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Fridgo Tasman

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Author-ID : 401868

Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Social Sciences Other

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Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience Fauzan, Ahmad; Harisman, Yulyanti; Yerizon, Yerizon; Suherman, Suherman; Tasman, Fridgo; Nisa, Sahrun; Sumarwati, Sumarwati; Hafizatunnisa, Hafizatunnisa; Syaputra, Hamdani
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p301-316

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.

Realistic mathematics education (RME) to improve literacy and numeracy skills of elementary school students based on teachers’ experience Fauzan, Ahmad; Harisman, Yulyanti; Yerizon, Yerizon; Suherman, Suherman; Tasman, Fridgo; Nisa, Sahrun; Sumarwati, Sumarwati; Hafizatunnisa, Hafizatunnisa; Syaputra, Hamdani
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p301-316

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.

Implementation of SOLO taxonomy and Newman error analysis in first-order differential equation Yarman, Yarman; Murni, Dewi; Tasman, Fridgo
Jurnal Infinity Vol 14 No 3 (2025): VOLUME 14, NUMBER 3, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i3.p695-710

First-order Ordinary Differential Equation (ODE) has many applications in physics, engineering, biology, economics, and ecology. Therefore, mastering the concepts and methods of solving ODE is essential for students to be able to apply mathematics in solving real-world problems. However, the teaching of first-order ODE has not paid attention to practical applications, so that students have difficulty linking theory with real cases. This study aims to analyze the implementation of the SOLO taxonomy and Newman Error Analysis (NEA) in first-order ODE. The methodology used is a case study. The research subjects consisted of nine students of the mathematics department of FMIPA Universitas Negeri Padang. Data were collected through tests, interviews, and documentation. Then the data were analysed quantitatively and qualitatively. The results showed that there were five errors in solving first-order ODE made by students, namely Reading Errors (RE), Comprehension Errors (CE), Transformation Errors (TE), Process Skill Errors (PE), and Encoding Errors (EE). Some of the causes of these errors include students' low ability to read mathematical symbols, students' inaccuracy, not being able to use algorithms correctly, not mastering the concepts of algebra, differential, and integral, as well as not understanding in determining the systematic solution of the problem and not being accustomed to writing the final answer. This information can be used as a guideline for lecturers in designing strategies and lecture designs for first-order ODE.

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