Articles
226 Documents
<![CDATA[Improve students creative ability in discrete mathematics course with approach open ended assisted visual basic application for excel ]]>
<![CDATA[M Bernard]]>;
<![CDATA[T Rosyana]]>;
<![CDATA[M Afrilianto]]>
<![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[Students are the future generation to develop the technology. Keep in mind, that technology and information is always something to do with mathematics. Difficulties faced today about mathematics is the problem of proof, and it takes the students are led to creative ideas tailored to the definitions and theorems that have been proved. But for the student takes an overview of definitions through mathematical algorithms can be realized and understood by students. One of the subjects relating to proofs is discrete mathematics. The aim here students can understand the integer, number operations, the mathematical logic which is not memorizing but understanding math concepts meaningful based on the development of the student creative process. So that their findings can be a rewarding experience and may be able to develop more extensive utilization of evidence, therefore, researchers Open-Ended approach. To help overview of definitions is needed as delivery tools more effective mathematics which props. Props are used should be Appropriate to the use and purpose of learning, the role of ICTs is needed to convey the image that is associated with VBA for Excel mathematics is an application, the usefulness of affecting data processing.]]>
<![CDATA[Assessing use of power point by teacher candidates in teaching mathematics ]]>
<![CDATA[M Aminah]]>;
<![CDATA[E T Wahyuni]]>
<![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[The use of PowerPoint technology in the classroom has become very popular today because it is considered to enhance teaching quality. However, its use is not free from criticism with the emergence of phrases such as 'PowerPoint is Evil' and 'Death by PowerPoint'. Mathematics and teaching-learning mathematics have certain characteristics. Hence, the creation and execution of presentation in the class with PowerPoint format requires certain handling as well. This study intends to explore students' perceptions and teachers' judgments on the use of PowerPoint in mathematics teaching by teacher candidates. Participants in this study were 14 math teacher candidates, 5 math teachers, and 421 students of two vocational high schools. The student questionnaire result shows that with PowerPoint presentations, in general, students are motivated and helped to learn math, value the management of slide shows quite well, but tend to only listen to the teacher during the learning process, and feel that sometimes lessons are easier with PowerPoint, sometimes not. Teachers' observation result shows that most of the teacher candidates are good enough in organizing subject matter and slides of presentations.]]>
<![CDATA[Ethnomathematics study: revealing mathematical aspects in determination of a good daily activities in indigenous societies of paseban and cikondang west java ]]>
<![CDATA[I Muhafidin]]>;
<![CDATA[E Nurlaelah]]>;
<![CDATA[E Sudihartinih]]>
<![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 is an attempt to show the relationship between culture and mathematics. Students’ paradigm nowadays considers that Mathematics is an abstract concept; as a result they do not like the subject. In fact, indirectly within a culture or group. The aim of the study is to determine the existence of mathematical aspects in determining a good day of daily activities in indigenous societies of Paseban and Cikondang villages. This study uses a qualitative approach with ethnography method such as observation, interviews, documentation, and field notes. The research is conducted in two places namely Paseban Tri Panca Tunggal Cigugur Village, District Cigugur, Kuningan regency, West Java and Cikondang, Lamajang Village, District Pangalengan, Bandung regency, West Java. The results of the study show that there is the presence of mathematical aspects in determining good day of daily activities in indigenous societies of Paseban and Cikondang villages. This study recommends that mathematics is closely related to culture due to the existence of ethnomathematics.]]>
<![CDATA[Can smartphone be used to support learning? ]]>
<![CDATA[I S Kurniawan]]>;
<![CDATA[F S Tapilow]]>;
<![CDATA[T Hidayat]]>;
<![CDATA[W 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[Smartphone technology is growing very rapidly equipped with features that are increasingly sophisticated. Currently, almost all peoples have a smartphone as it can help us to get information in various forms. In education, a variety of information is required to support the learning process. However, can the smartphonebe used to support learning? This study aims to describe the use of smartphones among students. Using survey method, this study involved 133 prospective biology teachers. The results showed that the use of smartphones is for social media (32.14%), games (27.39%), music (32.06%) and learning (8.40%). These results indicated that the use of smartphones to support learning is the lowest compared with other purposes. Regarding these, most students argued that the limitations of the screen become a constraint using a smartphone to support the learning process. In the future, we must think how smartphones can be maximized to support learning.]]>
<![CDATA[The perceptions of pre-service elementary teachers in joining the professional education program on science learning that accelerates disruptive era ]]>
<![CDATA[Riyadi Riyadi]]>;
<![CDATA[Yulianti Yulianti]]>;
<![CDATA[I.R. Widianto Atmojo]]>;
<![CDATA[Sri Marmoah]]>
<![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[Education is a complex service where qualityis defined. Disorders in the educational space require better services built around the improvement of educational program quality. Professional Pre-Service Elementary Teachers (PETs) are expected to have the ability to educate in the Disruptive Era (DE). This study aims to determine the perceptions of PEP (Professional Education Program) participants towards the appropriate science learning in DE. Qualitative descriptive method was employed to obtain data. The data for this study were collected using questionnaires and open-ended questions related to science learning that accelerate DE, given to 42 PETs in the Elementary School Teacher Education Program, Universitas Sebelas Maret. Based on the analysis of questionnaires and open questions related to science learning that accelerates DE, it can be concluded that the highest perceptions of PETs in the strongly-agree category are in the aspect of dynamic ability to change by 83%; and the lowest perceptions are in the aspects of entrepreneurship skill of 52%. Based on the findings, it is recommended that it be necessary to develop appropriate science-learning support frameworks in DE.]]>
<![CDATA[Implementation of online learning to improve understanding concept and exhaustiveness of learning outcomes on science lesson ]]>
<![CDATA[W Trisnawaty]]>
<![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[The aims of this research were improving the understanding of concepts and exhaustiveness of student learning outcomes on science lesson using online learning. It was a classroom action research that using Kemmis and Mc Taggart model. Subject of this research were student of mathematics education program on even semester. Data collection techniques include tests, observations, and questionnaires. It was analyzed descriptively qualitative. From this research founded that student’s understanding concept on the first cycle is 70.1%, and the second cycle is 91.5%, the average of student learning outcomes in cycle I is 65 and the second cycle is 83.5. Based on those findings, it could be concluded that the implementation of online learning can increase understanding of concepts and exhaustiveness of student learning outcomes on science lesson.]]>
<![CDATA[21th century physics learning in senior high school through interactive computer simulation to enhance students achievement ]]>
<![CDATA[A Swandi]]>;
<![CDATA[B D Amin]]>;
<![CDATA[F Muin]]>
<![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 harness interactive computer simulation on physics concept that have been developed to improve students achievement by determining the differences in physics learning outcomes of students who were taught using computer simulations with students who were taught using conventional media and also evaluating students activity and their perception. The research type is true experiment with Posttest-Only Control Design. The research instrument used is the test of physics learning result of 20 questions in the form of multiple choice test which has valid on "Fluid" subject. Data analysis techniques used in this study is descriptive statistics and hypothesis testing. The results of descriptive analysis showed that the average score of physics learning outcomes of learners who were taught using a computer simulation is 13.5 and the average score of physics learning outcomes of learners who were taught using conventional media is 10. The results of hypothesis testing showed that there are significant difference in physics learning outcomes between learners who were taught using computer simulations with learners who were taught using conventional media. The percentage of students activity and their perception are above 85% that indicate students were active and agree on physics learning through interactive computer simulation]]>
<![CDATA[How to develop SETS-based colloidal system teaching materials? ]]>
<![CDATA[S Marfu’ah]]>;
<![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 SETS-based colloidal system teaching materials through 4S TMD method to develop students’ creativity. Research method in this study was Richey’s and Klein’s development research consisting of design, development, and evaluation. This study was conducted until the step of design and development. The procedure used in the development step was the 4S TMD method at the selection and structuring steps. The selection step consisted of curriculum analysis, indicators development, international textbooks analysis, and identification of values or aspects of SETS integrated into the teaching materials of the colloidal system. The structuring step had been developed concept maps, macro-structures, and multiple representations. The results of the selection and structuring steps had been reviewed and validated by expert lecturers in chemistry education. The results showed that the teaching materials developed were in accordance with the curriculum, scientifically correct, there were skills developed, and the SETS aspects was in accordance with the phenomenon presented.]]>
<![CDATA[The profile of science process skills of junior high school students in Lembata ]]>
<![CDATA[V A Tonjo]]>;
<![CDATA[T R Ramalis]]>;
<![CDATA[Hernani Hernani]]>
<![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 preliminary study aims to obtain data on the extent to which the science process skills (SPS) has been developed in the process of science learning in one of the private junior high school in Lembata, which later taken as a consideration for promoting a SPS-oriented learning. Data were collected through questionnaires filled out by students and interviews with science teachers. Based on the results of the analysis, it is known that science learning in schools has not been fully able to bring up the skills expected; for the average score of aspects of observing, designing and making, predicting, measuring and calculating, hypothesizing and communicating, only reached less than 65%. This low achievement is due to the applied methods, models and learning strategies, which tend to lead students having conceptual understanding, while the procedural, factual and other basic understanding of science are poorly trained. Based on this case, it is necessary to do further research in the form of application of a method and learning strategy that is able to enhance student's SPS.]]>
<![CDATA[Students’ critical-metacognition activity based on their personality type ]]>
<![CDATA[L D Fitriana]]>;
<![CDATA[Y Fuad]]>
<![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[Metacognition and critical thinking become a foundation key to solve any problem. Therefore, students with higher level of those aspects tend to demonstrate better skills in accomplishing problem solving tasks. This study aims to describe student’s critical-metacognition activity in solving geometry problem based on Keirsey personality types, namely rational, idealist, guardian, and artisan. The samples were 8th grade students of the Labschool Universitas Negeri Surabaya. Students were given mathematics test and the adapted Keirsey personality questionnaires. Four volunteer students, with higher rank of mathematics and represented each Keirsey personality types, were selected as the research subjects. Data were collected by giving geometry task and interviews. The collected data were analyzed by using critical-metacognition indicators. The result affirms that all students demonstrated critical-metacognition through planning, monitoring, dan reflection activities although some parts were missed. For planning activity, rational and idealist students could explain their reason behind the strategy used. On the other hand, different condition was shown by guardian and artisan students who could not make conclusions correctly. For reflection activity, only guardian student who did not check his performance. This study suggests that teachers should facilitate students to practice critical thinking and metacognition activities in order to solve problems mathematically.]]>
