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INDONESIA
de Fermat : Jurnal Pendidikan Matematika
Published by Universitas Balikpapan
ISSN : 26216078     EISSN : 26217309     DOI : -
Core Subject : Education,
Education Mathematics Other
Jurnal de Fermat adalah jurnal yang diterbitkan oleh Program Studi Pendidikan Matematika Universitas Balikpapan. Terbit dalam dua kali setahun, yaitu pada bulan Juni dan Desember.
Arjuna Subject : -
Articles 2 Documents
 1 
Search results for , issue "Vol. 5 No. 1 (2022)" : 2 Documents clear
EFEKTIVITAS PENGGUNAAN MODUL TERHADAP HASIL BELAJAR MATEMATIKA KOMPUTASI PADA MAHASISWA TEKNIK INFORMATIKA Filda Febrinita
De Fermat : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2022)
Publisher : Prodi Pendidikan Matematika, FKIP, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In computational mathematics learning which is carried out online, students experience obstacles in the process of understanding the material. The results of the UAS showed that 16 out of 30 students or 53% of students did not achieve the minimum specified learning completion, which was 75. Therefore, learning is carried out by applying modules to computational mathematics courses. Through modules, students can measure the speed and intensity of their learning and get used to learning effectively and systematically. Modules can train students to learn independently while developing literacy skills. Based on the identification of problems, research was carried out with the design of one group pretest-posttest design to find out and measure the effectiveness of the use of modules on computational mathematics learning outcomes in informatics engineering students. The study population was 30 students with saturated sampling techniques. The  for pretest and posttest data is 0.58 or 57.99%, which means that the effectiveness of using modules in computational mathematics learning is in the medium category or is in a fairly effective interpretation. The result of the significance value for the  with SPSS shows the significance value is 0.000. Since the significance value is less than 0.5 then  rejected. Based on the results of these tests, it can be concluded that the use of modules in learning computational mathematics in students of the informatics engineering study program, FTI Unisba Blitar, has been tested effectively with the category of increasing learning outcomes being moderate.
PENGEMBANGAN DESAIN DIDAKTIS UNTUK MENGATASI EPISTEMOLOGY OBSTACLE PADA MATERI FUNGSI KOMPOSISI Milyawati, Lia; Balkist, Pujia Siti; Lukman, Hamidah Suryani
De Fermat : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2022)
Publisher : Prodi Pendidikan Matematika, FKIP, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v5i1.332

Abstract

The ability and mastery of high school students in mathematics in Indonesia is still low compared to students abroad. The purpose of this study was to determine the students' obstacle epistemology, compile a didactic design based on obstacle epistemology and to find out the results of the didactic design implementation in overcoming the epistemology obstacle in the composition function material. The research method used was Didactical Design Research (DDR) design. The sample of this research was students of class X MIPA SMA Al Umanaa Boarding School, Sukabumi Regency who were taken purposively. The research instrument consisted of 10 descriptive questions which were then analyzed through three stages, namely the prospective, metapedadidactic, and retrospective stages. The results show that the epistemology obstacles that arise include conceptual barriers, procedural obstacles and technical operational obstacles. Students experience conceptual obstacles in the form of not understanding the questions or questions given, not understanding the concept or composition function formula, errors in determining the form of the composition function and how to operate it, while the procedural obstacles that arise are students incorrectly determining the simple form of the function (f / g ) (x), wrong in determining the value of f (x-2), not working on problems and wrong in using arithmetic operations. The obstacles to operational techniques are errors caused by inaccuracy in writing questions and the results of algebraic operations. Based on the epistemology of the obstacle, a didactic design was created and implemented in the classroom. The results of the didactic design implementation show obstacles due to inaccuracy in writing and operating algebraic operations that have not occurred, however, conceptual and procedural obstacles still arise among some respondents.

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