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All Journal M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Tumbuh Kembang Anak Usia Dini
Nur'aini Muhassanah
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Education Languange, Linguistic, Communication & Media Mathematics

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Analysis of Student Error in Solving Number Theory Problems in View of Cognitive Style Nur'aini Muhassanah
Mathline : Jurnal Matematika dan Pendidikan Matematika Vol. 8 No. 2 (2023): Mathline: Jurnal Matematika dan Pendidikan Matematika
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/mathline.v8i2.277

Abstract

This research is a qualitative research using a descriptive approach. The purpose of this study was to describe the errors of mathematics students in working on number theory questions in terms of cognitive style. The subjects of this study were 3rd semester students of the Mathematics Study Program, Faculty of Science and Technology, Nahdlatul Ulama University, Purwokerto, with 3 students representing the Field Dependent (FD) group, 3 students entering the Field Intermediate (FDI) group, and 3 students representing the Field Independent (FI) group. Data related to student errors in working on number theory questions were obtained from diagnostic tests and interviews. While the cognitive style data obtained from the results of the Group Embedded Figure (GEFT) test. Subjects were taken by purposive sampling technique and data validation using triangulation method. The data analysis technique used data reduction, data presentation, and drawing conclusions. The results of this study for students in the FD category made a lot of procedural errors as much as 48.1%, for students in the FDI category many made conceptual errors as much as 33.3%, and students in the FI category made a lot of mistakes. technical errors as much as 25.9%. Furthermore, of the three categories of students according to cognitive style, the FD category made the most mistakes for all forms of conceptual, procedural, and technical errors. The most common form of error from all students studied was conceptual error as much as 44.4%. Many factors cause students to make mistakes in solving number theory questions, the most frequent mistakes are: 1) Students do not master and understand the concepts, theorems and definitions in number theory courses; 2) Students are not careful in calculations which causes the final result to be wrong; and 3) Students do not understand the problem in the problem so that it is difficult to solve.
PERENCANAAN PEMBELAJARAN BERDIFERENSIASI YANG BERPUSAT PADA MURID PADA JENJANG PENDIDIKAN ANAK USIA DINI (PAUD) Nur'aini Muhassanah; Muhammad Nur Rizal; Musyafa Ali
Jurnal Tumbuh Kembang Anak Usia Dini Vol. 1 No. 2 (2023)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Agama Islam Universitas Nahdlatul Ulama Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60623/jtkaud.v1i2.183

Abstract

Differentiated learning is a way for teachers to meet the needs of each student because differentiated learning is a teaching and learning process where students can learn subject matter according to their abilities, what they like and their individual needs so that they do not get frustrated and feel like they have failed in their learning experience. This research aims to plan differentiated learning that is centered on students at the Early Childhood Education level. The method in this research uses a qualitative approach with a literature study type of research. Data collection in this research refers to secondary sources in the form of books or journal articles as well as primary sources of data on plans to build a school ecosystem as well as plans for implementing student-centered learning practices by school supervisors, school principals and teachers who are included in the Driving School Program. The result of this research is that in implementing the curriculum in the classroom, educators can use differentiated learning to group students' readiness, interests and also children's learning profiles/styles. Differentiated learning emphasizes the learning process by referring to four differentiated components, namely content, process, product and learning environment. The results of the plan to build a student-centered school ecosystem were six policy plans, objectives, implementers, and steps in creating a child-centered learning ecosystem carried out by PAUD supervisors and principals. Apart from that, teachers have also planned student-centered learning practices by paying attention to students' interests, learning styles and learning readiness, which consists of learning objectives, morning habits, preliminary activities, core activities, closing activities, as well as assessment/assessment. is in accordance with the Merdeka curriculum.
Co-Authors Muhammad Nur Rizal Musyafa Ali