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All Journal AlphaMath: Journal of Mathematics Education JURNAL PENGABDIAN KEPADA MASYARAKAT Range : Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika International Journal of Engagement and Empowerment (IJE2) Polinomial : Jurnal Pendidikan Matematika Riemann : Research of Mathematics and Mathematics Education
Konstansia Hermiati
Universitas Katolik Santo Agustinus Hippo
Agriculture, Biological Sciences & Forestry Humanities Education Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Journal : AlphaMath: Journal of Mathematics Education

 1 
Visual Thinking Ability of Mathematics Education Students on Geometry Transformation Learning Material Konstansia Hermiati; Siti Suprihatiningsih; Pradipta Annurwanda
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 7, No. 2, November 2021
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v7i2.12034

Abstract

Solving a problem in geometric transformation that is prioritized is the ability to think visually, this is because visualization is the heart of mathematics to solve a problem, besides that visualization can also make it easier to understand abstract mathematics, and can be used as a strategy for solving mathematical problems to be very simple. This study aims to describe the visual thinking ability of mathematics education students on the material of geometric transformation. The type of research used in this research is descriptive qualitative research. The subjects in this study were 5 students. Written tests related to geometric transformation questions, such as questions, reflections, translations, and dilations were used as data sources in this research. By describing each instrument that has been done by students in accordance with the indicators of visual thinking ability, data analysis techniques are used. The results of this study indicate that students' thinking skills only reach the stage of sorting, searching, and finding. It means only to the acquisition and reasoning. This can be seen from the responses of several students, namely students (1) four stages and three principles of visual thinking ability are achieved. Students can sort out the questions given and look for information to get answers, and can describe and visualize the answers that have been obtained. Student response (2) only did not reach the step of describing and the principle of individuation. This means that students cannot explain and describe answers in the form of pictures or graphs correctly. Student responses (3) only reached the stage of sorting and obtaining or in other words only understanding what was asked. Students in response (4) only did not reach the step of describing and the principle of visualizing/illustrating. So that it can be used as a reference related to visual research, especially on geometry material.
Development of Mathematics Learning Module Based on Realistic Mathematics Education (RME) Approach in SPLDV Materials Lisa Levia Miranda; Siti Suprihatiningsih; Rizki Nurhana Friantini; Konstansia Hermiati; Pradipta Annurwanda
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 8, No. 2, November 2022
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v8i2.13565

Abstract

Learning mathematics which is still abstract makes it difficult for students to understand the material of a two-variable linear equation system. It is necessary to arrange modules with realistic content to make it easier for students to understand the material. The research aims to develop a Mathematics learning module based on the Realistic Mathematics Education (RME) approach to the Material of a Two-Variable Linear Equation System. The research method developed is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The instruments used in this study were validation sheets, observations, and learning outcomes tests. Validation sheet to obtain data about the results of the validation of experts regarding the module, observation sheet to see the implementation of the module. Test results to determine the average percentage of student test scores. Data analysis was carried out to obtain a suitable and qualified mathematics learning module that met the valid, practical, and effective criteria. The criteria for the level of validity, practicality, and effectiveness of the module that are considered sufficient to continue at the next stage are at least . Based on the results of the limited trial, the results obtained were very good, students felt happy and excited during the delivery process. To the illustrations in the module that were distributed to students, their response was enthusiastic and enthusiastic in working on the practice questions during the learning process. It can be seen from the results of the evaluation carried out by the students that it produced a positive response, so that the percentage of the students' positive response was the lowest at 80.49. This means that the development of this module is very useful and beneficial for students.
Co-Authors Agus Herianto Bernadeta Ritawati Bernadeta Ritawati Bernadeta Ritawati Efrika Siboro Erna Yatiningsih Lisa Levia Miranda Nasri Tupulu Nasri Tupulu Permia, Desi Pradipta Annurwanda Pradipta Annurwanda Pradipta Annurwanda Pradipta Annurwanda Rian Rian Rizki Nurhana Friantini SATRIO, AGUN Sepriani Liliana Siskariyantif Siti Suprihatiningsih Tupulu, Nasri Uripno, Gusti