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226 Documents
<![CDATA[Increasing 10th grade students’ mathematical representation through mind mapping strategy ]]>
<![CDATA[P K Sari]]>;
<![CDATA[S Suhendra]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Mathematical representation is one of the important abilities mastered by students, in an attempt to find a solution of a problem, both math problems, as well as daily problems. One way to increase this ability is through mind mapping strategy. Mind mapping strategy involves students actively in mapping information through effective note-taking techniques. The mind map process shows a picture of interconnectedness, and a clear relationship between concepts. In expressing an idea, students can recall information associated with the learned knowledge by projecting the idea into a map or graphic technique. In addition, mind mapping activities can enhance students creativity through freedom of imagination, so learning becomes more interesting. The main problem in this research is whether mind mapping strategy can increase students mathematical representation. This research is a quasi-experiment with nonequivalent control group designs. This research involves 63 tenth grade students in Muara Bungo, Jambi. The result of this research is a significant improvement to students mathematical representation through mind mapping strategy.]]>
<![CDATA[Problem solving skill of junior high school students on the solid geometry topic ]]>
<![CDATA[F Rahmadeni]]>;
<![CDATA[S Prabawanto]]>;
<![CDATA[D Dasari]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This study aims to investigate problem solving skills of junior high school students in solid geometry (cube, cuboid, prism, and pyramid) topic. A descriptive qualitative research study through individual written test (essay) was conducted to described problem solving skill of junior high school students. A test was given to 32 students of ninth grade in one of junior high school in Bengkulu, Indonesia. The result show that almost all student difficult to: 1) make strategy to solve the problem, 2) use the strategy planned before to solve the problem. This result of the study conclude that junior high school students have a low problem solving skills. The result of this study show us the need for developing an efffective learning which can fasilitate students in improving their problem solving skill.]]>
<![CDATA[The ability of biology teacher on pedagogical content knowledge (pck) in farms vocational high school Pangalengan and his perception on stem education ]]>
<![CDATA[H Nashrulhaq]]>;
<![CDATA[A Widodo]]>;
<![CDATA[W Purwianingsih]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This study aims to describe the ability of biology teacher (teaching < 2 years) on Pedagogical Content Knowledge (PCK) and his perceptions on STEM education. The method of this study was qualitative research and the participant was one biology teacher in Farms Vocational High School Pangalengan. PCK of biology teacher was measured by asking teachers to make CoRes on wastes recycling substance then followed by interview and the perceptions of STEM Education was measured by filling the questionnaires. Data were analyzed with descriptive techniques. The study showed that biology teachers raises 5 important concepts that should be taught and focused of the material, the importance of material and student engineering design process skill, assessment of ascertaining students understanding that influence his teaching but he was not more flexible in the use of teaching strategies, knowledge that was not owned by students yet, difficulties that influence the teaching, students knowledge that influence the teaching, and the way to anticipate the lack of facilities in the school. Beside that, the biology teacher also was interested in STEM Educationalthough according to him, his students’ interest in subject matter related to STEM is still considered low.]]>
<![CDATA[Development of teaching materials solubility and solubility product to improve science literacy ]]>
<![CDATA[H N Fadilah]]>;
<![CDATA[S Anwar]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This study aims to develop teaching materials that can improve science literacy. The method used in this research is Four Steps Teaching Material Development (4S-TMD). 4S-TMD consists of the selection step, the step of structuring, the characterization step and the didactic reduction step. This paper is the first part of the development of teaching materials that includes the step of selection and structuring. At the selection step, an indicator is developed in accordance with the curriculum requirements, explaining the concept, and analyzing the value of skills based on the criteria of science literacy. Furthermore, in the structural step developed concept maps, macro structures and multiple representations that connect between macroscopic, submicroscopic, and symbolic level representations. The results of the selection and structuring steps were evaluated by an expert lecturer in the chemical education department. The results show that the materials developed have been in accordance with the curriculum, in accordance with the students 'cognitive development, scientifically correct, there is the use of interdisciplinary concepts and the appointment of conceptual interrelationships so as to improvee students' science literacy. This first part of the development of teaching materials produces a draft of solubility and solubility product materials to improve science liteteration.]]>
<![CDATA[Maple-assisted accelerated learning to enhance learning interest of senior high school students ]]>
<![CDATA[W Ediningrum]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This research was motivated by the importance of learning interest of students.Learning interest of students is still low. In order that this problems can be solved, a learning model that can enhance learning interest of students is required. In this research, Maple-Assisted Accelerated Learning was selected. This study aims to analyze the enhancement learning interest of students. This research was a quasi-experimental with pretestposttest control group design. The population was students at tenth grade in one of senior high schools in Purwokerto, Central Java. The sample consisted of two classes which was selected by purposive sampling. This research used four instruments:, learning interest questionnaire, observation sheets, and interview guide. Data analyzed was done quantitatively. The data were analyzed by using Mann-Whitney U Test and Chi Squaren test. Based on the data analyze, it is found that: (1) the achievement of learning interest ability of students who received the Maple-Assisted Accelerated Learning is better than the achievement of students who received conventional learning; (2) the enhancement of learning interest of students who received the Maple-Assisted Accelerated Learning is better than the enhancement of students who received conventional learning.]]>
<![CDATA[What can we learn from pupils’ dialogues? Second graders’ learning about division ]]>
<![CDATA[A S Maulida]]>;
<![CDATA[D Dasari]]>;
<![CDATA[E Mulyana]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[Setting up lesson to introduce the concept of division by didactical situation for second graders’ student in one of private primary school in Bandung (March 2017). We set the lesson with the theme of ‘Let’s help Mrs Emma’. The lesson design was sharing four packs of chocolate for 5 persons. The situation, Mrs Emma got packages from her friends. The packs contain four packs of chocolate. The chocolates should be share for her family’s member, such as father, Mrs Emma, little sister, little brother, and grandma. Then, Mrs Emma asked pupils to work in group and discuss about how to share the chocolates. The analysis was focus on group discussion, about phenomenology in the classroom then identifying pupils’ ethical orientations and decisions when dividing chocolates. We know that each pupils had their own tacit knowledge. It means that through this lesson design, pupils making dialogues for negotiating their argument to solve this problem. Moreover, pupils learned about collaborating and respecting each other’s tacit.]]>
<![CDATA[Development of instrument critical and creative thinking skills on fluids motion ]]>
<![CDATA[S N Utami]]>;
<![CDATA[P Siahaan]]>;
<![CDATA[A Setiawan]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[21st century skills focus on critical thinking skills, creative thinking skills, communication skills and collaboration skills. The student critical and creative thinking skills are defined as the ability of student use their knowledge to solve problems of everyday life and create a new innovation. The main goal of this study developed to measured critical and creative thinking skills for student in senior high school. The instrument has 34 items consist of 18 items critical thinking skills and 16 items creative thinking skills. All instrument have been validated by three expert judgement. So, the instrument obtained 17 items consist of nine items critical thinking skills and eight items creative thinking skills. This research use descriptive qualitative research method. The results development instrument test show all items are valid through the Pearson moment correlation coefficient test. Based on expert assessment and data collection, instruments were well developed and could be used to measure students' critical and creative thinking skills on the concept of fluids motion.]]>
<![CDATA[Self regulated learning of prospective mathematics teacher in solving linier program problem: a case of visual learning style ]]>
<![CDATA[A A Nugroho]]>;
<![CDATA[D Juniati]]>;
<![CDATA[T Y E Siswono]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This research is to knowing self-regulated learning of the prospective mathematics teacher with visual learning style in solving math problem. Self-regulated learning ability of a teacher or prospective mathematics teacher in solving math problem is too important to increase self-regulated learning of the students in solving math problem. The data collected by self-regulated learning questionnaire, problem solving test in mathematics and semi structured interview from prospective mathematics teacher with a visual learning style at Universitas PGRI Semarang. The result showed that the subject of self-regulated learning ability in solving math problem in planning stage, forethought and activation of the subject have understanding of a problem, can identify the information that appears on the problem and can estimate the completion and procedure required. At the stage of monitoring the subject does monitoring activities in the process of solving the problem. At the control stage the subject control in the process of solving the problem. At the reaction and reflection stage the subject does an evaluation in solving the problem.]]>
<![CDATA[Dot plot supports 7th grade students in learning informal inferential reasoning (IIR) ]]>
<![CDATA[L Fakhmi]]>;
<![CDATA[H Windria]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[In recent years, there have been many changes in the educational world that have been done a research in stages. The changes can be found out in term of material content, methods, models, and strategies. The changes reffered to in this study are in the sense of statistics known as Informal Inferential Reasoning (IIR). Simply put, IIR can be interpreted as a withdrawal of inferences from samples that apply to the population. Therefore, the researcher suggests the need for a visual representation in studying IIR in order to draw conclusions from a given data. The visual representations referred to in this research report focus on the dot plot. In addition to the dot plot, a series of learning activities in learning IIR has been designed using Realistic Mathematics Education (RME) as an approach in learning. The method used in this research is design research. This research was conducted in SMPN 7 Tangerang Selatan with research subjects as many as six students taken from one of the 7th grade in the school. As for the results obtained in this study, dot plot is able to help students to draw conclusions from samples to populations based on data presented on the graph.]]>
<![CDATA[Description of meta-analysis of science learning through inquiry model in improving students' science process skills ]]>
<![CDATA[H Miranti]]>;
<![CDATA[Abdurrahman Abdurrahman]]>;
<![CDATA[C Ertikanto]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 3 (2018): Promoting 21st Century Skills Through Mathematics and Science Education ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
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<![CDATA[This meta-analysis was the result of the preliminary study aimed to descript the analysis of science learning through inquiry model in improving students' science process skills. This study analyzed ten national research journals and five international journals. Analysis of data used a description of the results of the average effect size (ES) of any studies that were sampled, and then categorized based on the interpretation of the criteria Cohen's. The results showed that science learning which was conducting through inquiry model can improve students' science process skill which was indicated by the average effect size of 0.51 with category "medium". Based on the criteria Cohen's also analyzed about the differences in science process skills based on group of countries, fields of study, and levels of education. The results of this study can be concluded that inquiry-based learning can be applied to the development of science learning in order to grow students' science process skills.]]>
