Articles
<![CDATA[Investigating the misconception of students in initial algebra ]]>
<![CDATA[H Beeh]]>;
<![CDATA[R Rosjanuardi]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Misconception on algebra is one of the fundamental problems in mathematics learning. Misconception on algebra is a condition in which the student does not correctly understand and master the algebraic concept. This can cause students fail in building a correct knowledge framework, both in the concept of algebra and in other mathematical concepts using algebra. This study aims to reveal the phenomenon of misconceptions in initial algebra. A total of 52 eighth grade students from two different schools were given an algebra test and six students were interviewed afterwards. The results showed that most students made mistakes and were not correctly understanding simple algebraic forms, such as variables, coefficients and similar terms. It was concluded that students experienced some misconceptions on the basic concept of algebra.]]>
<![CDATA[Error analysis in solving mathematical communication problem of junior high school students ]]>
<![CDATA[R A Prafianti]]>;
<![CDATA[D Dasari]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This research was a descriptive qualitative research. This research aims to analyze students’ error in solving mathematical communication problem on circle topic. Population in this research was all students studying in the 9th grade of SMP Negeri 3 Lembang Bandung Jawa Barat. The sample was 39 students (22 female and 17 male) that was chosen by purposive sampling technique. Data was collected from students through essay test. The data was analyzed with descriptive way. The results of this research indicate that percentage of error in using circle area formula was 5.1%, error in linking concept is 25.6%, and error in understanding the meaning of the problem was 17.9%. Students’ error in solving mathematical communication problem was caused by many factors, such as students were not used to solve mathematical communication problem, less accuracy, and less conceptual understanding of mathematics. Based on the result, the researcher suggest to: 1) increase students’ understanding of formula rather than memorize it, 2) increase students’ understanding of problem, and 3) give students more exercise related non-routine problem.]]>
<![CDATA[Preliminary study on mathematical problem solving ability of junior high school students on the triangle subject ]]>
<![CDATA[D R Ningsih]]>;
<![CDATA[E Nurlaelah]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[The triangle subject is a part of geometry concept. The subject is important to bemastered if a student wants to develop the geometrical ability. However, in the fact, someresearch reveal that Mathematical problem solving ability of students is still low becausestudents are not yet accustomed to solve mathematical problems yet. The purpose of this studyto determine the ability of mathematical problem solving students in junior high school on thetriangle subject. This study was conducted by using descriptive qualitative method. The samplein this study is consisted of 32 students in the grade IX which was taken with purposivesampling technique. Data were collected through the test which consists of three essayquestions based on the indicators: (1) identify the adequacy of the data; (2) create amathematical model of daily problems and solve it; (3) select and implement strategies to solvemathematical problems; (4) interpret the results according to the origin of the problem and dothe verification. The results of this study indicate that students difficulties in problem solving,and every student has different levels of mathematical problem solving ability.]]>
<![CDATA[Various student strategies in making graph of quadratic functions ]]>
<![CDATA[A Saputra]]>;
<![CDATA[A Jupri]]>;
<![CDATA[N Priatna]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Writing down the things that we think is a very important act. Including writingdown things to be conveyed to others. In conveying something, every individual has their ownway. Likewise in terms of describing the graph of quadratic functions. In this article, we wouldlike to explain the ways students used to create graphs of quadratic function. We found fourtypes of images produced from thirty-six students who worked on the questions we gave. Thisis related to the strategies students use to draw a graph of quadratic functions. Related to thesestrategies, we plan to explore it more deeply in terms of student learning styles.]]>
<![CDATA[Increasing 10th grade students’ mathematical representation through mind mapping strategy ]]>
<![CDATA[P K Sari]]>;
<![CDATA[S Suhendra]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Mathematical representation is one of the important abilities mastered by students, in an attempt to find a solution of a problem, both math problems, as well as daily problems. One way to increase this ability is through mind mapping strategy. Mind mapping strategy involves students actively in mapping information through effective note-taking techniques. The mind map process shows a picture of interconnectedness, and a clear relationship between concepts. In expressing an idea, students can recall information associated with the learned knowledge by projecting the idea into a map or graphic technique. In addition, mind mapping activities can enhance students creativity through freedom of imagination, so learning becomes more interesting. The main problem in this research is whether mind mapping strategy can increase students mathematical representation. This research is a quasi-experiment with nonequivalent control group designs. This research involves 63 tenth grade students in Muara Bungo, Jambi. The result of this research is a significant improvement to students mathematical representation through mind mapping strategy.]]>
<![CDATA[Analysis of mathematical communication skill of junior high school studentsin geometry topics based on early understanding of mathematics ]]>
<![CDATA[A Rohmah]]>;
<![CDATA[D Darhim]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[The purpose of this study is to analyze the results of the test of students' mathematical communication skills on the topic of geometry. This research method is a qualitative research with the participants as many as 25 students in 8 grade of a junior high school in Bandung, then grouped based on early understanding of mathematics. Instrument used in this research are interview and written test with problem which presented refers to indicator of student's mathematical communication skill. The results showed that upper-level students were able to describe the answers correctly, not yet structured in the presentation of the answer, it therefore can cause the skill in using mathematical terms and the presentation of mathematical ideas are still weak. While middle-level students experienced barriers in describing relationships and situations models, and connecting real objects, images, and diagrams into mathematics. In addition, lower-level students have not been able to interpret the problems of communication in correct answers yet. The conclusion is that the mathematical communication skill of students is still lack. So that there needs appropriate learning strategy to improve student's mathematical communication skill.]]>
<![CDATA[Analysis of Students Algebraic Thinking Ability viewed by Auditory Learning Style ]]>
<![CDATA[N Mahanani]]>;
<![CDATA[N Priatna]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This study aimed to find out an overview of students algebraic thinking abilities viewed by auditory learning styles in one of the junior high schools in Bandung. This research is motivated by the results of studies that show varying ability (high, medium, and low) of junior high school algebra, so it is necessary to know the cause, and one of the causes is learning style. The subjects in this study were three students with auditory learning style. This research used a qualitative method. The data was collected using: learning style questionnaire, essay test, interview, and documentation. The results show that students who have auditory learning styles tend to answer with explanations in the form of sentences so that they can clarify what they mean or what they understand. Students who have auditory learning styles are able to fulfill indicators in algebraic thinking skills: conceptually based on computational strategies, manipulating numbers and symbols using algebraic rules, and expressing generalizations of patterns and rules in real-world contexts. Based on this research, the researcher suggested that the students can be facilitated with appropriate learning methods or models to contribute well to their algebraic thinking abilities.]]>
<![CDATA[Analysis of students' misunderstandings in comparing fractions as part-whole comparisons through students' representation ]]>
<![CDATA[P Astuti]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Fractions is one of the essential topics in mathematics learning at school that is often considered difficult to understand by students. Students in Indonesia generally learn fractions in the part-whole comparisons construct. This study aims to describe students' misunderstandings in comparing fractions in fraction constructs as part-whole comparisons through representations presented by students. This research is descriptive qualitative research and the data collection was collected by test, interview, and video documentation. The subjects of this study were seven elementary school students at the fifth grade, one of the schools in Bandung. The result of this study show that students who correctly answer the problem of comparing fractions and can represent the fractions that are given in fraction constructs as PartWhole Comparisons evidently have a misunderstanding of comparing two fractions. The types of mistakes made by students are 1) Students compare the numerator of the two fractions given, 2) Students compare the denominator of the fractions given, and 3) Student do not divide the unit into equal-sized shares. Based on the result, we conclude that students' understanding of the definition and representation of fractions as part-whole comparisons is still limited to memorization, not to the good meaning.]]>
<![CDATA[Investigating the Equation and the Area of Ellipse Using Circular Cylinder Section Approach ]]>
<![CDATA[H A Rohman]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[An ellipse can be obtained through the conic section, if the plane intersects one of the pieces of the cone and its axis but is not perpendicular to the axis, the intersection will be an ellipse. Besides that, a cylinder cut by a plane that has a slope between 00 and 900 against the base of the cylinder, the intersection forms an ellipse. The purpose of this study that 1) determine the equation of the ellipse in terms of the circular cylinder section approach and 2) determine the area of the ellipse in terms of the circular cylinder section approach The method we used in this research is literature studies from several books that are relevant to research. The results showed that 1) the equation of ellipse can be derived from the approach of circular cylinder section and 2) the area of the ellipse can be obtained using the circular cylinder section approach. We conclude using this circular cylinder section approach, we can obtain the same formula both for equation and area as the conic section.]]>
<![CDATA[PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SEKOLAH DASAR MENGGUNAKAN MODEL PROJECT BASED LEARNING DAN MODEL PROJECT BASED LEARNING DENGAN TEKNIK MIND MAP ]]>
<![CDATA[Laely Farokhah]]>;
<![CDATA[Tatang Herman]]>;
<![CDATA[Al Jupri]]>
<![CDATA[ ALGORITMA: Journal of Mathematics Education Vol 1, No 1 (2019): ALGORITMA Journal of Mathematics Education ]]>
Publisher : <![CDATA[Faculty of Educational sciences, UIN Syarif Hidayatullah Jakarta ]]>
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DOI: 10.15408/ajme.v1i1.11681
<![CDATA[Penelitian ini dilatarbelakangi oleh hasil studi pendahuluan yang menunjukkan bahwa kemampuan komunikasi matematis siswa Sekolah Dasar masih rendah. Siswa masih mengalami kesulitan dalam mengkomunikasikan ide matematis. Penelitian ini bertujuan untuk mendeskripsikan apakah terdapat perbedaan perolehan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran model project based learning dengan siswa yang memperoleh pembelajaran model project based learning dengan teknik mind map. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain non-equivalent group design. Subjek penelitian terdiri dari 63 siswa kelas IV (Empat) salah satu Sekolah Dasar di Kota Bandung. Pengumpulan data dilakukan menggunakan instrumen tes kemampuan komunikasi matematis. Adapun analisis data menggunakan statistik non parametrik. Hasil penelitian menunjukkan bahwa terdapat perbedaan perolehan kemampuan komunikasi matematis siswa yang memperoleh pembelajaran model project based learning dengan siswa yang memperoleh pembelajaran model project based learning dengan teknik mind map.]]>
