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All Journal Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Jambura Journal of Mathematics Education
Luhukay, Agnes Stefine
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Religion Education Mathematics Physics Other

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Deskripsi Kecakapan Matematika Siswa pada Materi Trigonometri Luhukay, Agnes Stefine; Rontos, Ferdy; Yuwono, Layli Rahmania; Ramadani, Leni; Muchlis, Ahmad
Jambura Journal of Mathematics Education Vol 5, No 1: Maret 2024
Publisher : Department of Mathematics, Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jmathedu.v5i1.15902

Abstract

One of the things that teachers must do is assessment. Assessment is useful for collecting information that is used as the basis for planning and action in improving and achieving learning goals. However, in real life practice it is not easy for teachers to do it. Therefore, this study aims to provide an overview for teachers in conducting mathematics assessments referring to the five strands of mathematical proficiency, especially in trigonometry unit lesson. The method used in this research is descriptive qualitative method. Some of the results obtained from this study, namely: (1) Conceptual understanding proficiency include understanding and using related trigonometry concepts and connecting related concepts, such as the concept of comparison, algebraic operations, and the concept of triangles; (2) procedural fluency relates to students' ability to choose procedures and how to use them. Some of the procedures carried out by students include the procedure of communicating information from the existing problem, performing operations, concluding the solution to the problem; (3) strategy competency encountered to solve trigonometric problems is to make illustrative images; (4) adaptive reasoning can be seen from their ability to understand the trigonometric problems given and the information contained therein. This is indicated by students' arguments in the form of image communication and algebraic expressions written down in solving the problem; (5) productive disposition will develop if the other four proficiencies develop.
Students’ conceptual understanding of transformation geometry based on Van Hiele’s level assisted by GeoGebra Luhukay, Agnes Stefine; Kodri, Riskika Fauziah; Salman, A. N. M.
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.148-166

Abstract

Mathematics has lower accomplishment than other subjects, according to TIMSS in 2011 and 2015 and PISA in 2015 and 2018. Geometry and measuring are the topics with the fewest right answers in the most recent National Exams, which were held in 2018 and 2019. According to the Minister of Education and Culture Regulation No. 16 of 2022, instructors must be able to use technology and communication devices in the learning process. The purpose of this study is to see how Van Hiele theory, helped by the Geogebra application, affects students' conceptual grasp of the geometry transformation topic taught in the D phase of the Merdeka Curriculum at the junior high school level. The subjects of this research were 55 students of grade IX who were divided into two groups, namely the experimental class which received learning with the application of Van Hiele theory assisted by the Geogebra application and the control class which applied conventional learning. The research was conducted using a mixed-methods approach, which combines both quantitative and qualitative methodologies. By using the Mann Whitney test on student score data of both class, it was concluded that there was no significant effect on level 0-visualization, level 1-analysis, and level 2-informal deduction, but there was a significant effect on students' abilities at level 3-deduction and level 4-rigor, which means that students who are taught using Van Hiele learning theory assisted by the Geogebra application have better conceptual understanding than students who are taught conventionally.
Co-Authors Ahmad Muchlis Kodri, Riskika Fauziah Ramadani, Leni Rontos, Ferdy Salman, A. N. M. Yuwono, Layli Rahmania