Articles
226 Documents
<![CDATA[Preliminary study on mathematical problem solving ability of junior high school students on the triangle subject ]]>
<![CDATA[D R Ningsih]]>;
<![CDATA[E Nurlaelah]]>;
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (485.33 KB)
<![CDATA[The triangle subject is a part of geometry concept. The subject is important to bemastered if a student wants to develop the geometrical ability. However, in the fact, someresearch reveal that Mathematical problem solving ability of students is still low becausestudents are not yet accustomed to solve mathematical problems yet. The purpose of this studyto determine the ability of mathematical problem solving students in junior high school on thetriangle subject. This study was conducted by using descriptive qualitative method. The samplein this study is consisted of 32 students in the grade IX which was taken with purposivesampling technique. Data were collected through the test which consists of three essayquestions based on the indicators: (1) identify the adequacy of the data; (2) create amathematical model of daily problems and solve it; (3) select and implement strategies to solvemathematical problems; (4) interpret the results according to the origin of the problem and dothe verification. The results of this study indicate that students difficulties in problem solving,and every student has different levels of mathematical problem solving ability.]]>
<![CDATA[Psychological view on students’ conviction in mathematical proof ]]>
<![CDATA[F Fuat]]>;
<![CDATA[T Nusantara]]>;
<![CDATA[E B Irawan]]>;
<![CDATA[S Irawati]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (632.573 KB)
<![CDATA[There are only few mathematics students who feel convinced with their proof construction. The studies about conviction are mainly done psychologically. Students’ conviction in mathematical proof was mostly studied based on their utterances when they were being interviewed. Therefore, the components which cause the conviction were not elaborated clearly. In this study, we found eight psychological components which caused students to feel convinced with their mathematical proof construction. These components were based on students’ disclosure on their proof constructions. Those components were: concrete (conformity of the argument given, in the form of verbal, written and figure presented in proof construction), familiar (fluency in giving reasons to the statement given), detailed (argument is conveyed in a well-detailed manner), generalized (the overall presentation is generalized), clear (the ability to give a good and correct explanation to each statements and the reason of constructing the proof), valid (can give logical reasons to all of the statements in proof constructions in complete and detailed manner), feasible (the statement presented is appropriate or fulfill the proof) and caprice (there are words, gestures, and attitudes that indicate a doubt).]]>
<![CDATA[Various student strategies in making graph of quadratic functions ]]>
<![CDATA[A Saputra]]>;
<![CDATA[A Jupri]]>;
<![CDATA[N Priatna]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (409.98 KB)
<![CDATA[Writing down the things that we think is a very important act. Including writingdown things to be conveyed to others. In conveying something, every individual has their ownway. Likewise in terms of describing the graph of quadratic functions. In this article, we wouldlike to explain the ways students used to create graphs of quadratic function. We found fourtypes of images produced from thirty-six students who worked on the questions we gave. Thisis related to the strategies students use to draw a graph of quadratic functions. Related to thesestrategies, we plan to explore it more deeply in terms of student learning styles.]]>
<![CDATA[The improvement of students’ scientific literacy through problem-based STEM learning on static fluid ]]>
<![CDATA[P Parno]]>;
<![CDATA[Lia Yuliati]]>;
<![CDATA[Lestari Widodo]]>;
<![CDATA[Nuril Munfaridah]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (724.308 KB)
<![CDATA[The purpose of this study was to know students’ scientific literacy after they studied problem-based STEM learning. The study used mixed method with embedded experimental design. The instrument test of this studyconsisted of 5 essay questions to measure students’ scientific literacy with reliability Cronbach’s alpha 0.72.Other instruments used in this study were the interview guide and questionnaire. The subjects of this study were 27 students in SMAN 8 Muaro Jambi who studiedstatic fluid. The result of this study shows that there is an increasedstudents’ scientific literacy after studyingproblem-based STEM learning as shown by the higher post-test scoresin comparison with the pre-test scores. The significance of the improvement of students’ scientific literacy is shown by8.35 in t value with significant 0.0000. The interview result shows that through problem-based STEM learningthe students are easy to understand the phenomena in the daily lives. Besides, the students can interpret the data evidence and design an experiment.The improvement of students’ scientific literacy is shown by N-gain in medium category. The influence of problem based STEM learning toward students’ scientific literacy is shown by the Cohens d-effect size. It is 1.72 with high category. The students positively responded towardproblem-based STEM learningas shown by 58.2 % of the students indicated in “agree”scale and 38.3% in “strongly agree” scale.]]>
<![CDATA[Descriptive study: knowledge construction of secondary science teacher during lesson study in SMP BPI 1 Bandung ]]>
<![CDATA[D N Juita]]>;
<![CDATA[S Hendayana]]>;
<![CDATA[R Riandi]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (521.993 KB)
<![CDATA[Secondary science teacher may come from various science competencies’ background. Teacher with Physics, Biology, and Chemistry competencies’ background should teach science comprehensively. MGMP based lesson study is one of schools’ effort to help science teacher to discuss teaching material. The objective of this study is to investigate knowledge construction of secondary teacher on science content during lesson study. This descriptive study was designed with 3 cycles of lesson study which consist of 3 times of plan. Do and see for every single cycle. The participant comes from same school with various science competencies’ background teacher. Field note, video and its transcript are used to identify the characteristic of teachers’ knowledge construction. Verbal communication or critical dialogue among science teacher during plan and see phases are described to show classification of knowledge construction. Furthermore, dialogue between students and teacher during do phases are discussed to categorize type of class dialogue. The result of this study show that science teacher with different competencies’ background tend to re-construct their science knowledge while the other stand on cognitive imbalance.]]>
<![CDATA[Teacher Perception on the Implementation of (Information and Communcation Technology) ICT-Based Training in Managing Practicum of Physics ]]>
<![CDATA[Y Surtiana]]>;
<![CDATA[W Setiawan]]>;
<![CDATA[I Kaniawati]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (313.44 KB)
<![CDATA[This study aims to reveal physics teachers’ perception on the implementation ofInformation and Communication Technology (ICT)-based training to improve theirprofessionalism in practicum management. There are 40 physics teachers from 25 differentsenior high schools in Bandung, Indonesia, involved in this study. This study is based onqualitative methodology using a descriptive approach. Data were collected using closedquestionnaires with interviews added Perceptions consist of 3 (three) types of spirit(enthusiasm), visibility (literacy), and absorption (success). Training is a professionalismimprovement program using andriod-based smartphones. The results show that the enthusiasmlevel reaches 85% of the participants, the visibility reaches 50% of the participants, and 70% ofthe participants identifies appropriate training. Based on the results obtained can be stated thatthe program improves the professionalism of teachers in managing practicum can be doneusing andriod-based smartphone. ICT-based practice management training program is moreeffective and efficient, and focuses on 21st century development towards Indonesia Emas(Golden Indonesia) 2045.]]>
<![CDATA[Mathematics communication of students in agriculture area ]]>
<![CDATA[A Kausar]]>;
<![CDATA[E Nurlaelah]]>;
<![CDATA[K Kusnandi]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Mathematics communication is an important cognitive ability, especially students who live in area which geographically located in agriculture zone. This research aims to see and analyze mathematics communication of students in senior high school increased with agriculture based mathematics learning. This research is quasi-experiment involve a school in zone with good agriculture potential. Result of this experiment showed that mathematics communication of students who have high and medium ability in mathematics learning increased through agriculture based mathematics learning. But it was not have effect to students with low ability in mathematics learning.]]>
<![CDATA[Students’ lateral mathematical thinking ability on trigonometric problems ]]>
<![CDATA[M E Nggaba]]>;
<![CDATA[T Herman]]>;
<![CDATA[S Prabawanto]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (616.22 KB)
<![CDATA[To describe students' lateral mathematical thinking ability on trigonometricproblems, we conducted a research on 30 students (15/16 year old) in West Java, Indonesia.This research is a qualitative descriptive research and data collection technique is written testwith 3 description questions. The test results were analyzed using three indicators of lateralmathematical thinking ability, (1) finding different ways of looking at things, (2) identifyingthe dominant ideas of the problems, and (3) associating concepts / ideas into several strategiesmay be true or false. Results of the study showed that: (1) almost one-third of the number ofstudents can look for different ways of looking at a problem, (2) more than one-third ofstudents can identify the dominant ideas of the problem, and (3) more than half students canassociate a concept / idea so that it becomes some strategies that may be true or false. Based onthe result of research, it is seen that most students do not have good lateral thinking ability insolving trigonometric problems.]]>
<![CDATA[Analysis of students’ difficulties in mathematical literacy ]]>
<![CDATA[T Hapsari]]>;
<![CDATA[D Dahim]]>;
<![CDATA[J A Dahlan]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (475.502 KB)
<![CDATA[This research investigates the students’ mathematical literacy competence and difficulties in answering the mathematic literacy questions. This study is considered as a survey research. 53 students are participating in this research. The data are collected through the instrument of mathematical literacy competence test. A quantitative analysis is employed to examine the students’ mathematical literacy competence levels. Meanwhile, the qualitative analysis is conducted to figure out the students’ errors in completing the mathematic literacy test. Mathematic literacy is greatly important for students to acquire. Mathematical literacy is an ability to completely master the mathematic concepts and apply them in our daily life. Mathematical literacy competence deals with the ability to formulate, apply, and interprate mathematics in various contexts. The students’ mathematical literacy is considered still poor. The students’ difficulties are identified through the students’ errors in answering the mathematical literacy questions. The students’ errors in answering the mathematical literacy questions respectively from the highest frequency are: errors in understanding, transformation, processes, encoding, and reading. Students’ errors may be utilized as one consideration for the teachers’ anticipation steps to overcome the students’ mathematical literacy difficulties.]]>
<![CDATA[Students’ visual-spatial ability in representing single cell epidermis of rhoeo discolor leaf ]]>
<![CDATA[H Azalia]]>;
<![CDATA[A Rahmat]]>;
<![CDATA[E Nuraeni]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (574.319 KB)
<![CDATA[The one of the way to study plant anatomy was taught by observation frommicroscopic object and represented visual-spatially. This study was focused on students visualspatial ability in representing single cell epidermis of Rhoeo discolor leaf. It was conducted with44 undergraduate students who presently enchanting Plant Anatomy. Data was collected usingvisual spatial worksheet and questionnaire. Students was representing cell in three activities: (1)visual representation of two dimentional (2D) on transverse, longitudinal and paradermalincision of epidermis cell; (2) visual representation of three dimentional (3D) that representsthree types of incision; and (3) spatial representation by constructed 3D model of single cellbased on microscopic observation. Several types representation of the plant cell structure wasobserved. There are significant correlation between students ability to representing microscopicobject in 2D to 3D (r=0,504;p<0,05) and representing 3D to 3D model of cell (r=0,460;p<0,05),but there is no significant correlation between students ability in representing 2D to 3D modelof cell (r=0,288;p>0,05). The result shows, there is scaffolding correlation between visualrepresentation ability to spatial representation ability. Several factors are supposed to affect thecorrelation between students visual spatial ability will be explain further in this article.]]>
