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All Journal GAUSS: Jurnal Pendidikan Matematika Prismatika: Jurnal Pendidikan dan Riset Matematika
Brata, Syahrizal Kurniawan
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Mathematics

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Kemampuan Representasi Verbal Siswa SMA dalam Mengerjakan Soal Numerasi Asesmen Kompetensi Minimum: (VERBAL REPRESENTATION ABILITY OF SENIOR HIGH SCHOOL STUDENTS IN WORKING ON NUMERACY PROBLEMS AS A MINIMUM COMPETENCY ASSESSMENT) Brata, Syahrizal Kurniawan; Sari, Desi Vita; Muftiyah, Salma; Herman, Tatang; Hasanah, Aan
GAUSS: Jurnal Pendidikan Matematika Vol. 6 No. 2 (2023)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v6i2.7863

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan representasi verbal siswa SMA dalam mengerjakan soal Asesmen Kompetensi Minimum (AKM) khususnya pada literasi matematis (numerasi). Penelitian ini menggunakan pendekatan kualitatif. Instrumen penelitian meliputi tes kemampuan representasi verbal yang berbentuk soal pilihan ganda kompleks untuk menentukan nilai kebenaran dari sebuah pernyataan dengan tiga indikator dan wawancara terbimbing. Subjek penelitian terdiri dari 6 orang subjek kelas 10 pada salah satu SMA Negeri di Bandung. Hasil penelitian menunjukkan bahwa kemampuan representasi matematis verbal tergolong baik. Sebanyak 4 subjek berkategori baik dan 2 subjek berkategori cukup baik. Nilai terendah yang diperoleh adalah 15 dan yang tertinggi adalah 31. Berdasarkan hasil wawancara diperoleh bahwa subjek kurang cermat dalam melakukan perhitungan dan membaca pertanyaan dengan teliti serta memiliki pemahaman yang kurang baik terhadap konsep materi, sehingga mengalami kesulitan dalam mengatasi masalah representasi matematis verbal pada soal numerasi Asesmen Kompetensi Minimum (AKM).
ANALISIS PRAXEOLOGY: PENGENALAN KONSEP NILAI DAN ARAH VEKTOR PADA BUKU PAKET KELAS X SMA Brata, Syahrizal Kurniawan; Nurjanah, Nurjanah; Suryadi, Didi
Prismatika: Jurnal Pendidikan dan Riset Matematika Vol. 7 No. 1 (2024): Prismatika: Jurnal Pendidikan dan Riset Matematika
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/prismatika.v7i1.202

Abstract

The concept of vectors in mathematics is defined as a quantity that has a value and direction. Students' interpretation of the concept of vector value and direction becomes a problem because of the adjustment of the sources of understanding used by students in learning. This study aims to analyze the introduction of the concept of vector value and direction in mathematics textbooks. A mathematics textbook for grade X high school in the independent curriculum was reviewed using the theory of praxeology. The analysis process was carried out in three main stages, namely the examination of the praxis block, analysis of the logos block, and evaluation of the structure of the praxis textbook. The test results showed that there were problems in the praxis block, namely the presentation of unclear visual data and the problem of the sequence of material in the logos block and learning was only limited to one context. The results can explore the potential for ontogenic obstacles, namely in the praxis block and the potential for didactic and epistemological obstacles in the logos block. The findings in this study indicate the need for improvements to textbooks.
Co-Authors Aan Hasanah Didi Suryadi Muftiyah, Salma N. Nurjanah Sari, Desi Vita Tatang Herman, Tatang