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International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia
Published by Universitas Pendidikan Indonesia
ISSN : 26552361     EISSN : 26553252     DOI : -
Core Subject : Science, Education, Agriculture,
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Mathematics Physics
Since participants may come from different countries with variety of backgrounds, the conference is an excellent forum for participants to exchange research findings and ideas on mathematics and science education and to build networks for further collaborations.
Arjuna Subject : -
Articles 226 Documents
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Enhancement problem solving ability in mathematics using active learning strategy type learning starts with a question M Handayani; E Herlina; K Rahmi; K Yulianti
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (450.739 KB)

Abstract

This study aims to find out the difference enhancement of mathematics problem-solving ability between students with Active Learning Strategy Type Learning Starts with a Question (LSQ) and students with direct learning. This research was a quasi-experiment by randomized pretest-posttest control group design. The sample was 48 junior high school students in West Sumatra in the even semester of 2017. Observation, documentation, and test used in the data collection method in this study. N-Gain and T-test were are used to analyze the data. N-Gain in LSQ strategy is at a high level, whether N-Gain indirect learning is at a medium level. The Result of this study is that the mathematical problem-solving ability of students using LSQ strategy is better than the mathematical problem-solving ability of students using direct learning.
The effect of connecting, organizing, reflecting, and extending (core) instruction model by work card toward students’ mathematical problem-solving skill Tiara Larasati; Lukman El Hakim; Siti Rohmah Rohimah
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.211 KB)

Abstract

The objective of this study was to observe the effect of Connecting, Organizing, Reflecting, and Extending (CORE) instruction model by work card toward students’ mathematical problem-solving skill. The research method was quasi-experiment using non-equivalent post-test only control group design. All classes in seventh grade become the population in SMP Negeri 1 Klari. Two-stage sampling technique, namely purposive sampling and cluster random sampling technique, were used to select VII-A as the experimental class who treated with the CORE instruction model by work card and VII-B as the control class who treated with direct instruction model. Students’ mathematical problem-solving skill was measured by the test which created based on problem-solving skill indicators. The hypothesis was tested using independent sample t-test with a significance value of 0.05. The result of the research shown that there was a significant difference between the experimental and the control class. There was t count = 4.693 > t table = 1.667, so H0 was rejected. This result was indicated that the average of the students’ problem-solving skill who using CORE instruction model by work card higher than the average of the students’ problem-solving skill who using conventional instruction model. Therefore, it can be concluded that CORE instruction model by work card affected students’ mathematical problem-solving skill.
Critical thinking profile of students in solving mathematics problems through STEM learning model S Retnowati; R Riyadi; S Subanti
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

The 21st century fosters competition and challenges in various fields, including education. Various efforts have been made to improve the education quality in Indonesia; one of them is the implementation of education based on Science, Technology, Engineering, and Mathematics (STEM). Critical thinking is also an important thing for success in the 21st century. This study aims to describe the critical thinking profile of students in solving mathematics problems through STEM learning. The method is qualitative research. The subjects are three students with high, medium, and low ability. Test, interview, and documentation are employed as the technique of collecting data. The results reveal that the high-ability student is able to achieve all aspects of critical thinking and she actively participates in learning and teaching activities through the STEM learning model. The medium-ability student only fulfils a number of aspects. Meanwhile, the low-ability student can only fulfil the interpretation aspect and she does not actively participate in the learning process. The results are supported by the interview result with the students. They state that STEM learning is fun, give them an opportunity to think critically and facilitate them in understanding the lesson easily.
Concrete pictorial abstract approach to the improvement of elementary school students’ self efficacy mathematics H E Putri; A Yulianto; G Nikawanti; P Rahayu; N W A Majid
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

The present study is aimed at investigating the influence of Concrete Pictorial Abstract (CPA) approach to the improvement of elementary school students’ Self Efficacy Mathematics (SEM) seen from Mathematical Prior Ability (MPA) and as a whole. It is a quasiexperiment with control design of pre-scale and post-scale in Mathematics in the topic of 3 dimension geometry (3D geometry) to 119 elementary school students in Purwakarta Subang Karawang Bekasi (Purwasukasi), West Java. The present study is conducted by using two study groups, a group which implements CPA learning approach as the experimental group and group which implements conventional learning as the control group. Both descriptive and inferential data analysis show that the improvement of students’ SEM is better in students with CPA learning approach rather than students with conventional learning, seen as a whole and in every MPA.Therefore, CPA learning can improve elementary school students’ SEM.
Attitude towards statistics among pre-service teachers of institute of teacher education A A Mustam; M Adnan; J Johnny; M A B Setambah
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

universities and teacher training programs. The importance of this component of mathematics is essential to bettering one’s economic prospects, gaining employment, keeping employment, and obtaining better employment. The main objective of this study was to determine the attitude of pre-service teachers towards statistics. This study also aimed to investigate the relationship between attitude towards statistics with gender, major and campus respectively. The participants comprised of 80 undergraduates from the Institute of Teacher Education (IPG) who were enrolled in the preparatory programme for the bachelor’s degree in education; whereby, they need to undertake the Basic Statistics Course. They consisted of 3 main majors, namely, Malay Language; Physical Education and Health; and Design and Technology from two campuses which are Bahasa Melayu Campus and Temenggong Ibrahim Campus. The Survey of Attitudes toward Statistics (SATS 36) which was translated into Malay language and contains 36 items that assess six constructs (r=.827) was used to answer the main objective of this study. The study found that the attitude of pre-service teachers towards statistics were ranked medium (3.437). In order to address the second objective of this study, the Spearman correlation test using SPSS was employed to analyse the data collected through the SATS 36 questionnaire. The analyses indicated a very weak correlation between attitude toward statistics and gender (r=.048;p=.672), major (r=.153;p=.174) and campus location (r=.074;p=.514) respectively, which were not statistically significant. (Approx. 239 words).
Analysis of students problem solving ability by using polya steps in linear program material NH Sari; S Sutiarso; S Dahlan
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

The purpose of this study is to analyze students problem solving ability by using polya steps in linear program material. This was a descriptive study that used a qualitative approach with 103 students of XI grade of science at SMA Negeri 1 Kota Bumi as the subject of the study. The data was collected through the technique of a written test, which consisted of two questions. The result of the research showed that the ability of problem solving in students of XI grade of science at SMA Negeri 1 Kota Bumi were good, which were 17 students or 16,50% was very good at problem solving, 53 students or 51,47% was good enough at problem solving, 28 students or 27,18% was less good at problem solving, and 5 students or 4,85% was goodless at problem solving. The results of each indicator of problem solving ability was the indicator of understanding the problem was 87,86%, indicator of arranging a plan was 45,99%, indicator of carrying out a plan was 39,31%, and indicator of re-check was 34,91%.
Effectiveness of Mathematical Modules with Guided Discovery Approach Viewed from PGSD UAD Student Motivation and Achievement A Mardati
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

The aim of the study was to determine the effectiveness of product development in the form of mathematical modules with a guided discovery approach in terms of motivation and learning achievement of UAD PGSD students. Guided discovery approach is a method that involves students in an optimum way to find formulas and theorems, while educators provide guidance to students who have difficulty. This type of research is a quasi-experimental study with pretest-posttest nonequivalent comparison-group design. The group used in this study consisted of two groups, namely the experimental group and the control group. Based on the calculation in the attachment, the value of t count is 5.37. The calculated t value obtained is greater than ttable = t0.05; 28 = 1.701 so Ho is rejected. Thus it can be concluded that at the 5% significance level, approach is the guided discovery effective in terms of student learning achievement. Based on the calculation in the attachment, the value of t count is -1.805. The calculated t value obtained is smaller than ttable = 1.701 so Ho is not rejected. Thus it can be concluded that at the 5% significance level, approach is the guided discovery not effective in terms of student learning motivation. It can be concluded that mathematics learning with a guided discovery approach is effective in terms of student learning achievement, but is not effective in terms of student learning motivation.
Improving problem solving ability in mathematics using active learning strategy type learning starts with a question M Handayani; E Herlina; K Rahm; K Yulianti
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (203.42 KB)

Abstract

This study aims to look at improvements and investigate the difference between students’ mathematics problem solving ability using Active Learning Strategy Type Learning Starts With a Question (LSQ) and using direct learning. This research was a quasi-experiment by randomized pretest-posttest control group design to 48 students of junior high school in Sumatra Barat in the even semester of 2017. Methods of data collection in this study observation, documentation and test. N-Gain and T test was used to analyzed the data. Results showed that there was an increase in students' mathematics problem solving abilitiy with high categories and mathematics problem solving ability of students using LSQ strategy were better than students' mathematics problem solving ability using direct learning.
Analysis of students mathematical representation abilities in geometry learning in vocational high school Euis Gusanti Sri Rahayu; Al Jupri
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (281.377 KB)

Abstract

The background of this research is the ability of students to solve the geometry problems in grade XII of vocational high school. Students are less able in solving problem, not using mathematical expression and are not persistent in expressing their argument. This research aims to know students ability in mathematical representation in solving geometry problems. This research used descriptive qualitative method. Data was collected by interview, documentation, and test. This research involved three students including three group : upper level students, middle level students, and lower level student. Data analysis techniques through data reduction, data presentation, and conclusions. Validity of data by using triangulation technique. The result showed that : (i) the average ability to solve geometry problems with visual representation is in medium category because it is able to draw the geometry to clarify the problem and solve the problem of geometry (ii) Mathematical representation expressions, in the upper level students is capable of making mathematical model but have not been able to solve the problem of geometry, while students with middle level and lower level have not been able to create mathematical models, (iii) The ability of word representation or written text of vocational high school students 14 Garut is still low because students have not written steps in solving geometry problems.
Analysis of students mathematical communication skills using Bruner’s theory AF Rachman; H Bharata; A Asmiati
International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development
Publisher : Pascasarjana Universitas Pendidikan Indonesia

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Abstract

Mathematical communication skills have an important role in mathematics because it can help students to express their understanding. This study aims to analyze the students mathematical communication skills using Bruner’s theory in the system of three-variable linear equations material. The type of research is a qualitative descriptive research. The research was conducted at SMAN 4 Kotabumi with the subjects in this study are 129 students of X grade. The data collection technique used was a written test of mathematical communication skills. The results of this study indicate that students’ mathematical communication skills are still relatively low. Constraints found by researchers that led to students’ low mathematical communication skills are: (1) students have not been able to understand the problem and explanation correctly; (2) students have not been able to do the calculations correctly when associating with system variables equations; (3) students cannot conclude the results correctly.

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