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All Journal Papanda Journal of Mathematics and Sciences Research Ijarme
Agrestian, Rizki
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Education Mathematics

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Pengembangan Alat Peraga Valorem Fractus untuk Meningkatkan Pemahaman Konsep Siswa pada Materi Pecahan Senilai Agrestian, Rizki; Nurhikmayati, Iik
Papanda Journal of Mathematics and Science Research Vol. 3 No. 1 (2024): Volume 3 Nomor 1 Maret 2024
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjmsr.v3i1.750

Abstract

This research aims to develop mathematical teaching aids based on development models with a focus on Equivalent Fractions material. MTs Nurul Hikmah Cigasong School is faced with limited resources and mathematics learning media, which results in low student interest and motivation to learn. Mathematics education in Indonesia still shows low quality compared to other countries. Therefore, this research was carried out to create the "Valorem Fractus" teaching aid as an innovative solution to increase students' understanding of concepts in Equivalent Fractions material. The research method used is Research and Development, with stages of definition, design, and development. The trial was carried out at MTs Nurul Hikmah Cigasong, involving 18 class VII students as research subjects. The results of media and material validation tests by validators show a very high level of validity, with an average percentage of 94% and 95% respectively. The overall product validation test results show a validity level of 95%, confirming that the teaching aids and materials developed meet the expected validity standards. The use of Valorem Fractus teaching aids significantly increases students' understanding of concepts in Equivalent Fractions material. The implications of this research include recommendations for using Valorem Fractus teaching aids in mathematics learning, especially in Equivalent Fractions material. This research makes a positive contribution to the development of learning methods and teaching aids, motivates students with interactive and visual approaches, and improves negative perceptions of mathematics. Thus, the Valorem Fractus teaching aid can be relied on as an effective learning resource to improve students' understanding of concepts in Equivalent Fractions material.
Students’ Conceptual Understanding in Probability: A Qualitative Analysis Based on Mathematics Anxiety Levels within the Missouri Mathematics Project Approach Fitriyani, Dea; Agrestian, Rizki
Al-Mufid Vol 2 No 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijr.v2i1.2278

Abstract

This study aims to analyze students’ conceptual understanding in probability based on their levels of mathematics anxiety through the implementation of the Missouri Mathematics Project (MMP) learning model. A qualitative descriptive approach was employed, involving six students from SMA IT At-Tadzkir who were selected using stratified purposive sampling based on low, moderate, and high levels of mathematics anxiety. Data were collected through anxiety questionnaires, mathematical concept understanding tests, and semi-structured interviews. The test instrument was developed using five indicators of conceptual understanding, including verbal restatement, classification, algorithmic application, representation, and conceptual connection. The findings indicate a strong relationship between mathematics anxiety and students’ conceptual understanding. Students with low anxiety levels demonstrated mastery across all five indicators, showing confidence and logical reasoning in their responses. Those with moderate anxiety showed partial mastery, often hesitating when confronted with complex tasks. In contrast, students with high anxiety levels struggled with most indicators and displayed signs of emotional discomfort during the interview process. These results suggest that mathematics anxiety significantly impacts students' ability to comprehend mathematical concepts, and that the MMP model, while effective, requires additional affective support to optimize learning outcomes.
Co-Authors Fitriyani, Dea Iik Nurhikmayati, Iik