometry teaching are considered.

KEMAMPUAN BERPIKIR ALJABAR DALAM MENYELESAIKAN SOAL MATERI TEOREMA PHYTAGORAS

This research aims to determine the algebraic thinking skills of students in solving questions on the subject of the Pythagorean theorem in students of SMP Negeri 19 Pontianak. The research method used is descriptive method in the form of case studies. The subjects in this study were six students and the object in this study was the ability to think algebraically in solving problems on the subject of the Pythagorean theorem. The data collection techniques used were test and non-test (interview). In this research, there is one student who achieves generational activities, two students in transformational activities and one student in global meta-level activities. In general, it can be concluded that the ability to think algebra in solving the problem of the Pythagorean theorem in SMP Negeri 19 Pontianak is that students are in transformational activities even though in generational activities students do not entirely write algebraic forms and equations. Students also have not been able to solve problems by writing down the rules used at each step, and not writing conclusions. Keywords : Algebraic Thinking Skills, Solve The Problem, Pythagorean Theorem