Pemahaman Konsep Matematis: pengaruhnya oleh Gaya Kognitif dan Pembelajaran Learning Cycle 7E dengan Geogebra

<p><em>This study aims to see the effect of: 1) cognitive style (Field Independent and Field Dependent) on the ability to understand mathematical concepts; 2) application of the geogebra-assisted cycle 7e learning model on the ability to understand mathematical concepts; 3) the interaction between the learning model group (learning cycle 7E learning model, learning cycle learning model 7E assisted by geogebra and conventional learning model) and the cognitive style group on students' mathematical concept understanding abilities. Quasi experimental design is used as a research method with data collection techniques using concept understanding tests and cognitive style tests. The two-way ANOVA test was used to find answers to the research objectives that had previously been tested for normality and homogeneity tests. Based on the test results, it can be concluded that: 1) The application of the 7E learning cycle learning model with geogebra has a good effect on the ability to understand mathematical concepts; 2) cognitive style has no effect on mathematical understanding ability; and 3) there is no interaction between the learning model group and the cognitive style group on the ability to understand mathematical concepts.</em></p>

Analysis of Improving Mathematical Analogy Ability in Snow Cube Throwing Based on Exploration Learning

<p><em>The snow cube throwing learning was developed to find patterns, make hypotheses, and draw conclusions based on their findings in problem-solving. Students are given five types of teaching materials with similar problems to improve students' mathematical analogy skills. This study aims to analyze the differences in the improvement of mathematical analogy abilities that received snow cube throwing based on exploration (SCTBE), exploratory and expository learning reviewed as a whole, and by school category. This study is a quasi-experimental study with a non-equivalent pretest and posttest control-group design. The research subjects were students of class VIII from three schools in Cimahi City. Overall, the results showed that students who received SCTBE and expository learning improved mathematical analogy abilities and were better than students who received exploratory learning. Reviewed by school category, SCTBE learning is more suitable for middle category schools with active and independent characteristics</em>.</p>

Sequence and Series: An Analysis of Mathematical Problem Solving Ability

<p><em>This study aims to analyze the level of mathematical problem solving abilities of students in one of the high schools in Garut City on the material of sequence and series. The method used in this research is descriptive qualitative research method. The sample in this study was conducted on 5 students in class XI at one of the public high schools in Garut City. The instruments given to the students were 4 questions on the sequence and series material. The conclusion of this study is the mathematical problem solving ability of class XI high school students in Garut City, seen from the indicators of identifying sufficient data to solve problems and implementing strategies to solve problems, is quite high, but the indicators of making mathematical models are classified as moderate, and checking the correctness of results and answers still relatively low.</em></p>

Mathematical Refractive Thinking Ability in Multivariable Calculus: Instrument Design and Quality of Use

<p><em>Mathematical refractive thinking ability</em><em> must </em><em>be given in every lecture because it is needed in decision making. This study aims to produce a quality mathematical refractive thinking ability instrument, especially for calculus material. Instrument quality is measured in terms of validity and reliability. Content validity, con</em><em>s</em><em>tr</em><em>u</em><em>ct validity and face validity were assessed by three material experts. The instrument was tested </em><em>by</em><em> 32 mathematics education students to measure empirical validity and reliability. This research resulted in three items of mathematical refractive thinking ability tests that are valid and have instrument reliability in the medium category.</em><em></em></p>

Effects of Peer Tutoring to The Learning Outcomes in Exponential Expressions of Grade 8 Students

<p><em>Achieving the learning outcomes set for the classroom is the main goal of instruction. Todays’ teachers utilize various methods to achieve optimum learning for the students. This study investigated the effect of peer tutoring strategy on the students’ achievement in solving exponential expressions. It also determined the students’ persistent errors in solving given exponential expressions. This study employed a quasi-experimental design and two intact classes randomly assigned to an experimental and control group. A validated 10-item test (α=.75) was utilized as the main instrument. Results revealed that students in the peer tutoring group performed better than in the lecture group. Moreover, the peer tutoring strategy significantly improved the learning outcomes of students in the experimental group. It is recommended that peer tutoring strategy may be used by mathematics teachers to improve their students' performance in the subject matter. Implications address the need to explore other teaching strategies suited for students in the Mathematics classroom</em>.</p>

Evaluation of Mathematics Lesson Planning In High School

<p><em>The learning program carried out by teacher continuously includes planning, implementing and evaluating learning activities. The purpose of this study was to describe the lesson planning carried out by high school mathematics teachers in Semarang. This evaluation research is oriented towards learning planning program and achievement of program results is seen with the Context, Input, Process, Product evaluation model approach. The results obtained are context evaluation covering the vision and mission of the school, paying attention to the predictions of community needs for education, support of laws and regulations regarding education and understanding of learning tools; input evaluation includes opportunities, and support for increasing teacher competence, fulfillment of school facilities and infrastructure for learning mathematics, teacher understanding of students; process evaluation includes teacher participation in training activities and MGMP for enhancing teacher competence, preparing and developing learning tools; and product evaluation includes the suitability of learning tools with process standards.</em></p>

Development of Visual Basic Application Based Learning Media On Flat Building Materials

<p><em>This study aims to produce learning media based on a visual basic application of triangles and rectangles. This research is research and development. The method used in this research is a research and development method with a 4-D model (Four-D Model). This development model is modified into 3-D, only until the development stage (Develop). The instrument used in this study was a questionnaire used to assess the validity and practicality of the teaching materials. The validity questionnaire was given to 2 experts in the field of mathematics education and media while the practicality questionnaire was given to students. This research produces learning media based on a visual basic application that is valid, very practical, and effective for use in learning</em><em></em></p>

Depicting Epistemological Obstacles in Understanding the Concept of Sequence and Series

This study aimed to discover epistemological obstacle on secondary students to solve sequence and series problems based on three indicators, there are a conceptual obstacle, procedural obstacle, and operational technique obstacle. This study was descriptive with qualitative research approaches. Data were collected with the test and interview method. The subjects in this study are students of SMP Negeri 86 Jakarta class VIII based on the errors seen from the diagnostic tests that had been tested. The analysis was done by giving written tests which are essay and interview formatted. Results on analysis showed that: (1) Conceptual obstacle, obstacle that was experienced by students are: students considered that a pattern was said as a numeral pattern because they own odd numeral pattern and own 2,2,2 of difference; were not able to find exact pattern within the problem; considering that Fibonacci numeral sequence was a pattern that form prime numeral pattern; were not able to differ the concept of arithmetics and geometry sequence; were not able to understand the concept of first quarter on arithmetics sequence; error when interpreted the meaning of problems; were not able to intepret what was given on mathematics model; interpreting sum of the first 20 quarters with sequences which own the 20th quarter; and interpreting sum of the first 20 quarters with the 20th quarter; (2) While on procedural obstacle, obstacle that was experienced are: interpreting numeral pattern if they own their pair; error on determining multiplication or difference; and applying formulas incorrectly; (3) Last on operasional technique obstacle, obstacle that was experienced are error on calculation and using sign and symbol mathematics incorrectly.

Conceptual Understanding of Complex Analysis Number using Flipped Learning

Flipped Learning is one of the alternatives of teaching and learning approach in mathematics classroom. The objective of this study is exploring students’ conceptual understanding about complex number using flipped learning with handout. The subject of the study are the students in 5th semester students of mathematics education department in 2019/2020. The study used qualitative approach to describe the implementation of flipped learning.There are 31,6% of 19 respondents give score very satisfied. This result then observed by using the test with all the students understand with the definition of complex numbers. Besides they can adapt their learning activity using flipped learning with complex analysis handout. As legibility aspect of the handout, there are 52,6% of the respondents gives score satisfied and 26,3% of the respondents are very satisfied. The score indicates that the flipped learning with handout helps students to understand about the complex number concepts.