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All Journal Jurnal Didaktik Matematika KALAMATIKA Jurnal Pendidikan Matematika Transformasi : Jurnal Pendidikan Matematika dan Matematika Jurnal Ilmiah Pendidikan Matematika Al Qalasadi
Elizar Elizar
Universitas Syiah Kuala
Education Mathematics

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A Multigroup Invariance Analysis and Gender Difference of Students’ Self-efficacy and Attitude Concerning Mathematics Elizar Elizar; I Gusti Ngurah Darmawan
Didaktik Matematika Vol 5, No 2 (2018): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.936 KB) | DOI: 10.24815/jdm.v5i2.11640

Abstract

This article aimed to examine multigroup invariance of Mathematics Self-efficacy and Attitude Scales (MSAS) and examine the differences of MSAS in term of gender. 1135 (630 female and 505 male) Year 9 students in Aceh, Indonesia were involved in the study. The invariance analysis was performed to investigate whether the items in the MSAS are behaving identically for Year 9 female and male students in the province of Aceh, Indonesia. The results reported the indication of multigroup equivalence of the MSAS between gender (p-value is not statistically significant or ∆CFI ≤ 0.01). An independent t-test indentified that students’ attitude concerning mathematics is significantly different between gender of students. Female students’ positive attitude concerning mathematics is higher compared to male students’. This study may be used as one of the evidences as for the needs to enhance male students attitude toward mathematics.
EXPLORING TEACHER’S AND STUDENTS’ BELIEFS CONCERNING HIGHER ORDER THINKING IN MATHEMATICS Elizar Elizar; Cut Khairunnisak
TRANSFORMASI Vol 6 No 1 (2022): TRANSFORMASI : Jurnal Pendidikan Matematika dan Matematika
Publisher : Pendidikan Matematika FMIPA Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/tr.v6i1.1958

Abstract

Teacher beliefs play a fundamental role in mathematics teaching and learning, as they will ultimately influence the teacher's classroom practices. Student beliefs on a subject matter also hold equal importance as they will be reflected in how the students approach the learning and related issues to the subject. The importance of research on teachers' beliefs stems from the possible relationship between teacher beliefs and student beliefs. This descriptive quantitative study aimed to measure the degree of conformity between teacher and student beliefs concerning mathematics related to Higher Order Thinking (HOT) and Lower Order Thinking (LOT). The population was all Year 9 students in Aceh, Indonesia, and the samples were 1135 Year 9 students and 46 Year 9 mathematics teachers from 25 schools selected through stratified random sampling. Data collection was obtained through teacher and student questionnaires, and data were analyzed descriptively by SPSS 20. The finding of this study revealed that teacher beliefs concerning mathematics related to HOT were highly positive (83%). While the percentage of students who hold highly positive beliefs concerning mathematics related to HOT was just over 50%, indicating the discrepancy between teacher and student beliefs. However, regarding the beliefs concerning mathematics related to LOT, teacher and student beliefs conformed; they had somewhat positive beliefs (68% and 71.30%, respectively). This study implies that teachers need to promote HOTS in mathematics teaching at schools to foster students’ positive beliefs toward HOT.
VALIDITY OF GUIDED INQUIRY-BASED LEARNING INSTRUMENT WITH GEOGEBRA APPLETS FOR TEACHING CIRCLES Stri Pertiwi; Mailizar Mailizar; Elizar Elizar
KALAMATIKA Jurnal Pendidikan Matematika Vol 8 No 1 (2023): KALAMATIKA April 2023
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/KALAMATIKA.vol8no1.2023pp63-76

Abstract

The guided inquiry learning model is a student activity that emphasizes maximally training critical thinking skills. The learning instruments developed must be adapted to the syntax/stages of the guided inquiry learning model. Several learning instruments have been developed to assist teachers in making teaching materials. However, many teachers have not mastered technology, especially learning media using applications. Therefore, teachers need learning applications in schools, such as the GeoGebra applet. This study aims to develop valid guided inquiry-based learning instruments using GeoGebra applets for circles. This research is development research employing Plomp’s model and involving preliminary research and prototyping stages. The data was collected by compiling the comments and input from the validator through validation sheets related to learning instruments (lesson plans, worksheets, and GeoGebra applets). The results of the data analysis showed that the learning instruments were declared valid with an average lesson plan score of 4.75, an average student worksheet validation score of 4.60, and an average value of the total validation of GeoGebra applets of 4.94. Further research should assess the practicality and effectiveness of the instruments.
Students’ Errors in Solving Plane Geometry Problems Using E-Learning-based Diagnostic Tests Mukhlis Hidayat; Tuti Zubaidah; Munira Ulfa; Elizar Elizar
Didaktik Matematika Vol 10, No 1 (2023): April 2023
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (689.838 KB) | DOI: 10.24815/jdm.v10i1.31938

Abstract

During the Covid-19 pandemic, the implementation of online and shift learning systems has been identified as one factor contributing to learning loss in mathematics problem-solving skills specifically in plane geometry problems. The primary objective of this research was to investigate the different types of errors committed by junior high school students in Banda Aceh, Indonesia, in solving plane geometry problems using e-learning diagnostic tests. A descriptive qualitative approach was adopted, and 24 Year 8 students were selected as subjects. The data were collected through tests and interviews, and data analysis involved data reduction, data presentation, data verification, and drawing conclusions. The findings revealed that the percentage of students' errors in solving conceptual problems, principal problems, and verbal problems were 76.39%, 68.75%, and 75%, respectively. Subsequently, the results from the second test and interviews with six students showed that students encountered several conceptual errors, including errors in stating angle symbols, errors in identifying the type of shape provided, errors in deducing information regarding properties, perimeter, and area of plane geometry, lack of knowledge regarding the application of the appropriate plane geometry formula, and inability to solve problems using the correct procedure. Principal errors were related to algebraic operations, while verbal errors involved translating problems and improper application of concepts and principles. The understanding of the types of errors will help teachers detect errors made the students early.
Kemampuan Komunikasi Matematis Siswa Kelas VIII pada Pola Bilangan melalui Pendekatan Realistic Mathematics Education (RME) Nazira Nazira; Yuhasriati Yuhasriati; Elizar Elizar
Jurnal Ilmiah Pendidikan Matematika Al Qalasadi Vol 7 No 2 (2023): JURNAL ILMIAH PENDIDIKAN MATEMATIKA AL QALASADI
Publisher : Prodi Pendidikan Matematika, Fakultas Tarbiyah dan Ilmu Keguruan IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/qalasadi.v7i2.7404

Abstract

Research on mathematical communication skills has a background on the importance of student's ability to organize ideas and thoughts when solving problems. This study aimed to determine students' mathematical communication abilities on number pattern material through learning with the RME approach at one of the Banda Aceh Middle Schools. The approach used in this research is descriptive qualitative. The subjects were 24 students, and three students were interviewed. Data was collected through interviews, which were analyzed in three stages: data reduction, data presentation, and drawing conclusions. The research showed that mathematical communication skills through learning with the RME approach for number pattern material experienced good development. Students in the high and medium categories can master drawing, written text, and mathematical expression indicators. Students in the low category can master drawing and mathematical expression indicators. The results showed that students experienced problems communicating mathematically in conveying ideas orally and in writing. As a result, an error occurred in solving the problem. This research is expected to be a reference for improving students' mathematical communication skills during the learning process.
Co-Authors Cut Khairunnisak I Gusti Ngurah Darmawan Mailizar Mailizar Mukhlis Hidayat Munira Ulfa Nazira Nazira Stri Pertiwi Tuti Zubaidah Yuhasriati Yuhasriati