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Jurnal Daya Matematis
Published by Universitas Negeri Makassar
ISSN : 23547146     EISSN : 25414232     DOI : -
Core Subject : Education,
Mathematics
Daya Matematis: Jurnal Inovasi Pendidikan Matematika is a journal that provides an authoritative source of scientific information for researchers and academics, research institutions, government agencies, and teacher education.
Arjuna Subject : -
Articles 12 Documents
 1   2 
Search results for , issue "Vol 9, No 2 (2021): Juli" : 12 Documents clear
Case Study of Intelligent Children Through The Application of Bruner's Theory on The Operations addition and subtraction of Integers for the Students SMPKH YDKW Tangerang Tiesa Rahma Azzura
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 9, No 2 (2021): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v9i2.21207

Abstract

This study aims to find out how to add and subtract mentally retarded children through the application of Bruner's theory at a moderate level in mathematics learning, especially in addition and subtraction operations of integers through the application of Bruner's Theory. This type of research is a qualitative research with case study method. The research subjects were 4 mentally retarded children who were in class VII SMPKH YDKW 01 Tangerang. Based on the results of research and structured interviews, it shows that the operation of addition and subtraction on integers through symbolic means through the application of Bruner's theory shows that 25% meet the minimum completeness criteria of the predetermined criteria
Assessment of The Difficulty of Mathematics High-Level Reasoning Using Focus Group Discussion and Program Item Approaches Rukli Rukli; Ma'rup Ma'rup
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 9, No 2 (2021): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v9i2.23577

Abstract

This study aims to estimate the difficulty level of high-level reasoning math problems by comparing the estimated difficulty level of the Focus Group Discussion (FGD) approach and the Iteman program. The estimation of the FGD approach uses a semantic differential scale on a scale of 1-7, while the Iteman program uses version 4.0. The study used a quantitative-comparative approach involving 79 FGDs of students and teachers of SMP/MTs in Soppeng Regency. Each FGD consisted of four people, one teacher and three students of class VIII. The comparative of difficulty level using Scheffe test with a significance level of 0.05. The results showed that the average level of difficulty in the FGD approach had significant similarity with the average level of difficulty in the output of the Iteman program approach. This means that the estimated level of difficulty of the FGD examinees has a similarity with the output of the Iteman program from the response data of the FGD examinees. This shows that examinees  from FGD in assessing the level of difficulty of high-level reasoning questions can be the teacher’s choice in schools other than the Iteman program.

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