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MEASURING STUDENT’S LOGICAL REASONING SKILLS OF CHINESE SENIOR HIGH SCHOOL USING RASCH MEASUREMENT MODEL Lijuan Gan; Tommy Tanu Wijaya
JURNAL MathEdu (Mathematic Education Journal) Vol 4 No 3 (2021): JURNAL MathEdu (Mathematic Education Journal) vol. 4 No. 3 November 2021
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v4i3.3247

This study aims to develop an evaluation tool to evaluate the overall logical reasoning core literacy skill and understand the differences in logical reasoning skills between students of different classes and genders. The quality of the developed evaluation tool is tested and optimized based on the Rasch model. The measured sample data are processed and analyzed by winsteps software and SPSS software. 122 senior three students from different classes were evaluated by the developed logical reasoning literacy level evaluation tool with good reliability and validity. It was found that the overall logical reasoning skills of senior high school students was concentrated in Level II, and some students could reach Level III; there are obvious differences in the level of logical reasoning skills between the experimental class and the ordinary class. The overall level of the experimental class is higher than that of the ordinary class; there is little difference in the distribution of male and female at the low level, but compared with male, female' literacy Level Is obviously limited after reaching a certain level, so it is difficult to break through and rise to the third level.

Using VBA Learning Media To Improve Students’ Mathematical Understanding Ability Tommy Tanu Wijaya; Zhou Ying; Liu Cunhua; Zulfah Zulfah
Journal on Education Vol 2 No 3 (2020): Journal On Education: Volume 2 Nomor 3
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v2i3.314

Trigonometry is one of the basic of mathematics that is taught in high school. Students always thinks that trigonometry is a hard theory and this research aims to overcome the students’ problems by using VBA learning media base on the 6-question cognitive theory. This research will use the experiment method with a pre-test and post-test to see the difference on the students’ mathematics understanding ability that uses VBA learning media based on the 6-question cognitive theory and the one that uses traditional teaching method. The result of this research is that there is a difference and an increase in the students’ mathematics understanding ability that uses VBA learning media base on the 6-question cognitive theory compared to the students who uses traditional teaching method.

Improving Student Creative Thinking Ability With Problem Based Learning Approach Using Hawgent Dynamic Mathematics Software Shiwei Tan; Lingjie Zou; Tommy Tanu Wijaya; Neng Suci Septiani Dewi
Journal on Education Vol 2 No 4 (2020): Journal on Education: Volume 2 Nomor 4 Tahun 2020
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v2i4.324

The main problem in this study is the lack of mathematical creative thinking abilities of elementary school students in Cimahi, Indonesia. This lack of mathematical creative thinking abilities is caused by an incorrect learning process. The teacher does not direct students to think creatively. In fact students still depend a lot on what is explained by the teacher in the class. The learning process with problem-based learning that is aided by hawgent dynamic mathematic software can direct students to think creatively. The population in this study were all elementary school students in Cimahi city. The samples were the students of elementary school Cimahi class 3A and 3B. The instrument in this study is descriptive test of students creative thinking abilities. This instrument was used to obtain data about students' creative thinking abilities with problem-based learning approach using hawgent dynamic mathematic software and by conventional learning. The data processed in this study was from the post-test score. These scores from both of the experimental class group and the control class group. Then, the data was processed by using SPSS 19.0 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of creative thinking abilities of students whose learning problem-based approach using hawgent dynamic mathematic software.

Lesson Design Of Geometric Sequences Based On The 6-Question Cognitive Theory Yujie Lin; Ying Zhou; Simin Wang; Tommy Tanu Wijaya
Journal on Education Vol 2 No 4 (2020): Journal on Education: Volume 2 Nomor 4 Tahun 2020
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v2i4.325

The effective teaching design of mathematics should be designed carefully by teachers according to the situation of students' learning and the analysis of teaching materials. Its teaching design should run through the origin and development of knowledge generation, and reasonably ensure the continuity and integrity of teaching. Based on the theory of "6-Question Cognitive Theory", This research using development method with steps to make comparisons between the this paper attempts to make a comparison between the "equal ratio sequence" and the "equal ratio sequence". Results in this study show that The teaching design of "6-Question Cognitive Theory" knowledge embodies the coherence, completeness and operability of the teaching design from six aspects: where the mathematical knowledge comes from, the essence of the knowledge, the connection and difference between the new knowledge and the old knowledge, the transformation of the knowledge, how to apply the knowledge and the process of reflecting the knowledge generation, so as to provide a theoretical and practical reference for the teaching design of high school mathematics Test

A Comparative Study on The Comprehensive Difficulty of Junior High School National Examination Tommy Tanu Wijaya; Ying Zhou; Zongzhao Mo; Xiaohong Wu
Journal on Education Vol 2 No 4 (2020): Journal on Education: Volume 2 Nomor 4 Tahun 2020
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v2i4.334

Mathematics’ National examination is conducted annually in all countries. Including Indonesia and China. but there are only a few researchers who make observations about the difficulty of the national exams in each country. There is not even a paper comparing the national exams in 2 countries. So in this study, This article compares the comprehensive difficulty of the Nanjing and Nanning test mathematics’ National examination questions from the five difficulty factors of background factors, cognitive level, reasoning ability, calculation level, and knowledge content. The method in this research is a mix method, using qualitative and quantitative for maximum data analysis results. The results show that, in terms of background factors, the test questions of Nanning paper The comprehensive difficulty is higher than that of the Nanjing paper. In the other four factors, the comprehensive difficulty of the Nanjing paper is slightly higher than that of the Nanning paper. The comprehensive difficulty coefficient of the two sets of test papers is slightly larger in terms of the calculation level and the cognitive level. The set of test papers basically maintains a balance of difficulty in the five factors. Based on the results of the research.

How to Teach the Basic Concept of Function in Senior High School: a Lesson Study Yalei Shao; Ying Zhou; Tommy Tanu Wijaya; Lijuan Gan
Edumatika : Jurnal Riset Pendidikan Matematika Vol. 4 No. 1 (2021): May 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Teaching methods are a complex topic in mathematics education. This study aims to analyze the teaching methods of previous relevant studies and design a new lesson study on how to teach the topic of functions at the high school level in China. Lesson study focuses on the basic concepts of function and problem-solving abilities. The researcher uses the research and development method to teach the material function at the high school level. This Lesson Study is used to teach in China. The researcher explains 4 important aspects in designing a lesson study, namely the introduction or opening section, the instructional section or core section, the assessment section, and the closing section.

USING VIDEO LEARNING TO IMPROVE STUDENTS’ MATHEMATICAL ABILITY Shiwei Tan; Lingjie Zou; Tommy Tanu Wijaya
Journal of Didactic Mathematics Vol 1, No 3 (2020): December
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v1i3.364

In some traditional large-class classrooms, there are problems such as inactive teaching process and poor teaching pertinence, which makes some students who are easily distracted and have the poor receptive ability cannot keep up with the teaching progress and gradually become students with learning difficulties. This research method using pretest-posttest control group design. The sample of this research is the experimental class method there are 48 students and in the control class 48 students grade 7 junior high school students. based on the results, Micro-classes have the characteristics of short, compact and powerful, which can effectively help students with learning difficulties to learn and master mathematics efficiently within the effective learning time. Based on the characteristics of students with learning difficulties and micro-classes, the author explores the actual improvement effect of micro-classes on the mathematics learning of students with learning difficulties by designing micro-classes in a targeted manner and conducting comparative teaching experiments in the first two parallel classes.

PROJECT-ACTIVITY-COOPERATIVE LEARNING-EXERCISE MODEL IN IMPROVING STUDENTS' CREATIVE THINKING ABILITY IN MATHEMATICS M. Afrilianto; Tina Rosyana; Linda Linda; Tommy Tanu Wijaya
Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i2.p285-296

Mathematical creative thinking ability is essential to be mastered by students to create good learning results and achievement. To install creative thinking in students' minds, they are highly requested to apply an innovative learning model. Among innovative learning models, project-activity-cooperative learning-exercise (PACE) is the one to be considered suitable for improving the students' mathematical creative thinking. This study is an experimental research using a pretest-posttest control group design. It was conducted in three classes of IKIP Siliwangi students by applying different learning models. The first class was given the PACE model treatment with Geogebra, the second class was given the PACE model treatment, and the third class was given direct learning. The instrument used tests. Based on the data analysis, we can conclude that there are differences in improving creative thinking abilities among the students who get the PACE model learning with Geogebra (PACE-G), the PACE model, and direct learning (DL). The improvement of creative students who get PACE and PACE-G models is better than those who get DL. The progress of students' mathematical creative thinking abilities obtained from PACE and PACE-G models is a high category. In contrast, improving students' creative thinking abilities who acquire DL is categorized as a medium.

THE EFFECT OF MATHEMATICAL DISPOSITION AND LEARNING MOTIVATION ON PROBLEM SOLVING: AN ANALYSIS Masta Hutajulu; Tommy Tanu Wijaya; Wahyu Hidayat
Jurnal Infinity Vol 8 No 2 (2019): Volume 8 Number 2, Infinity
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v8i2.p229-238

This research was motivated by the low problem solving abilities, mathematical disposition and learning motivation of junior students. This study aims to find and analyze empirically the influence of mathematical dispositions and learning motivation on problem solving abilities. Samples were obtained in class VII-2 at SMPN 2 Cimahi as many as 34 students. Study uses correlational quantitative methods. Analysis was done by regression method. The data collection was given 2 pieces of study instruments, namely problem solving test instruments and non-test questionnaires in a set of mathematical dispositions and learning motivation. The data was tested for regression and correlation. The results of data analysis that was mathematical disposition and larning motivation were significantly influenced by problem solving ability of junior students, with the regression equation indicating a positive influence, and the degree of closeness is the Pearson correlation coefficient of 0.827 classified in a strong positive interpretation. Together, mathematical disposition variables and learning motivation variables can determine the problem solving variable by 68.3%. Recommendations from this study, teachers should design learning processes that can improve mathematical disposition and student motivation so that students' problem solving abilities increase.

PROJECT-ACTIVITY-COOPERATIVE LEARNING-EXERCISE MODEL IN IMPROVING STUDENTS' CREATIVE THINKING ABILITY IN MATHEMATICS M. Afrilianto; Tina Rosyana; Linda Linda; Tommy Tanu Wijaya
Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i2.p285-296

Mathematical creative thinking ability is essential to be mastered by students to create good learning results and achievement. To install creative thinking in students' minds, they are highly requested to apply an innovative learning model. Among innovative learning models, project-activity-cooperative learning-exercise (PACE) is the one to be considered suitable for improving the students' mathematical creative thinking. This study is an experimental research using a pretest-posttest control group design. It was conducted in three classes of IKIP Siliwangi students by applying different learning models. The first class was given the PACE model treatment with Geogebra, the second class was given the PACE model treatment, and the third class was given direct learning. The instrument used tests. Based on the data analysis, we can conclude that there are differences in improving creative thinking abilities among the students who get the PACE model learning with Geogebra (PACE-G), the PACE model, and direct learning (DL). The improvement of creative students who get PACE and PACE-G models is better than those who get DL. The progress of students' mathematical creative thinking abilities obtained from PACE and PACE-G models is a high category. In contrast, improving students' creative thinking abilities who acquire DL is categorized as a medium.

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