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91 Educational studies in Mathematics ABS-60

A Meta-Analysis of The Effect of Problem-Based Learning in Improving The mathematical Abilities of Elementary School Students
Suparman (1*), Yunita (2), Dadang Juandi (3), Dwi Fikriah (4)

1,2,3,4) Department of Mathematics Education, Faculty of Mathematics and Sciences Education, Indonesia University of Education


Abstract

The present study analyzes various inconsistent research findings of the effect of problem-based learning (PBL) in improving mathematical abilities (MA) of elementary school students. A meta-analysis of 16 primary studies that conformed to the inclusion criteria was carried out to combine and interpret findings by analyzing the studies’ heterogeneity. Heterogeneity analysis was conducted by analyzing the effect of moderator variables, namely the characteristics of MA. The analysis tool used the Comprehensive Meta-Analysis (CMA) application by selecting the Hedges equation to determine its effect size. The results of the study showed that the overall implementation of PBL had a larger positive effect (g^+=1,050;p<0,05) significantly compared to conventional learning on students’ MA in elementary school based on a random effect model. The characteristics of MA (Q=19,449;p<0,05) significantly affected the heterogeneity of the effect of PBL on students’ MA. So, these findings suggest that the mathematics teachers in elementary schools should choose PBL as one of the best solutions in implementing mathematics learning in the classroom to improve mathematical problem-solving ability, mathematical creative thinking ability, mathematical literacy ability, and mathematical conceptual understanding ability of elementary school students.

Keywords: Meta-Analysis, Problem-Based Learning, Mathematical Abilities

Share Link | Plain Format | Corresponding Author (Suparman -)


92 Educational studies in Mathematics ABS-61

Solve the Problem of Learning Fractions in Mathematics through Scaffolding
Prihantini, Deti Rostika, Nurul Hidayah Indonesia University of Education

Indonesia University of Education


Abstract

Fractions are part of elementary school mathematics material which has been recognized as a difficult topic for students to understand. The fraction material serves as the basic knowledge that students must have in order to be able to learn the next material topics such as algebra, probability, data analysis, and solving problems in everyday life. The difficulties faced by students need assistance in order to overcome the form and level of difficulties faced. Vygotskys theory of the Zone of Proximal Development (ZPD) and scaffolding can be interpreted as that individuals can achieve maximum level of development if they receive sufficient assistance. The author assumes that in this case an effective and efficient scaffolding strategy is needed to help the difficulties faced by students. This article aims to reveal the results of research on the problem of learning fractions in mathematics in elementary schools and characterize scaffolding as a solution in providing assistance to students in learning fractions. The literature study of the last five years (2015-2020) which focuses on learning fractions and scaffolding strategies is the criterion in the study. The critical study of research findings is discussed and becomes the basis for the formulation of recommendations so that the two problems studied become a synergistic strategy in the implementation of mathematics learning in primary schools.

Keywords: fractions, elementary mathematics, scaffolding.

Share Link | Plain Format | Corresponding Author (Prihantini Soedjiran)


93 Educational studies in Mathematics ABS-71

Didactic Design of Circumference of a Circle Concept based on Singing, Playing, Analyzing, Discussing, and Evaluating (SPADE) Learning Model
E Nuraeni (a*), A Y Suryati (b), O H Pranata (c); I F Apriani (d), M R W Muharram (e); L Nur (f)

(a,b,c,d, e, f) Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Indonesia Kampus Tasikmalaya, Jl. Dadaha No.18, Tasikmalaya 46151, Indonesia


Abstract

This research is motivated by the finding of learning obstacle experienced by students on the preliminary research result related to the circle circumference concept. Learning obstacle drives challenge on students understanding of the circle circumference concept. To resolve or minimize learning obstacle, teachers need to develop learning design that is appropriate to the characteristics of elementary school students. Therefore, the didactical design of the circle circumference concept based on the SPADE learning model can be used to help students in understanding the circle circumference concept. The purpose of this study is to describe: didactic designs on circle circumference concept materials based on SPADE learning models, implementation of didactic designs on circle circumference concept based on SPADE learning models, and student responses to didactic designs on the circle circumference concept based on SPADE learning models. This study uses a didactical design research method which consists of three stages, namely prospective analysis, metapedadidactic analysis, and retrospective analysis. The research was carried out in Lewo Babakan, Mangkubumi, Tasikmalaya. The result of the study is an alternative didactic design which could be used in circle circumference learning in the VI grade of elementary school.

Keywords: didactical design; circle circumference; SPADE learning model; learning obstacle

Share Link | Plain Format | Corresponding Author (Epon Nuraeni L.)


94 Educational studies in Mathematics ABS-76

How Does Rasch Modeling Reveal the Difficulty and Conformity Level of Test Item?
Karlimah (a*), G Hamdu (a), A Yulianto (a)

Universitas Pendidikan Indonesia, Kampus Tasikmalaya, Jl. Dadaha 18, Tasikmalaya 46115, Indonesia
*karlimah[at]upi.edu


Abstract

Many researchers or teachers need more and more complete information about the evaluation of of students learning in order to find out how much learning outcomes are attained by their students. In this article, item analyses based on the level of difficulty and conformity especially in the fraction number material for grade IV elementary school students are discussed. The analysis process was carried out based on Sumintonos (2015) explanation of the combination of standard deviation (SD) values and logit average values (Mean). Furthermore, the criteria for the outfit mean square (MNSQ) value, the Z-standard outfit value (ZSTD) and the point measure correlation value (Pt. Measure Corr) (Boone et al., 2014). The analysis technique was carried out through Rasch modeling assisted by the Winsteps 3.75 application. The grouping of difficulty levels according to Sumintono (2015) consist of 1) difficult (logit value is greater + 1SD); 2) hard (value 0.0 logit +1 SD); 3) easy (value 0.0 logit -1 SD); and 4) very easy (value less than -SD), as well as for the criteria used to measure the conformity of item items using, 1) the value of 0.5 <MNSQ <1.5; 2) value -2.0 <ZSTD <+2.0; and 3) the value of 0.4 <PT-Measure Corr <0.85, (Bone et al, 2014). The results of the analysis show that there are variations in the level of difficulty and conformity of the test item items. The item analyzed had an acceptable level of conformity and was feasible to maintain because all item items met these three criteria. Thus, the collection of categorical fraction number test questions is good because it can identify the various abilities of students with different levels of difficulty.

Keywords: Analysis of the difficulty and conformity of items, fraction number test questions, Rasch modeling.

Share Link | Plain Format | Corresponding Author (Ghullam Hamdu)


95 Educational studies in Mathematics ABS-81

Learning Obstacle of Addition Operation Whole Number in Elementary Schools
G S Sidik (*a);Turmudi (b)

(a,b) Departement of Primary Education, Schools of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia.


Abstract

This research was conducted to measure the learning obstacle of students in elementary schools on the material of the addition operation of whole numbers. The research method used is a qualitative descriptive research method. We provide individual tests to 15 students. The test given was in the form of a story question of the addition operation with the pattern a + b = (?), a + (?) = c, and (?) + b = c. Several student answer sheets representing similar answers were selected for analysis. Students learning obstacle were analyzed by looking at the results of students answers and interviews with students related to their work. Barriers to learning elementary school students found in the problem of adding whole numbers included: 1) students had difficulty understanding the meaning of the question; 2) students understand the concept of place value; 3) students have difficulty translating questions into math sentences; 4) students have difficulty calculating addition operations, other than the pattern a + b = ?; 5) students have difficulty providing from the results of their work; and 6) students are not confident in solving the questions given. Based on the results of the analysis of students learning obstacle in the addition operation of whole number , it suggest that students experience two types of learning obstacles, namely: ontogenic obstacle and epistemological obstacle.

Keywords: learning obstacle; addition operation; whole number

Share Link | Plain Format | Corresponding Author (Geri Syahril Sidik)


96 Educational studies in Mathematics ABS-82

Problem Solving Ability of Prospective Elementary School Teacher
I F Apriani (a*); Turmudi (b); E Nuraeni (c)

(a,b) Departement of Primary Education, Schools of Postgraduate Studies, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung 40154, Indonesia
(a,c) PGSD UPI Kampus Tasikmalaya, Jl.Dadaha No 18 Tasikmalaya, Indonesia


Abstract

Mathematical problem solving ability is one of the five process standards in NCTM. This article aims to study the ability of prospective elementary school teacher students to solve mathematical problems. The research method used is qualitative descriptive method. The researcher gave the problem solving ability questions to semester 8 students. The students completed five problem solving abilities about the concept of fractions. The results showed that: 1) the students had difficulty understanding the meaning of the questions; 2) students rarely solve non-routine math problems; 3) students solve problems procedurally; 4) students rarely use mathematical modeling in solving problems.

Keywords: problem solving ability; elementary school; teacher

Share Link | Plain Format | Corresponding Author (Ika Fitri Apriani)


97 Educational studies in Mathematics ABS-84

Exploration of Self-regulated Learning Mathematics through Edmodo
Trisniawati (a*), Mahmudah Titi Muanifah (a), Nelly Rhosyida (a), Ida Megawati (a), Martalia Ardiyaningrum (b), Beti Istanti Suwandayani (c)

a) Universitas Sarjanawiyata Tamansiswa, Jl. Batikan UH III/1043, Yogyakarta
*trisniawatii.87[at]gmail.com
b) Universitas Alma Ata, Jl. Brawijaya no 99 Tamantirto Bantul, Yogyakarta
c) Universitas Muhammadiyah Malang, Jl. Raya Tlogomas No 246 Malang, Jawa Timur


Abstract

The purpose of this paper is to describe mathematics self-regulated learning of elementary school teacher education students. This type of research used qualitative approach. The sample is taken using cluster random sampling from 2nd semester students of elementary school teacher education. Instrument used in this research is questionnaire. The questionnaire is used to know the students self-regulated in mathematics learning with six factors namely (a) independence of others, (b) have self-confidence, (c) behaving dicipline, (d) having a sense of responsibility, (e) behaving based on their own initiative, and (f) perform self-control. Based on the results of the research, it can be concluded that self-regulated learning though edmodo is in the high category.

Keywords: self-regulated, mathematics, edmodo

Share Link | Plain Format | Corresponding Author (Trisniawati Trisniawati)


98 Educational studies in Mathematics ABS-88

Comparison of Two Scoring Models in the Multiple Choice Math Test
Erdawaty Kamaruddin, Erwin Sulaeman, Liza Nurita, and Lisa Dwi Ningtyas

Universitas Negeri Jakarta


Abstract

Evaluation is the process of evaluating students who function to find out the results that have been achieved, determine grade progress, and compare achievements with student capacity. The evaluation process can be done through the acquisition of student scores on the questions tested. Student scores will illustrate the true abilities of students. But sometimes there is an imbalance of scores on students because of obstacles that occur when facing an exam, such as anxiety, carelessness, poor health, or students cheating. Based on these assumptions, it is necessary to study the acquisition of student scores through the comparison of two scoring models on a multiple choice mathematics test. The purpose of this study is to find out which scoring model is most appropriate for multiple choice tests. Research data were analyzed using the Donlon and Fisher methods. Research using experimental methods. The results of the data analysis show that the scoring model by giving punishment to the wrong answer gives more reasonable results compared to the no penalty scoring model. Thus it can be concluded that the scoring model by giving a penalty on the wrong answer is more appropriate to be used on a multiple choice test.

Keywords: mathematical score, scoring model without penalty, scoring model with penalty.

Share Link | Plain Format | Corresponding Author (Ir. Dra. Erdawaty Kamaruddin, M.Pd.)


99 Educational studies in Mathematics ABS-93

Reciprocal Teaching Approach towards Mathematics Learning Outcome of Elementary School Teacher Education Students
Mahmudah Titi Muanifah (a*), Nelly Rhosyida (a), Trisniawati (a), Retno Anggraheni (b), Niswatul Maghfiroh (c), Anita Kurniasih(d), Halimah Sadiyah (e)

a) Universitas Sarjanawiyata Tamansiswa Yogyakarta
*mtmuanifah43[at]gmail.com
b) SD Negeri Sumberharjo Pacitan
c) SDIT Nurul Islam Dua Ngawi
d) SDIT LHI Yogyakarta
e) SMP Muhammadiyah 3 Depok Yogyakarta


Abstract

The purpose of this paper is to describe the effectiveness of the reciprocal teaching approach towads mathematics learning outcomes of elementary school teacher education students, the effectiveness of group presentation learning towards mathematics learning outcomes and to compare the effectiveness of reciprocal teaching approaches and group presentation learning in terms of mathematics learning outcomes of towads mathematics learning outcomes of elementary school teacher education students. This type of research is a quasi-experimental quantitative research. This research was conducted at elementary school teacher education program in Universitas Sarjanawiyata Tamansiswa. The subjects of this study were students of the 3rd semester, namely classes 3A and 3J. Data Analysis technique of quantitative used one sample t-test and independent sample t-test. The results showed that mathematics learning using a reciprocal teaching approach was more effective than mathematics learning using group presentations towards mathematics learning outcomes. The lowest and highest learning outcomes obtained by the experimental class (reciprocal teaching approach) were 45 and 93 with an average of 74.89. For the control class (group presentation) the lowest and highest learning outcomes were 38 and 85 with an average of 67.34.

Keywords: reciprocal teaching, mathematics, learning outcomes of towads,

Share Link | Plain Format | Corresponding Author (Mahmudah Titi Muanifah)


100 Educational studies in Mathematics ABS-122

UTILIZING SMARTPHONE AS A DIAGNOSTIC TOOL TO DETERMINE PROSPECTIVE TEACHERS ERRORS IN SOLVING MATHEMATICAL PROBLEMS
Rostina Sundayana

Institut Pendidikan Indonesia Garut


Abstract

The idea of this research comes from today condition of Covid-19 pandemic which demands distance learning. The purpose of this research is to diagnose errors made by prospective teachers in solving mathematical problems and to provide remedials using smartphone. This research used descriptive analysis method with 14 students as the subject. The instrument used was diagnostic test in the form of written test and spoken test. The process of participants solving diagnostic test was recorded using smartphone camera by the participants themselves and the video recording was sent to the researcher via WhatsApp to be analyzed. From the video, the researcher could determine that the students with learning difficulties were indicated by errors the students made in solving the questions given. Then, the researcher explained the error made by the students and provided remedial to the students to review the problem through a video recording made by the researcher. For further analysis, after the remedial was carried out, the researcher gave another mathematical problem that was similar to the previous problem to the students who had learning difficulty. Based on the results of the diagnostic test and remedials, it can be concluded that smartphone can be used as a tool for diagnosing errors made by the students on the aspects of (1) misconception; (2) language interpretation errors; (3) technical errors; and (4) errors in drawing conclusions.

Keywords: smartphone, diagnosis of mathematics learning difficulties

Share Link | Plain Format | Corresponding Author (Rostina Sundayana)


101 Educational studies in Mathematics ABS-123

The achievement of mathematical creative thinking abilities and the curiosity of prospective teachers
E A Afriansyah, T Herman, Turmudi, J A Dahlan, R Sundayana, S S Madio, D Sofyan, C N Haq, Basuki, and N A Hamdani

Institut Pendidikan Indonesia


Abstract

As a teacher, this mathematical creative thinking ability (KBKeM) needs to be possessed so that the learning process cannot be boring. Prospective teachers need to have this ability, but in reality, KBKeM of prospective teachers is still relatively low. One of the attitudes that are closely related to KBKeM is curiosity. Realistic Mathematics Education based Emergent Modeling (RME-EM) is thought to increase the curiosity attitude of prospective teachers. The purpose of this study is to increase KBKeM and curiosity of prospective teachers. Quantitative research methods are used as data processing methods. Prospective teachers at one of the private tertiary institutions in West Java became the research sample, totaling 51 people. It was found that the results of the KBKeM achievement of prospective teachers who received RME-EM learning were better than the results of the KBKeM achievement of prospective teachers who received Conventional learning. For the attainment of his curiosity attitude, results obtained were not different from the two learning. RME-EM has no significant effect on the curiosity of prospective teachers but has a significant effect on KBKeM of prospective teachers.

Keywords: mathematical creative thinking ability; curiosity; prospective teachers; Realistic Mathematics Education based Emergent Modeling

Share Link | Plain Format | Corresponding Author (Ekasatya Aldila Afriansyah)


102 Educational studies in Mathematics ABS-134

THE INFLUENCE OF GEOGEBRA MEDIA USE TO STUDENTS MATHEMATICS PROBLEM SOLVING ABILITY
Arinta Rara Kirana (a*); Yulita Dwi Lestari (b*); Ristika(c*)

(a) Teacher Training and Education College of The Indonesian Teachers Association in Bandar Lampung, Jalan Chairil Anwar 79 Lampung Indonesia
(b) Teacher Training and Education College of The Indonesian Teachers Association in Bandar Lampung, Jalan Chairil Anwar 79 Lampung Indonesia
(c) Teacher Training and Education College of The Indonesian Teachers Association in Bandar Lampung, Jalan Chairil Anwar 79 Lampung Indonesia


Abstract

The problem of this research was the low ability of grade V elementary students’ mathematics problem solving in BaitulJannah Islamic elementary school. The objective of this research was to analyze the average of students’ mathematics problem solving abilities by using GeoGebra media and by using conventional learning. This was an experimental research. Population was all grade V students in classrooms V.A with GeoGebra learning for experiment and classroom V.B with conventional learning for control in BaitulJannah Islamic elementary school. Students were given with five mathematics test problems in essay that had been tested for their validities and reliabilities. Data were analyzed by using t-test. The result showed that the average of students’ mathematics problem solving who used GeoGebra learning were higher compared to those with conventional learning

Keywords: mathematics problem solving, geogebra

Share Link | Plain Format | Corresponding Author (Arinta Rara Kirana)


103 Educational studies in Mathematics ABS-138

The effectiveness of the use of interactive multimedia on the initial mathematics abilities of low grade students in elementary schools
Dharlinda Suri, Reza Rachmadtullah

STKIP PGRI Bandar Lampung
Universitas PGRI Adi Buana Surabaya


Abstract

This study aims to determine how the effectiveness of the use of interactive multimedia on the initial low-grade mathematics ability in elementary schools. This research method uses a quantitative approach with experimental design, the sample in this study amounted to 30 low-grade students in elementary schools, the results of this study indicate that there is an effective early mathematics ability of low-grade elementary school students, because multimedia has attractiveness such as animated appearances, video appearances, so that students feel happy and interested in learning mathematics. Multimedia plays an important role in student motivation and students easily understand the basic material of elementary school mathematics concepts

Keywords: Interactive multimedia, early math skills, elementary school students

Share Link | Plain Format | Corresponding Author (Dharlinda Suri)


104 Educational studies in Mathematics ABS-140

Realistic Mathematics Education Approach on Teaching Geometry in Primary Schools: Collaborative Action Research
Ejen Jenal Mutaqin1, Moh Salimi2, Lutfi Asyari3, Nizar Alam Hamdani4

Institut Pendidikan Indonesia Garut


Abstract

The purpose of this study was to describe the steps of implementing the Realistic Mathematics Education (RME) approach in teaching geometry in elementary schools. This research uses collaborative action research between lecturers, students, and teachers in 2019 at one of the primary schools in Central Java. Data collection techniques through observation, interviews, and tests. The result of the research is that the implementation steps of the RME approach include: (a) Understanding contextual problems. (b) Describing contextual problems, (c) Solving contextual problems, (d) Comparing and discussing answers, and (e) Concluding. The implementation of the RME approach is proven to improve mathematics learning outcomes about geometry.

Keywords: RME, teaching approach, elementary school

Share Link | Plain Format | Corresponding Author (Ejen Jenal Mutaqin)


105 Educational studies in Mathematics ABS-141

Mathematical Learning Trajectory in Primary School
Ejen Jenal Mutaqin1, Lutfi Asyari2, Tetep3, Nizar Alam Hamdani4

Institut Pendidikan Indonesia Garut


Abstract

Piagets theory of cognitive development states that every child has their own way / strategy in interpreting and adapting to their environment. The strategy or method used by students towards learning situation is one of the stages of the learning trajectory. Learning trajectory is a learning line or route that provides an overview of the prerequisite knowledge students already have (as a starting point) and each step from one point to the next that describes the thinking process and methods used by students. This means that students factors are the main case and must be considered in creating a learning design. By understanding the learning flow, students can provide various alternative strategies or scaffolding to help and overcome students who have difficulty in understanding mathematical concepts in elementary schools.

Keywords: Mathematical Learning Trajectory, Primary School

Share Link | Plain Format | Corresponding Author (Ejen Jenal Mutaqin)


106 Educational studies in Mathematics ABS-145

The Development of Attitude Assessment Instrument in STEM Learning in Fifth Grade Elementary Schools
Dindin Abdul Muiz Lidinillah., Dena Sapna Sabillah, Karlimah

Indonesian Education University


Abstract

This research is a research on the development of an attitude assessment instrument in STEM (Science, Technology, Engineering, and Mathematics) learning to support the 2013 curriculum in facing the challenges of globalization in real life. This research was motivated by several schools that had not yet developed an instrument for assessing attitudes in STEM learning and the dominant teacher assessed students subjectively. This study aims to develop and describe the design of the attitude assessment instrument design in STEM learning. The research design used is the Education Based Research model for Generic EDR MCKenney & Reeves, which consists of three stages, namely: 1) the analysis and exploration stage; 2) the design and construction stage; 3) evaluation and reflection stage. The data collection techniques used in this research were literature study, interview, document analysis, and expert judgment. The results of this study confirm that an attitude assessment instrument in STEM learning is needed in the 2013 curriculum to face the challenges of real-life globalization.

Keywords: Attitude assessment, STEM learning, 2013 curriculum, strengthening character education (PPK)

Share Link | Plain Format | Corresponding Author (Dena Sapna Sabillah)


107 Educational studies in Mathematics ABS-151

Realistic Mathematics Education (RME) Approach to Increase Students Problem Solving Skill in Elementary School
Muhammad Nurjamaludin (a*), Dani Gunawan (b), Rajji K Adireja(c), Nabella Alani (d)

Elementary Teacher Education of Institut Pendidikan Indonesia Jl. Pahlawan No.32, Garut 44151, Indonesia


Abstract

The purpose of this study is to describe the steps of implementing the Realistic Mathematics Education (RME) approach to increase students’ problem solving skill. The method used in this research is action research method, with 5th grade students’ elementary school as a subject. Data collection techniques used is observation sheet and test. The results showed that the realistic mathematics education (RME) can increase students’ problem solving skill with average students’ score up to 68.8 as good criteria in cycle I. Then in cycle II the average score of students’ increase up to 84 as very good criteria. So, it can be concluded that RME can increase students’ problem solving skill in elementary school.

Keywords: Realistic Mathematics Education (RME), Problem Solving

Share Link | Plain Format | Corresponding Author (Muhammad Nurjamaludin)


108 Educational studies in Mathematics ABS-154

THE INFLUENCE OF LEARNING MEDIA LECTORA INSPIRE BASED INTERACTIVE ON STUDENTS LEARNING MOTIVATION AND MATHEMATICAL REASONING ABILITIES IN PRIMARY SCHOOLS
Eko Fajar Suryaningrat (a*), Neni Nadiroti Muslihah (b), Dea Asri Pujiasti (b), Rajji K. Adiredja (b),

elementary teacher education, Institut Pendidikan Indonesia Garut. Jln Terusan Pembangunan no 32, garut 44151, indonesia
*ekofajar[at]institutpendidikan.ac.id


Abstract

The purpose of this study is to find out how much learning Interactive based on lectora inspire influence on the learning process. This research uses collaborative action research between lecturers, students, and teachers in 2019 at one of the primary schools in west Java. Data collection techniques through observation, interviews, and tests. the result of the research is to find out how the impact of the use of learning media lectora inspire based interactive on students approach is proven to improve learning motivation and mathematical reasoning abilities in primary schools.

Keywords: MEDIA LECTORA INSPIRE BASED INTERACTIVE, LEARNING MOTIV, MATHEMATICAL REASONING ABILITIES

Share Link | Plain Format | Corresponding Author (eko fajar suryaningrat)


109 Educational studies in Mathematics ABS-163

Analysis of Mathematics Literacy Ability of Elementary School Teacher Education Students
1Maryati,I. 2Sri Sumartini,T. 3Sritresna, T

Institut Pendidikan Indonesia Garut


Abstract

The purpose of this study is to describe and describe abilities mathematical literacy of elementary school teacher education students in the material of system of square inequalities in two variables. The analysis shows that most elementary school teacher education students were not equipped with the skills and knowledge that were prerequisites for action. Many students of elementary school teacher education used informal methods to solve problems. The indicators of mathematical literacy ability analysed include: formulate real problems in problem solving, use mathematics in problem solving, interpret solutions in problem solving and evaluate solutions in problem solving. The data collection technique used in this research is test technique. The validity of the data used triangulation techniques and data analysis techniques used data reduction, data presentation and conclusion drawing. The lowest percentage acquisition of 10.51% means that some students have not been able to evaluate the solution of the questions that have been given. The highest percentage of 19.27% means that during work, the students are able to formulate the real problems contained in the questions. The results of this study indicate that there are four abilities that must be met by students to have literacy skills in problem solving

Keywords: Mathematics Literacy Ability

Share Link | Plain Format | Corresponding Author (Iyam Maryati)


110 Educational studies in Mathematics ABS-164

Correlation of Self Efficacy on Mathematical Communication Skills for Prospective Primary School Teachers
Tina Sri Sumartini (*), Iyam Maryati, Teni Sritresna

Department of Mathematics Education, Institut Pendidikan Indonesia, Garut, Indonesia
*tinasrisumartini[at]institutpendidikan.ac.id


Abstract

Self-efficacy and mathematical communication skills are important things for prospective mathematics teachers in elementary schools. The purpose of this study was to analyze the effect of self-efficacy on the mathematical communication skills of prospective mathematics teachers in elementary schools. The research method used a quasi-experimental with purposive sampling technique. The research sample was students majoring in Elementary School Teacher Education at the Institut Pendidikan Indonesia. The data was collected by giving written tests and questionnaires which were then analyzed using Spearman correlation. The results showed that there was a correlation between self-efficacy and mathematical communication skills of prospective elementary school teachers.

Keywords: Self-efficacy, Mathematical Communication Skills

Share Link | Plain Format | Corresponding Author (Tina Sri Sumartini)


111 Educational studies in Mathematics ABS-166

Analysis of Mathematical Connection Ability of Elementary School Students
Tina Sri Sumartini (a*), Nizar Alam Hamdani (b), Iyam Maryati (a)

a) Department of Mathematics Education, Institut Pendidikan Indonesia, Garut, Indonesia.
b) Department of Management, Universitas Garut, Garut, Indonesia

*tinasrisumartini[at]institutpendidikan.ac.id


Abstract

Mathematical connection ability is one of the important abilities that students have. This study aims to analyze the mathematical connection ability of elementary school students. The research method was carried out qualitatively with a purposive sampling technique. The sample was taken as many as two elementary school students. Data collection using written tests and interviews. The data analysis was done qualitatively by analyzing the results of the students answers in the written test and then the verification stage was carried out during the interview. The results showed that the students ability to connect mathematics topics and mathematics applications was still lacking. This is motivated by the students lack of conceptual understanding. In addition, it is necessary to consider students self-efficacy in developing mathematical connection skills.

Keywords: Mathematical Connection Ability, Conceptual Understanding, Self-Efficacy

Share Link | Plain Format | Corresponding Author (Tina Sri Sumartini)


112 Educational studies in Mathematics ABS-168

The Influence of Constructivism Approach on Student Confidence Character ?: Learning Mathematics in Primary Schools in Bima Regency
Adi Apriadi Adiansha (a*), Syahrir (b), Eva Nursa’ban (c), Fathurrahmaniah (c), Reza Rachmadtullah (d)

a) STKIP Taman Siswa Bima, Jalan Pendidikan Taman Siswa Bima, 84174, Indonesia
*adiapriadiadiansyah[at]gmail.com
b) Universitas Pendidikan Mandalika, Jalan Pemuda, Indonesia
c) STKIP Harapan Bima, Jalan Kancoa Rida, 84161, Indonesia
d) Universitas PGRI Adi Buana Surabaya, Jl. Dukuh Menanggal XII, Surabaya 60234 Jawa Timur, Indonesia


Abstract

The purpose of this study was to determine the effect of the constructivism approach on the character of student self-confidence in mathematics learning in elementary schools in Bima Regency. The research method used is a quasi-experimental method. Sampling using a random sampling technique, as many as 31 fourth grade students from one elementary school in Bima. The results showed that the average character of the students initial self-confidence, the character of the students final self-confidence, and the differences were respectively 6.67, 8.56, and 1.89. After testing the hypothesis on the difference between the final students self-confidence and the initial students self-confidence, the tcount is 17.782 with a ttable value for α = 0.05 and df = 31 is 1.645. The criteria for tcount > ttable, it is concluded that the character of the students final self-confidence after using the constructivist approach in mathematics learning is higher than the character of the students initial self-confidence. Thus, it can be concluded that the constructivism approach has a significant effect on the character of student self-confidence in mathematics learning at the Bima Regency Elementary School

Keywords: Constructivism Approach, Self Confidence Character, Mathematics Learning

Share Link | Plain Format | Corresponding Author (Adi Apriadi Adiansha)


113 Educational studies in Mathematics ABS-169

Integration of the Establishment of Independence Character Value ?: Mathematics Learning of Elementary School Students in the Industrial Era 4.0
Lutfin Haryanto (a), Arwan (a), Muarif Islamiah (a), Adi Apriadi Adiansha (b*), Reza Rachmadtullah (c)

a) STKIP Harapan Bima, Jalan Kancoa Rida, 84161, Indonesia
*adiapriadiadiansyah[at]gmail.com
b) STKIP Taman Siswa Bima, Jalan Pendidikan Taman Siswa No.1 Palibelo Bima, 84174, Indonesia
c) Universitas PGRI Adi Buana Surabaya, Jl. Dukuh Menanggal XII, Surabaya 60234 Jawa Timur, Indonesia


Abstract

The importance of integrating the formation of independence character values in mathematics learning has a positive effect on the quality of education in Indonesia. The purpose of this research is to determine the integrity of the character value formation of independence for elementary school students in learning mathematics in the industrial era 4.0. This type of research uses a qualitative approach with data collection techniques, namely interviews, observation, and documentation with the validity of the data used is triangulation. The subjects of this study were elementary school teachers and students in Bima Regency. The results of the research are 1) The value of the character of independence must be instilled in elementary schools so that students can raise awareness in following school rules and honesty in the students themselves; 2) The formation of the character value of independence must be given to children from childhood through education in schools, families, and communities; 3) Positive influence on the formation of independence character values in Mathematics Learning in the Industrial Era 4.0.

Keywords: Independence Character Value, Mathematics Learning, Industrial Era 4.0

Share Link | Plain Format | Corresponding Author (Adi Apriadi Adiansha)


114 Educational studies in Mathematics ABS-170

Bain Based Learning Model: How does it affect Emotional Intelligence and Mathematics Learning Outcomes of Elementary School Students?
Berti Mandala putra (a), Lisda Ramdhani (a), Azra Fauzi (a), Adi Apriadi Adiansha (b*), Reza Rachmadtullah (c)

a) STKIP Harapan Bima, Jalan Kancoa Rida, 84161, Indonesia
*adiapriadiadiansyah[at]gmail.com
b) STKIP Taman Siswa Bima, Jalan Pendidikan Taman Siswa No.1 Palibelo Bima, 84174, Indonesia
c) Universitas PGRI Adi Buana Surabaya, Jl. Dukuh Menanggal XII, Surabaya 60234 Jawa Timur, Indonesia


Abstract

The reality of the weak emotional intelligence of students affects the low learning outcomes of mathematics, students tend to accept lessons rather than find out on their own, so that learning achievement becomes less than optimal. The purpose of this study was to determine the effect of the brain-based learning model on emotional intelligence and mathematics learning outcomes of elementary school students. This type of research is a quasi-experimental research. The sample in the study were fifth-grade students at several elementary schools in Bima Regency. Methods of data collection using tests, questionnaires and documentation. Based on the results of this study, it can be concluded that: 1) There is an effect of the Brain-Based Learning model on learning emotional intelligence of elementary school students. This is based on hypothesis testing using the test of between-subject effects, a significance value of 0.015 was obtained; 2) There is an influence of the Brain-Based Learning model on mathematics learning outcomes of elementary school students. This is based on hypothesis testing using the test of between-subject effects, the significance value is 0.033; 3) There is an influence of the Brain-Based Learning model on emotional intelligence and mathematics learning outcomes of elementary school students.

Keywords: Brain-Based Learning, Emotional Intelligence, Mathematics Learning Outcomes

Share Link | Plain Format | Corresponding Author (Adi Apriadi Adiansha)


115 Educational studies in Mathematics ABS-171

Brain Based Learning: Formation of Mathematical Critical Thinking Skills in terms of Inductive Reasoning
Suci Nujul Hayati (a), Nurul Istiqomah (a), Ewisahrani (a), Adi Apriadi Adiansha (b*), Reza Rachmadtullah (c)

a) STKIP Harapan Bima, Jalan Kancoa Rida, 84161, Indonesia
*adiapriadiadiansyah[at]gmail.com
b) STKIP Taman Siswa Bima, Jalan Pendidikan Taman Siswa No.1 Palibelo Bima, 84174, Indonesia
c) Universitas PGRI Adi Buana Surabaya, Jl. Dukuh Menanggal XII, Surabaya 60234 Jawa Timur, Indonesia


Abstract

This study aims to form students critical thinking skills through brain-based learning in terms of inductive reasoning. This research was conducted on fourth-grade students at one of the elementary schools in Bima Regency. The method used was an experimental method with a treatment design by level 2 x 2. The data analysis technique is a two-way analysis of variance. The results of this study indicate that 1) The critical thinking skills of the group of students who were given brain-based learning treatment were higher than the critical thinking skills of the group of students who were given exposure to learning, 2) There is an interaction effect between brain-based learning and exposure learning on the formation of critical thinking skills in terms of inductive reasoning abilities, 3) For students who have high inductive reasoning skills, critical thinking skills between the groups treated with brain-based learning are higher than the groups of students who are taught using expository learning, and 4) For students who have low inductive reasoning skills, critical thinking skills between the groups treated with brain-based learning are lower than the groups of students who are given exposure learning.

Keywords: Brain Based Learning, Mathematical Critical Thinking Skills, Inductive Reasoning

Share Link | Plain Format | Corresponding Author (Adi Apriadi Adiansha)


116 Educational studies in Mathematics ABS-172

The Influence of the Missouri Mathematics Project Model on Mathematical Creativity of Elementary School Students
Randi Ardiansyah (a), Rostati (a), Suharti (a), Adi Apriadi Adiansha (b*), Reza Rachmadtullah (c)

a) STKIP Harapan Bima, Jalan Kancoa Rida, 84161, Indonesia
*adiapriadiadiansyah[at]gmail.com
b) STKIP Taman Siswa Bima, Jalan Pendidikan Taman Siswa No.1 Palibelo Bima, 84174, Indonesia
c) Universitas PGRI Adi Buana Surabaya, Jl. Dukuh Menanggal XII, Surabaya 60234 Jawa Timur, Indonesia


Abstract

The ability for creativity needs to be the focus of learning mathematics because the achievements in learning mathematics develop the mathematical creativity abilities of elementary school students. The purpose of this study was to determine the effect of the Missouri Mathematics Project model on the mathematical creativity abilities of elementary school students. This research was conducted on fourth-grade students at one of the elementary schools in Bima Regency. The research method used is the experimental method using purposive sampling technique with instruments used in the form of tests and questionnaires. The results of the research on student responses in the Missouri Mathematics Project model obtained 87.72% who responded positively, with the value of students mathematical creativity abilities obtained 81.30 so it can be said to be good. The results of the research hypothesis test obtained tcount > ttable (7.14 > 2.02), that is, the results are acceptable. The conclusion is that there is a positive influence on the Missouri Mathematics Project model on the mathematical creativity abilities of elementary school students.

Keywords: Missouri Mathematics Project, Mathematical Creativity

Share Link | Plain Format | Corresponding Author (Adi Apriadi Adiansha)


117 Educational studies in Mathematics ABS-173

APPLICATION OF INTEGRATED MATHEMATICS, DESIGN AND STORY STORYTELLING, MATERIAL STORIES OF SMALLEST FELLOWSHIP FACTORS AND THE LARGEST FELLOWSHIP FACTORS IN THE BASIC SCHOOL
Heru Subrata, Neni Mariana, Suprayitno, Wiryanto

Universitas Negeri Surabaya


Abstract

Integration of the Implementation of Integrated Mathematical Model, Design and Story Storytelling, Material Stories of Smallest Fellowship Factors, and The Largest Fellowship Factors will be able to contribute to learning, especially in "Labschool Unesa" Surabaya. This program is carried out to deal with the demands of knowledge and skills in the global world. In the future, this program is expected to be able to unlock the keys to success in developing learning, especially concerning hard skills and soft skills suitable in developing countries such as Indonesia.
Application of the Integrated Model of Mathematics, Design, and Storytelling Using the Media of Concrete Objects in Elementary Schools is adopted from "STEM"-based education which seeks to shape human resources to be able to reason and think critically, logically, and systematically so that students will be able to face global challenges. and able to improve the skills needed in life.
The ability to solve problems and creative skills are needed by students because the success of education in the future is very dependent on the expertise, skills, and ability to think at a higher level owned by students.
The result of this research is the emergence of abilities, namely the ability to count, determine the special properties of a mathematical function, can perform numerical operations combined with the design using concrete media. The overall student learning success percentage in this program is very good. Student learning completeness can also be seen from the analysis of mathematics learning outcomes, design, and language individually and in groups. Assessment criteria are based on cognitive, affective, and psychomotor aspects, through a pleasant atmosphere.

Keywords: discovery model, Math, Design, Storytelling, Steam, Elementary School

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118 Educational studies in Mathematics ABS-174

STUDENT DIFFICULTY ANALYSIS ASSESSED FROM HABITS OF MIND IN COMPLETING EXPLORATION TYPE PROBLEMS IN MATHEMATICS OLYMPIADES COURSES
1Sritresna, T. 2Maryati, I. 3Sri Sumartini,T.

Institut Pendidikan Indonesia Garut


Abstract

As an effort to improve the quality of education in Indonesia, the government routinely programs competitions in various scientific fields. One of them is the National Science Olympiad, including the Mathematics Olympiad. Through the mathematics olympiad, it is hoped that it can improve students ability to solve problems, and can foster and develop students mathematical intuition that is useful in everyday life. Students as prospective educators, of course, must have the ability to solve various types of math Olympiad questions. This encourages researchers to conduct research with the aim of analyzing student difficulties in terms of the habits of mind in solving exploration-type problems in elementary mathematics olympiad subjects. Based on the results of the analysis of the results of the test answers, questionnaire, and observations, it was found that the level of student mastery in solving the exploration type elementary school math Olympiad questions with excellent criteria was 2.94%, good criteria was 17.65%, sufficient criteria was 44.12%, criteria less by 35.29% with the habits of mind of students in sufficient interpretation. The difficulties experienced by students include difficulties in understanding mathematical concepts and principles; metacognitive thinking; think and communicate clearly and precisely; collect and process data, create, imagine, and innovate; and use old experiences to form new knowledge.

Keywords: exploration type questions, habits of mind, elementary school mathematics olympiad

Keywords: exploration type questions, habits of mind, elementary mathematics olympiad

Share Link | Plain Format | Corresponding Author (Teni Sritresna)


119 Educational studies in Mathematics ABS-175

How to Improve The Mathematical Literacy Ability of Elementary School Teacher Education Student
*I Maryati, N A Hamdani, T S Sumartini

Institut Pendidikan Indonesia Garut


Abstract

Mathematical literacy ability is not only about mastery of the material but down to the use of mathematical reasoning, concepts, facts and tools in solving everyday problems. In addition, mathematical literacy ability also requires someone to communicate and explain the phenomena with mathematical concepts. So that everyone must have this mathematical literacy ability. How to improve mathematical literacy ability for preservice teachers of elementary school?. One of the alternative solution is to use virtual based mathematics kits. This article describes the use of virtual based mathematics kits to improve mathematical literacy ability

Keywords: Mathematical Literacy

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120 Educational studies in Mathematics ABS-177

Students mathematical self-efficacy abilities in solving mathematical problems
Rosida Marasabessy

Universitas Pendidikan Indonesia


Abstract

This article aims to examine how the ability of self-efficacy helps students solve mathematical problems. The researchers examines several findings related to the ability of self- efficacy in research journals. The method used is literature study. Journal studies are carried out by searching and gathering literature studies with the keyword improvement in mathematical problem-solving abilities and self-efficacy using learning models, the relationship of problem-solving abilities with student self-efficacy, analysis of problem-solving abilities and self-efficacy and learning strategies to improve problem-solving abilities and self-efficacy on Google Scholar and Indonesian Journal Website. The researcher examines ideas, opinions, or findings contained in literacy so as to provide theoretical information related to the ability of self-efficacy in solving mathematical problems. The articles reviewed were 23 articles. The finding shows that there are four main sources that influence one^s self-efficacy in solving problems, namely the experience of solving problems, the experiences of others, verbal persuasion, and psychological conditions. Meanwhile, the factors that cause the high and low self-efficacy of a person are gender, age, level of education and experience.

Keywords: self-efficacy, problem-solving ability, mathematics

Share Link | Plain Format | Corresponding Author (Rosida Marasabessy)


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