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All Journal Math Didactic: Jurnal Pendidikan Matematika JME (Journal of Mathematics Education)
Wulandari, Evi Novita
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Mathematics

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Komponen intuisi geometris untuk merancang tugas matematika Mutammam, Muhamad Badrul; Juniati, Dwi; Wulandari, Evi Novita
Math Didactic: Jurnal Pendidikan Matematika Vol 9 No 2 (2023): Mei - Agustus 2023
Publisher : Universitas PGRI Kalimantan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v9i2.2267

Abstract

Geometrical intuition is the ability to visualize, construct, and manage geometrical shapes in the mind when solving geometry problems. Geometrical intuition requires four skills: the ability to construct and manage geometrical figures in mind, perceive geometrical properties, connect pictures to concepts and theories in geometry, and determine where and how to begin when solving geometry problems. This geometric intuition ability is important for developing problem-solving. Therefore, we need a task that can be used to identify and develop students' geometric intuition abilities. This research aims to design a geometric intuition task. We employ design research methods to design geometrical intuition tasks by conducting a literature review on geometric intuition and geometry tasks, creating geometrical intuition tasks, and estimating and noting the possible student responses. This study produced three types of tasks based on the four components of geometric intuition. We provide a list of possible responses that junior high school students may provide, as well as practical suggestions for teachers. We recommend research using our developed task to evaluate students' geometrical intuition.
COLLECTIVE ARGUMENTATION AND PARTICIPATION IN SOLVING GEOMETRY PROBLEMS IN THE MATHEMATICS CLASSROOM wulandari, evi novita; Juniati, Dwi; Khabibah, Siti
JME (Journal of Mathematics Education) Vol 9, No 2 (2024): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v9i2.2291

Abstract

Collective argumentation is a process in learning that can be used to train communication skills, collaboration, and understanding of mathematical concepts. In this process, both teachers and students play an active role, which is called participation. This study aims to describe the structure of collective argumentation and student participation in solving geometry problems in the classroom. This research method is a qualitative case study. The subjects in this study were a mathematics teacher with 11 years of teaching experience at the junior high school level and six 9th-grade students who had an interest in mathematics from two different classes. The structure of collective argumentation shows that this learning focuses on students while the teacher acts as a facilitator. It can be seen from the more significant number of actions taken by students than teachers. In terms of participation, teachers more often act as ghostee, while students participate more as spokesman. Overall, this study reveals the structure of argumentation in solving geometry problems at each stage of Polya. Questions and explanations given by the teacher influence students' collective argumentation. A teacher must have questioning and communication skills so that students can actively participate in learning in the classroom.
Co-Authors Dwi Juniati Mutammam, Muhamad Badrul Siti Khabibah