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Saminan Saminan
Syiah Kuala University, Banda Aceh
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THE ANALYSIS OF PROPORTIONAL REASONING PROBLEM IN THE INDONESIAN MATHEMATICS TEXTBOOK FOR THE JUNIOR HIGH SCHOOL Rahmah Johar; Sri Yusniarti; Saminan Saminan
Journal on Mathematics Education Vol 9, No 1 (2018)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.9.1.4145.55-68

Abstract

The lack of Indonesian students achievement in the international assessment is due to several factors. Students are not familiar with the problems requiring reasoning, in particular the proportional reasoning. This research aims to identify the distribution and the Level of Cognitive Demands (LCD) of the proportional reasoning problems found in the Year 7 and Year 8 mathematics textbooks based on the 2013 curriculum (revised edition 2014). The data collection was conducted by identifying the proportional reasoning problems found in the whole chapters of the textbooks which are then analysed and classified using the Smiths and Stein’s criteria of LCD (1998). The results reveal that the proportional reasoning problems were only found in the three of 17 chapters namely ratio and proportion, rectangle and triangle, and Pythagorean Theorem, which represent different LCD including Lower-LCD (Low-M and Low-P) and Higher-LCD (High-P). Out of 69 proportional reasoning problem found in the textbooks, the percentage of higher-LCD problems (n=29 ; 42.03%) is less than lower-LCD (n=40;57.97%). In addition, the higher-LCD problems found were only the high-P type. None was found to meet the requirement of High-DM demanding students to conduct ‘doing mathematics’, complex approach and self-monitoring or self regulation of students’ cognitive process. It is recommended that the proportional reasoning problems, including some High-DM problems, should be provided in each topic in Indonesian mathematics textbooks.DOI: http://dx.doi.org/10.22342/jme.9.1.4145.55-68
Implementation of ARIAS Learning Model Integrated With Constructivist Theory to Improve Student Learning Outcomes Saminan Saminan; Nafilah Risa; Tarmizi Hamid
Jurnal Ilmiah Peuradeun Vol 5 No 2 (2017): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v5i2.124

Abstract

The low outcomes of studying physics by student at MTsN Tungkob can be influenced by several factors. One of this factor is the implementation of the method or model of learning is not suitable with the submitted materials by teachers.This study aims to find out the activities of teachers and students, the skills of teachers in managing the learning, student learning outcomes and student responses to the use of ARIAS learning model which integrated by constructivist theory of learning process. The results showed improvement of the activities both teachers and students, increasing the skills of teachers in managing the learning, and improving students’ learning outcomes. Students' response to the use of ARIAS learning model integrated by constructivist theory tend to be positive. From this study it can be concluded that the implementation of ARIAS learning model integrated by constructivist theory can improve student learning outcomes on the topic of Aircraft Simple.
Co-Authors Nafilah Risa Rahmah Johar Sri Yusniarti Tarmizi Hamid