Articles
<![CDATA[Helping Students Acquainted with Multiplication in Rectangular Model ]]>
<![CDATA[Tasman, Fridgo]]>;
<![CDATA[Hertog, Jaap den]]>;
<![CDATA[Zulkardi, Zulkardi]]>;
<![CDATA[Hartono, Yusuf]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
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DOI: 10.22342/jme.2.2.747.185-198
<![CDATA[Usually, multiplication is introduced to students to represent quantities that come in group. However there is also rectangular array model which is also related to multiplication. Barmby et al (2009) has shown that the rectangular model such as array representations encourage students to develop their thinking about multiplication as a binary operation with row and column representing two inputs. Considering that finding, this study focusses on a design research that was conducted in Indonesia in which I investigate second grade students’ (between 7 and 8 years old) in Madrasah Ibtidaiyah Negeri (MIN) 2 Palembang, Indonesia, ability to structuring the situation and their ability to represent rectangular model into multiplication sentence. The results shows us that students activity to structuring the situation, looking the number of objects in row or in column, lead them to repeated addition and transform it into multiplication sentence.Keywords: Rectangular pattern, Multiplication DOI: http://dx.doi.org/10.22342/jme.2.2.747.185-198]]>
<![CDATA[ Pemahaman Mahasiswa Terhadap Integral sebagai Anti Turunan, Suatu Desain Riset pada Kalkulus Integral ]]>
<![CDATA[Tasman, Fridgo]]>;
<![CDATA[Ahmad, Defri]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 1 No 1 (2017): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol1-iss1/28
<![CDATA[The low learning outcomes and studentâs difficulties in understanding calculus courses, espe-cially integral topic, encourage us as researcher to design a calculus lesson for first year students by using realistic mathematical approach (Realistic Mathematics Education). For that we try to design a series of instructional activities starting from understanding integral as an anti derivative. The in-structional activity is designed and developed based on the learning process that occurs in the class-room by involving 30 first year students in FMIPA UNP. The classroom learning compared with our Hypothetical Learning Trajectory (HLT). The results of teaching experiment show that students un-derstanding of derivative plays important role in understanding the integrals, in general students have difficulty in communicating their ideas in determining the anti-derivative of a function. Through class-room discussions students can get ideas and discuss it in determining the anti-derivative of a function. Based on these results it is recommended to conduct classroom discussions to build students under-standing in studying calculus especially integral as an anti derived. ]]>
<![CDATA[ Kesulitan Mahasiswa Dalam Mengkoneksikan Sigma, Area, dan Definisi Integral Tentu Secara Geometri ]]>
<![CDATA[Tasman, Fridgo]]>;
<![CDATA[Ahmad, Defri]]>;
<![CDATA[Suherman, Suherman]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 2 No 2 (2018): JEP: Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol2-iss2/238
<![CDATA[Integral is one of major topics in Calculus course. Many university students fail in calculus course because their understanding on the concept of Integral especially in understanding definition of integral is low. This situation encourages us to design a calculus lesson to build students understanding on Integral especially integral definition by using Realistic Mathematics Education as an approach. For that, we try to design a series of instructional activities starting from introducing sigma to definition of Integral in order to know students difficulties in understanding this topic. Some first-year university students in Universitas Negeri Padang are chosen to test our Hypothetical Learning Trajectory (HLT) in our preliminary research. The result is students had difficulties in connecting the sigma, area and definition of integral. This happens because the students did not see that the activities that have been designed as a whole that cannot be separated. Therefore, it is recommended to design a series of instructional activities which is focus on connecting sigma, area and definition of integral.]]>
<![CDATA[PENGEMBANGAN LOCAL INSTRUCTIONAL THEORY PADA TOPIK PEMBAGIAN DENGAN PENDEKATAN MATEMATIKA REALISTIK ]]>
<![CDATA[Fauzan, Ahmad]]>;
<![CDATA[Yerizon, Yerizon]]>;
<![CDATA[Tasman, Fridgo]]>;
<![CDATA[Yolanda, Rendy Novri]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 4 No 1 (2020): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol4-iss1/417
<![CDATA[This research aimed to develop local instruction theory that is valid, practical, and effective to help elementary school students developing their mathematical problem-solving skills. Therefore a sequential activityis design on dailybasis to encourage students to develop their ability to solve mathematical problems, especially on the topic division. To achieve the goal, realistic mathematics approach was implemented to grade three elementary students in the learning process. The designed activities were validated by experts on the aspects of mathematical contents, language, didactical process based on realistic mathematical approach. Data were analyzed with descriptive statistics and parametric statistics. The validation results show that the local instruction theory was valid, and the implementation shows that the local instruction theory is practical and effective in improving students' mathematical problem-solving skills.]]>
<![CDATA[Designing PISA Like Problems for West Sumatra Mathematics and Science Junior High School Teachers ]]>
<![CDATA[ahmad fauzan]]>;
<![CDATA[Fridgo Tasman]]>
<![CDATA[ Pelita Eksakta Vol 3 No 1 (2020): Pelita Eksakta Vol. 3 No. 1 ]]>
Publisher : <![CDATA[Fakultas MIPA Universitas Negeri Padang ]]>
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DOI: 10.24036/pelitaeksakta/vol3-iss1/106
<![CDATA[PISA (Program for International Students Assessment) test result on 2018 put Indonesia in the 72th position of 78 countries. The report showed the importance to improve the level of students thinking ability. There are many possible ways to develop students’ thinking. One way to do that is by giving the students drill to solve PISA problems. However, this solution is difficult to implement because designing PISA problems is difficult for the teachers. Therefore, 24 junior high school mathematics and science teachers ware selected in order to give them training and workshop to improve their ability to design PISA like problems using action research methods. Three stages ware implemented in the training and workshop. First, introduction to PISA, Second, designing PISA Problems, and third, trying out and evaluating the test result. Product of the workshop are 48 PISA like problems of mathematics and 42 PISA like problems of science.]]>
<![CDATA[Helping Students Acquainted with Multiplication in Rectangular Model ]]>
<![CDATA[Fridgo Tasman]]>;
<![CDATA[Jaap den Hertog]]>;
<![CDATA[Zulkardi Zulkardi]]>;
<![CDATA[Yusuf Hartono]]>
<![CDATA[ Journal on Mathematics Education Vol 2, No 2 (2011) ]]>
Publisher : <![CDATA[Department of Doctoral Program on Mathematics Education, Sriwijaya University ]]>
Show Abstract
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Download Original
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Original Source
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DOI: 10.22342/jme.2.2.747.185-198
<![CDATA[Usually, multiplication is introduced to students to represent quantities that come in group. However there is also rectangular array model which is also related to multiplication. Barmby et al (2009) has shown that the rectangular model such as array representations encourage students to develop their thinking about multiplication as a binary operation with row and column representing two inputs. Considering that finding, this study focusses on a design research that was conducted in Indonesia in which I investigate second grade students’ (between 7 and 8 years old) in Madrasah Ibtidaiyah Negeri (MIN) 2 Palembang, Indonesia, ability to structuring the situation and their ability to represent rectangular model into multiplication sentence. The results shows us that students activity to structuring the situation, looking the number of objects in row or in column, lead them to repeated addition and transform it into multiplication sentence.Keywords: Rectangular pattern, Multiplication DOI: http://dx.doi.org/10.22342/jme.2.2.747.185-198]]>
<![CDATA[Pemahaman Mahasiswa Terhadap Integral sebagai Anti Turunan, Suatu Desain Riset pada Kalkulus Integral ]]>
<![CDATA[Fridgo Tasman]]>;
<![CDATA[Defri Ahmad]]>
<![CDATA[ JURNAL EKSAKTA PENDIDIKAN (JEP) Vol 1 No 1 (2017): JEP : Jurnal Eksakta Pendidikan ]]>
Publisher : <![CDATA[Fakultas Matematika dan Ilmu Pengetahuan Alam ]]>
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DOI: 10.24036/jep/vol1-iss1/28
<![CDATA[The low learning outcomes and student’s difficulties in understanding calculus courses, espe-cially integral topic, encourage us as researcher to design a calculus lesson for first year students by using realistic mathematical approach (Realistic Mathematics Education). For that we try to design a series of instructional activities starting from understanding integral as an anti derivative. The in-structional activity is designed and developed based on the learning process that occurs in the class-room by involving 30 first year students in FMIPA UNP. The classroom learning compared with our Hypothetical Learning Trajectory (HLT). The results of teaching experiment show that students' un-derstanding of derivative plays important role in understanding the integrals, in general students have difficulty in communicating their ideas in determining the anti-derivative of a function. Through class-room discussions students can get ideas and discuss it in determining the anti-derivative of a function. Based on these results it is recommended to conduct classroom discussions to build students' under-standing in studying calculus especially integral as an anti derived.]]>
<![CDATA[The Effectiveness of Matific Interactive Game Media to Improve Mathematics Learning Outcomes of Grade VII Students on the Matter of Integers ]]>
<![CDATA[Romita, Rahtu Dila]]>;
<![CDATA[Prastika, Rahayu]]>;
<![CDATA[Putri, Rosa Riswana]]>;
<![CDATA[Hafizhah, Ummul]]>;
<![CDATA[Tasman, Fridgo]]>
<![CDATA[ Jurnal Basicedu Vol. 8 No. 5 (2024) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v8i5.8486
<![CDATA[Math learning is often considered difficult by students, this requires the creativity of math teachers to innovate, one of which is by using interactive learning media such as Matific. The purpose of this study was to determine whether or not the use of Matific interactive game media was effective in improving the learning outcomes of seventh grade mathematics students at SMP Negeri 7 Padang on integer material. This study uses a qualitative method by giving a questionnaire. The results of the research on the use of interactive game media Matific has been running effectively in learning mathematics, especially integers and is able to improve student learning outcomes. This is evidenced by the percentage of student questionnaire assessment results of 88.45% which means that Matific games are very effective as interactive learning media. This research contributes to the field of education in developing mathematics skills, increasing student engagement, and reducing student anxiety through educational games that utilize technology in the teaching and learning process. Student involvement in the mathematics learning process is related to increased student learning outcomes. For this reason, it is hoped that mathematics will no longer be considered a difficult lesson by students]]>
<![CDATA[The Effect of Using Quizwhizzer Application on Learning Outcomes of Grade VII Junior High School Students on Pythagoras Theorem Material ]]>
<![CDATA[Reza, Hazim Saputra Filia]]>;
<![CDATA[Maharani, Intan]]>;
<![CDATA[Meiwari, Agitha Amy]]>;
<![CDATA[Amanda, Reasty]]>;
<![CDATA[Tasman, Fridgo]]>
<![CDATA[ Jurnal Pendidikan Matematika (JPM) Vol 10 No 2 (2024): Jurnal Pendidikan Matematika (JPM) ]]>
Publisher : <![CDATA[Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang ]]>
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DOI: 10.33474/jpm.v10i2.22028
<![CDATA[Mathematics is very concerned with understanding concepts in the process of working. There are still many students who are constrained in understanding the concept of a material because learning is a little monotonous and lacks dance, this has an impact on the low learning outcomes of students in mathematics. This study was conducted to see whether the QuizWhizzher application media could have a positive influence on student learning. This research was conducted in class VII.6 SMP IT Madani Islamic School Payakumbuh with the type of research that is a combination of quantitative and qualitative. Quantitative data is obtained from students' learning outcomes, starting from the pre-test and post-test. Qualitative data is obtained by describing the data obtained quantitatively and also explaining whether there is a positive influence or not. The results of this study indicate an increase in student learning outcomes in the Pythagorean Theorem material with an average of 81.67, so it can be said that QuizWhizzer is effectively used to improve student learning outcomes.]]>
<![CDATA[Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience ]]>
<![CDATA[Fauzan, Ahmad]]>;
<![CDATA[Harisman, Yulyanti]]>;
<![CDATA[Yerizon, Yerizon]]>;
<![CDATA[Suherman, Suherman]]>;
<![CDATA[Tasman, Fridgo]]>;
<![CDATA[Nisa, Sahrun]]>;
<![CDATA[Sumarwati, Sumarwati]]>;
<![CDATA[Hafizatunnisa, Hafizatunnisa]]>;
<![CDATA[Syaputra, Hamdani]]>
<![CDATA[ Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY ]]>
Publisher : <![CDATA[IKIP Siliwangi and I-MES ]]>
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DOI: 10.22460/infinity.v13i2.p301-316
<![CDATA[Literacy and numeracy are the abilities of students to use basic mathematics in solving daily life problems, and students should have it. Various studies have shown that Indonesian students' literacy and numeracy skills still need to improve. One of the solutions to this problem is RME, and one of the components that influence this skill is teachers as a facilitator and their experiences. Thus, this research aims to refigure how students who receive Realistic Mathematics Education (RME) literacy and numeracy skills improve based on teacher's experiences. The research subjects are third, fourth, and fifth-grade students in elementary schools in Padang. Three schools were selected for each grade level and taught by three teachers with different experiences. The students were given literacy and numeracy problems before and after RME instruction. The answers were assessed and grouped to examine the student's literacy and numeracy achievement. The research results show that student's literacy and numeracy skills are better with RME learning. Student's literacy and numeracy skills are not influenced by teachers' experience.]]>
