Articles
226 Documents
<![CDATA[Analysis of problem solving abilities junior high school students in term of gender ]]>
<![CDATA[N J R Gumant]]>;
<![CDATA[C Caswita]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (188.763 KB)
<![CDATA[This research aims to figure out the ability of male and female students in problemsolving in the system of linear equation in two variables by using the descriptive method. In order to obtain the related depiction, the data is analyzed qualitatively and quantitatively. It is obtained through the test of problem solving ability, which consists of two essays including4 indicators aspect of problem solving, which are understanding, planning, execution, and rechecking. The test is given to 15 male and 15 female students of Second Grade in one of SMPs in Bandar Lampung. The result is: 1) the abilities of problem solving in the students are generally low, which is under 66% of students are failed, 2) the average achievement indicators of male students is significantly better than female, 3) problem solving abilities between male and female students is different, which can be seen from the way they identify, solve, and make conclusion from the problems given. The result shows the need to develop effective learning innovations to facilitate problem solving abilities for male and female students.]]>
<![CDATA[The Effect of Collaborative Problem Solving Learning Model on Mathematical Literacy Skill ]]>
<![CDATA[S Morin]]>;
<![CDATA[S Prabawanto]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (165.342 KB)
<![CDATA[This research aims to investigate the difference in mathematical literacy skills between students who experienced collaborative problem solving learning and those experiencing expository learning. The research used quasi experimental method with Only Control Design post-test research design. Subject in this research was the entire eighth grade students of junior high school in Tangerang City. In this research, there were two groups, namely experimental group which consisted of 36 students and control group involving 36 students. Data collection techniques used in this research was purposive random sampling through the use of instrument on mathematical literacy skills test in the form of essay. Based on the research results, it was found that mathematical literacy skills of the students who received the learning experience of collaborative problem solving are better than the skills of students who experienced the expository learning.]]>
<![CDATA[The students error’s in geometry problems based on mathematical connection ability ]]>
<![CDATA[A S Prasetya]]>;
<![CDATA[S Fatimah]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (210.936 KB)
<![CDATA[The purpose of this research was to describe students error’s in geometry problems based on mathematical connection ability. This study was qualitative research with subject consisted of twenty five students. The results showed that (1) the students comprehension for recognize and used relationships between ideas in mathematics still lack, (2) The lack of students comprehension in maked connection mathematical ideas, (3) students have difficulty in formed new mathematical ideas so as to produced a comprehensive relationship, (4) students have not been fullied able to recognized and applied one mathematical content to other mathematical content and environments outside mathematics.]]>
<![CDATA[Ability of understanding the mathematical concept on learning with flipped-mastery model ]]>
<![CDATA[R Mauladaniyati]]>;
<![CDATA[W Wahyudin]]>;
<![CDATA[E Cahya]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (163.889 KB)
<![CDATA[This study aims to determine whether there are differences in understanding of mathematical concepts between students who get learning with Flipped-Mastery models and students who get conventional learning. This study was a quasi-experimental study with a nonequivalent pretest-posttest control group design. With a population of all class students of SMA N 1 Pandeglang, and the sample was students of MIPA X-4 class as an experimental class and MIPA X-5 class as a control class. The instrument used is a concept understanding test instrument consisting of 6 essay questions. Data analysis using the t-test with a prerequisite test for normality and homogeneity. The results of the study showed that understanding the mathematical concepts of students who had learned Flipped-Mastery models was better than students who obtained conventional learning.]]>
<![CDATA[Analysis of students’ reflective thinking skills on topic trigonometry ]]>
<![CDATA[D A A R Sinaga]]>;
<![CDATA[N Priatna]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (166.933 KB)
<![CDATA[Reflective thinking skill has an important role in solving mathematical problems. Reflective thinking skills can be applied in many topics in mathematics, including trigonometry. This study aims to analyse the students’ reflective thinking skills used qualitative method. The steps of this studies are developing reflective thinking test and reflective thinking questionnaire, asking students to do the test and fill out questionnaire, and analysing the results of students’ answer and students’ questionnaire. The subjects of this study were six students at the eleventh grade (15-16 years old) senior high school in Pekanbaru, Riau Province. The analysis of the study showed from the stages of reflective thinking skills, there are reacting, comparing, and contemplating. The results of this study indicate that students’ reflective thinking skills are high level, medium level, and low level. The analysis of this study can be used as material to make learning design to suporting students’ reflective thinking skills.]]>
<![CDATA[Analysis of Students Algebraic Thinking Ability viewed by Auditory Learning Style ]]>
<![CDATA[N Mahanani]]>;
<![CDATA[N Priatna]]>;
<![CDATA[A Jupri]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (232.883 KB)
<![CDATA[This study aimed to find out an overview of students algebraic thinking abilities viewed by auditory learning styles in one of the junior high schools in Bandung. This research is motivated by the results of studies that show varying ability (high, medium, and low) of junior high school algebra, so it is necessary to know the cause, and one of the causes is learning style. The subjects in this study were three students with auditory learning style. This research used a qualitative method. The data was collected using: learning style questionnaire, essay test, interview, and documentation. The results show that students who have auditory learning styles tend to answer with explanations in the form of sentences so that they can clarify what they mean or what they understand. Students who have auditory learning styles are able to fulfill indicators in algebraic thinking skills: conceptually based on computational strategies, manipulating numbers and symbols using algebraic rules, and expressing generalizations of patterns and rules in real-world contexts. Based on this research, the researcher suggested that the students can be facilitated with appropriate learning methods or models to contribute well to their algebraic thinking abilities.]]>
<![CDATA[Effect of connecting, organizing, reflecting, and extending (core) instruction model by work card toward students’ mathematical problem-solving skill ]]>
<![CDATA[T Larasati]]>;
<![CDATA[L E Hakim]]>;
<![CDATA[S R Rohimah]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (163.318 KB)
<![CDATA[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 nonequivalent post-test only control group design. All classes in seventh grade become the population in Junior High School 1 Klari. Two-stage sampling technique, namely purposive sampling and cluster random sampling technique, was 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. Based on hypothetical testing using independent sample t-test with a significance value of 0.05, the result has shown that there was a significant difference between the experimental and control class. There was t count = 4.6932 > t table = 1.667, then 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 the CORE instruction model by work card affected students’ mathematical problem-solving skill.]]>
<![CDATA[Algebraic literacy as the sustainable development skills ]]>
<![CDATA[V Angriani]]>;
<![CDATA[T Herman]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (167.812 KB)
<![CDATA[Society is an important part or a central point in sustainable development. To realize sustainable development in a country, a quality society member component is required. One of the sustainable development concentrates on social development, where the application of algebraic literacy is indispensable for individuals for meeting the needs of being a quality society member who is constructive, caring, and willing to think. This article reviewed some research that focuses on the mathematical literacy of students that formulate on the mathematical literacy of students that formulate, employ, and interpret algebra in a variety of contexts. This article aims to describe the importance of algebraic literacy to help people solve mathematical problems in daily life as well as to make the necessary decisions as citizens.]]>
<![CDATA[Meta-analysis the effect of learning strategies on ability advanced mathematical thinking students ]]>
<![CDATA[A Aristika]]>;
<![CDATA[D Darhim]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (299.639 KB)
<![CDATA[Mathematical material and mathematical thinking abilities are two things that are constantly evolving, that is, between mathematical material understood through mathematical thinking skills possessed by students need to be further developed through learning mathematical and mathematical material that continues to grow more widely. Therefore, in mathematics learning it is necessary to develop AMT students' abilities. This meta-analysis uses the results of experimental studies regarding the effect of learning strategies on students' AMT abilities. Of the ten research reports, 18 research findings were obtained which were then the subject of this study. This meta-analysis aims to determine the overall effect of learning strategies on students' AMT abilities, as well as the effect of the three aspects found in these experiments, namely the level of education, tools / learning media, and the types of strategies used. The results of the analysis show that learning strategies are effective in improving the ability of AMT students, with the effect of the greatest influence based on the type of learning strategy that is cooperative. Other findings indicate that the learning strategy at the senior secondary level is more effective. Whereas based on learning aids / media it can be seen that student worksheets are more influential.]]>
<![CDATA[The identification of students abductive types in science learning using an abductive inquiry model with connected integration type ]]>
<![CDATA[N Nuriyanti]]>;
<![CDATA[R Ramalis]]>;
<![CDATA[s Supriatna]]>
<![CDATA[ International Conference on Mathematics and Science Education of Universitas Pendidikan Indonesia Vol 4 (2019): Mathematics and Science Education Research for Sustainable Development ]]>
Publisher : <![CDATA[Pascasarjana Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (193.664 KB)
<![CDATA[In recent years, there has been an increasing interest in student thinking skills. Many researchers argue that reasoning skills are one of the most important skills for the students, one of which is abductive reasoning. Therefore, the study aims at identifying various students' abductive types in science learning by applying the integrated type of abductive inquiry learning model on global warming topic. This research was a qualitative study, utilizing an audio recording of student and teacher dialogues during learning and an observation sheet. The subjects in this study were 30 students of grade VII selected by convenience sampling technique. The results showed that the abductive types of students in learning science varied between groups. These types included theoretical abductive, existential abductive and legal or regulatory abductive.]]>
