MATHEdunesa最新文献

{"title":"REPRESENTASI MATEMATIS SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI SELF-EFFICACY SISWA","authors":"Hayu Widya, Janet Trineke Manoy","doi":"10.26740/mathedunesa.v11n2.p574-583","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.p574-583","url":null,"abstract":"Keterampilan representasi diperlukan untuk menguraikan penyelesaian matematika yang berkaitan dengan keyakinan siswa atau dinamakan self-efficacy. Penelitian ini bersifat deskriptif kualitatif yang bertujuan untuk menganalisis keterampilan representasi matematis siswa kelas 11 dalam memecahkan masalah matematika ditinjau dari self-efficacy. Tiga siswa dipilih dengan menggunakan teknik purposive sampling berdasarkan kategori self-efficacy tinggi, sedang dan rendah. Instrumen penelitian yang digunakan dalam penelitian ini, yaitu angket self-efficacy dan tes representasi matematis berupa soal pemecahan masalah. Penelitian diawali dengan pemilihan subjek melalui pengambilan data angket self-efficacy, kemudian subjek yang telah terpilih sesuai kategori self-efficacy diberikan tes representasi dan diwawancara. Data yang didapat dianalisis melalui tahapan penelitian kualitatif. Hasil penelitian menunjukkan bahwa representasi matematis siswa dengan self-efficacy tinggi dapat memecahkan masalah dengan tiga indikator kemampuan representasi visual, simbolik, dan verbal. Sedangkan representasi matematis siswa dengan self-efficacy sedang dapat memecahkan masalah dengan dua indikator kemampuan representasi visual dan verbal. Lalu, representasi matematis siswa dengan self-efficacy rendah dapat memecahkan masalah dengan satu indikator kemampuan representasi simbolik. Siswa perlu melatih diri dalam menyelesaikan soal pemecahan masalah agar mencapai kemampuan representasi yang baik dan mampu meningkatkan kepercayaan diri siswa atau self-efficacy.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44495224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Miskonsepsi Siswa SMA pada Materi Logaritma","authors":"Rifda Maulida Amalia, Siti Khabibah","doi":"10.26740/mathedunesa.v11n2.p597-605","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.p597-605","url":null,"abstract":"Miskonsepsi merupakan kekeliruan dalam memahami suatu konsep yang disebabkan oleh kesalahan dalam mentransfer konsep yang telah diterima ke dalam kerangka kerja. Penelitian ini menggunakan soal diagnostik dan teknik Certainty of Response Index (CRI) termodifikasi. Tes diagnostik digunakan untuk mengidentifikasi kesalahan siswa, sedangkan CRI digunakan untuk mengetahui kategori pemahaman konsep siswa berdasarkan keyakinan siswa dalam menjawab soal. Siswa kelas X IPA sejumlah 17 orang diberikan soal diagnostik materi logaritma dan Angket CRI kemudian 3 siswa yang memenuhi kriteria dipilih untuk diwawancarai. Hasil dari analisis jawaban soal diagnostik, nilai CRI, dan wawancara menunjukkan bahwa ketiga siswa tersebut mengalami miskonsepsi pada materi logaritma terutama pada konsep sifat-sifat logaritma yakni: sifat penjumlahan, sifat pengurangan, pembagian logaritma, sifat pangkat, dan sifat merubah basis.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43186323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EKSPLORASI ETNOMATEMATIKA BUDAYA MASYARAKAT SIDOARJO","authors":"Mokhammad Aby Hasan, Mega Teguh Budiarto","doi":"10.26740/mathedunesa.v11n2.p562-573","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.p562-573","url":null,"abstract":"Banyak peserta didik yang sulit memahami konsep matematika karena mereka menganggap bahwa konsep matematika itu abstrak. Oleh karena itu pembelajaran matematika harus dikaitkan dengan budaya yang terdapat dalam kehidupan sehari-harinya. Salah satu solusi untuk menjembatani matematika dan budaya adalah etnomatematika. Objek pada penelitian ini adalah tari Banjar kemuning, pot bunga semen Desa Kemangseng dan industri rumahan panci Desa Kesambi. Penelitian ini bertujuan untuk menggambarkan bentuk etnomatematika dari tari Banjar kemuning, pengrajin pot bunga Desa Kemangseng dan pengrajin panci Desa Kesambi. Penelitian yang digunakan oleh peneliti berjenis penelitian kualitatif dengan pendekatan etnografi. Subjek pada penelitian ini adala pencipta tari Banjar kemuning, pengrajin pot bunga di Desa Kemangseng, dan pengrajin panci di Desa Kesambi. Peneliti berperan sebagai instrumen utama sedangkan panduan wawancara, observasi, dan dokumentasi sebagai instrumen pendukung. Triangulasi metode digunakan peneliti untuk menjamin validitas data yang diperoleh. Sedangkan untuk teknik analisis data yang digunakan adalah analisis domain, analisis taksonomi, dan tema kultural. Hasil penelitian ini menunjukkan adanya konsep matematika pada budaya tersebut diantaranya persegi panjang, lingkaran, sudut, kongruen, kubus, balok, tabung, translasi, rotasi dan refleksi. Dengan demikian budaya-budaya tersebut dapat dijadikan objek etnomatematika untuk mempermudah peserta didik dalam memahami konsep matematika. \u0000Kata Kunci: Eksplorasi, Etnomatematika, Budaya Sidoarjo.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48396182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"KEMAMPUAN BERPIKIR KREATIF SISWA ASIMILASI (ASSIMILATING) DAN KONVERGEN (CONVERGING) DALAM MEMECAHKAN MASALAH NUMERASI","authors":"Chusnul Fadlilah, Tatagyuli Eko Siswono","doi":"10.26740/mathedunesa.v11n2.p548-561","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.p548-561","url":null,"abstract":"Abstract \u0000The creative thinking ability is an individual’s capacity in combining logistical and divergent thinking in finding solutions to a problem to produce innovative new products. This study aims to analyze the level of creative thinking ability (LCT) of students with assimilating and converging learning styles in solving numeracy problems. The subjects of this qualitative research consisted of two grade VIII junior high school students who were selected using a purposive sampling technique, namely subjects who had assimilating and convergent learning styles. The research instrument consisted of a learning style questionnaire, a numeracy creative thinking ability test, and task-based interviews. The indicators used to assess creative products include fluency, flexibility, and novelty. Data analysis uses Pierce's triadic analysis or Peirce's semiotics which is the relationship between sign/representamen (which represents something else), object (which describes it), and interpretant (possible meaning or meaning made from it). The results showed that subjects with assimilating learning styles had creative thinking ability with LCT 3 (creative) because they met the indicators of fluency, flexibility and novelty. Meanwhile, students with convergent learning styles have the ability to think creatively with TKBK 2 (creative enough) because they meet the indicators of fluency and flexibility. Even though they did not meet the indicators of the results’s novelty, the students had reached the novelty of ideas. Therefore, teachers are expected to be stimulating students with members of questions related to the truth of the answers of students realizing the calculation they do so students can be more careful when solving the problem. \u0000Keywords: creative thinking ability, numeracy, assimilating and converging.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48783093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"KEMAMPUAN BERPIKIR LATERAL SISWA SMP DALAM MEMECAHKAN MASALAH MATEMATIKA OPEN-ENDED DITINJAU DARI GAYA BELAJAR SENSING DAN INTUITION","authors":"Aulidya Annisya Putrian, Ika Kurniasari","doi":"10.26740/mathedunesa.v11n2.p513-524","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.p513-524","url":null,"abstract":"Kemampuan berpikir lateral merupakan kemampuan untuk berpikir kreatif dengan menggunakan inspirasi untuk memecahkan suatu masalah dengan sudut pandang yang tidak terduga. Pemberian masalah matematika open ended merupakan cara yang tepat dalam mengetahui kemampuan berpikir lateral siswa karena dapat memunculkan beberapa cara penyelesaian yang berbeda. Salah satu faktor yang mempengaruhi perbedaan kemampuan berpikir siswa adalah gaya belajar, yaitu gaya belajar sensing dan intuition. Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan kemampuan berpikir lateral siswa dalam memecahkan masalah matematika open ended ditinjau dari gaya belajar sensing dan intuition dengan subjek penelitian yaitu dua siswa kelas IX di salah satu SMP negeri Surabaya. Pengambilan data dilakukan dengan pemberian angket gaya belajar, tes kemampuan matematika, tes pemecahan masalah, dan pedoman wawancara. Analisis data melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa dalam memecahkan masalah matematika open-ended, siswa dengan gaya belajar sensing dan intuition keduanya dapat menyebutkan informasi yang diketahui dan informasi yang ditanyakan pada soal serta dapat membuat beberapa rencana penyelesaian masalah berdasarkan informasi yang diberikan. Namun siswa dengan gaya belajar sensing tidak dapat menyelesaian masalah sesuai yang direncanakan sebelumnya dan hanya mengecek perhitungannya saja, sehingga tidak melakukan pengecekan kebenaran jawaban. Sedangkan subjek dengan gaya belajar Intuition dapat melaksanakaan penyelesaian masalah sesuai dengan rencana yang disusun dan mengecek kebenaran jawaban. Subjek dengan gaya belajar intuition juga dapat memikirkan metode lain yang tidak umum, yaitu dengan metode grafik","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44005191","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MISCONCEPTION ANALYSIS OF STUDENTS WITH IMPULSIVE-REFLECTIVE COGNITIVE STYLE IN SOLVING PATTERNS OF NUMBERS PROBLEMS","authors":"Aqila Firda Istinabila, D. K. Fardah","doi":"10.26740/mathedunesa.v11n2.ppdf_525-535","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.ppdf_525-535","url":null,"abstract":"In the online learning process since March 2020, many students have experienced misconceptions in solving the questions given by the teacher, including mathematics learning activities. In online learning activities students are required to be able to understand the material quickly with all the limitations that students have so that misconceptions arise in students. This misconception can occur, one of which is influenced by differences in students' cognitive styles. This study aims to analyze students' misconceptions in solving problems related to number pattern material. The analysis was carried out on 1 subject with impulsive cognitive style and 1 subject with reflective cognitive style with the same learning outcomes. This type of research is descriptive research with a qualitative approach. Supporting instruments include the Matching Familiar Figure Test (MFFT) and a written test consisting of 9 multiple choice questions which include sub-materials of arithmetic number series, geometric number series, letter number series, and contextual questions related to PATTERNS OF NUMBERS  with 4 answer choices. To analyze students' misconceptions, the Three Tier test method is used, namely the first tier consists of number pattern material questions in the form of multiple choice with 4 answer choices, the second tier is the column for students' reasons for giving answers, and the third tier is a column of students' confidence levels using the CRI method, and continue with the interview. The results showed that students with impulsive cognitive style experienced classificational, correlational, and theoretical misconceptions. Meanwhile, students with reflective cognitive style are correlation misconceptions and theoretical misconceptions. To anticipate the occurrence of misconceptions, teachers should provide variations in the learning process, so that students can focus on the learning process and teachers often check students' understanding of concepts. \u0000Keywords: Number pattern, Misconception, Cognitive Style, Three Tier, CRI","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43052149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROFIL BERPIKIR KRITIS SISWA SMP MENYELESAIKAN SOAL NUMERASI BERDASARKAN TINGKAT KEMAMPUAN NUMERASI","authors":"E. Lestari, Tatagyuli Eko Siswono","doi":"10.26740/mathedunesa.v11n2.p538-547","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.p538-547","url":null,"abstract":"Abstrak \u0000Penelitian ini bertujuan untuk mendeskripsikan berpikir kritis siswa SMP dengan kemampuan numerasi tinggi dan rendah dalam menyelesaikan soal numerasi. Jenis penelitian yaitu penelitian deskriptif kualitatif. Instrumen utamanya yaitu peneliti dan instrumen pendukung terdiri dari tes kemampuan matematika, tes berpikir kritis, dan wawancara tak terstruktur. Penelitian melibatkan 2 siswa kemampuan numerasi tinggi dan 2 siswa kemampuan numerasi rendah jenjang SMP kelas VIII A. Teknik analisis menggunakan konsep tanda Pierce. Berdasarkan hasil penelitian yaitu (1) siswa kemampuan numerasi tinggi memenuhi keseluruhan indikator berpikir kritis FRISCO. Pada aspek focus yaitu siswa mengidentifikasi informasi pada soal dan memberikan penjelasan sederhana, aspek reason yaitu siswa menuliskan langkah-langkah pengerjaan, menyelesaikannya, dan memberikan alasan yang relevan dalam setiap proses pengerjaan soal, aspek inference yaitu siswa menjelaskan dan menuliskan kesimpulan detail dan benar, aspek situation yaitu siswa memilah informasi yang penting atau tidak penting untuk dicantumkan dalam langkah-langkah penyelesaian, aspek clarifity yaitu siswa menjelaskan mengenai istilah atau simbol pada proses pengerjaan soal, aspek overview yaitu siswa memastikan kembali jawaban yang sudah ditulis dan (2) siswa kemampuan numerasi rendah tidak memenuhi keseluruhan indikator berpikir kritis FRISCO, siswa hanya memenuhi aspek focus. Pada aspek focus, siswa memahami masalah dari membaca soal, menulis apa yang diketahui dan ditanyakan pada soal. \u0000Kata Kunci: Berpikir kritis, soal numerasi, kemampuan numerasi \u0000Abstract \u0000This study aims to describe the critical thinking of junior high school students with high and low numeracy skills in solving numeracy problems. The type of research is descriptive qualitative research. The main instrument is the researcher and the supporting instruments consist of a mathematical ability test, a critical thinking test, and an unstructured interview. The study involved 2 students with high numeracy skills and 2 students with low numeracy abilities at the SMP class VIII A. The analysis technique used the concept of Pierce's sign. Based on the results of the study, namely (1) students with high numeracy abilities met all of the FRISCO critical thinking indicators. In the focus aspect, namely students identify information on questions and provide simple explanations, the reason aspect is that students write down the steps of work, complete them, and give relevant reasons in each process of working on the problem, the inference aspect, namely students explain and write detailed and correct conclusions, aspects situation, namely students sorting out important or unimportant information to be included in the completion steps, clarification aspect, namely students explaining terms or symbols in the process of working on questions, overview aspect, namely students confirming the answers that have been written, and (2) students with low numer","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69098242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IDENTIFIKASI MISKONSEPSI SISWA SMP PADA MATERI BANGUN RUANG SISI LENGKUNG MENGGUNAKAN THREE TIER-TEST","authors":"M. Dahlan, Ika Kurniasari","doi":"10.26740/mathedunesa.v11n2.p499-512","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.p499-512","url":null,"abstract":"Abstrak \u0000Permasalahan yang banyak ditemui siswa SMP yaitu pada mata pelajaran matematika. Siswa SMP mengalami banyak sekali mengalami miskonsepsi terkait materi bangun ruang. Oleh karena itu penelitian ini memiliki tujuan untuk mengetahui: (1) adanya miskonsepsi yang dialami siswa SMP dalam mempelajari bangun ruang sisi lengkung, (2) miskonsepsi terbesar pada sub indikator materi bangun ruang sisi lengkung, (3) penyebab miskonsepsi siswa SMP dalam mempelajari bangun ruang sisi lengkung. Jenis penelitian yang digunakan dalam penelitian ini berupa  deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini siswa kelas IX sebanyak 23 siswa yang diambil di salah satu SMP yang ada di Bangkalan, dimana siswa sebelumnya pernah memperoleh materi dasar bangun ruang sisi lengkung pada jenjang SD dan juga siswa kelas IX sudah mempelajari bangun ruang sisi datar pada semester ganjil. Teknik pengumpulan data dilakukan dengan menggunakan test dan wawancara. Data dianalisis dengan tiga tahap yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Soal tes yang digunakan adalah soal tes berbentuk three tier-test. Hasil penelitian ini menunjukan bahwa: (1) siswa mengalami miskonsepsi pada materi bangun ruang sisi lengkung dengan rerata miskonsepsi setiap sub indikator sebesar 77,34%;(2) miskonsepsi murni terbesar siswa terletak pada memahami konsep rusuk, dimana pada konsep rusuk bangun ruang sisi lengkung siswa masih saja terpaku pada konsep rusuk pada bangun ruang sisi datar, untuk miskonsepsi false negatif siswa mengalaminya pada konsep luas, sedangkan pada volume siswa banyak mengalami miskonsepsi false positif dimana pada konsep volume siswa belum paham arti dari sebuah volume itu sendiri;(3) penyebab siswa mengalami kesulitan dalam menghadapi masalah yang berhubungan dengan unsur, luas, dan volume  ruang bersisi lengkung disebabkan karena guru tidak menggunakan alat bantu visual, media atau alat praga dalam menyampaikan materi bangun ruang pada saat pembelajaran tatap muka. \u0000Kata Kunci: isi, format, artikel. \u0000   \u0000Abstract \u0000The problems that many junior high school students encounter is in mathematics. Junior high school students experience a lot of misconceptions related to building materials. Therefore, this study supposed to find out: (1) there are misconceptions experienced by junior high school students in studying curved side space build, (2) the biggest misconceptions in the sub-indicators of curved side space build material, (3) the causes of junior high school students' misconceptions in studying curved side space build. The type of research used in this research is descriptive with a qualitative approach. The subjects in this study were 23 students of class IX who were taken in one of the junior high schools in Bangkalan, where students had previously obtained basic material on curved side spaces at the elementary school and also class IX students had studied flat side space in odd semesters. Data collection techniques were carried ","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48964867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DIFFICULTIES OF ELEMENTARY SCHOOL GRADE VI SOLVING NARRATIVE TEST IN NUMBER MATERIAL","authors":"Ragil Tri Lestari, S. Khabibah","doi":"10.26740/mathedunesa.v11n2.p474-480","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.p474-480","url":null,"abstract":"Mathematics is one of the sciences closely related to human life in helping to solve a problem. Narrative tests are a type of question that is suitable for use in presenting a mathematical problem. When solving narrative testss, difficulties are often found. This study aims to describe the difficulties experienced by students in solving narrative tests. The type of this research is qualitative research, with the research subjects being 12 sixth grade students who have the various mathematical abilities in one of the elementary schools in Gresik. Data collection through written tests, interviews, and documentation. The results showed that students experienced difficulties in three aspects, namely: 1) language aspects. Broadly speaking, students' difficulties in language aspects were caused by a lack of understanding of narrative testss, 2) schematic knowledge aspects, this difficulty was triggered because students were unable to remember and use mathematical concepts well, and 3) the algorithm aspect, this difficulty is caused by students doing the calculation process in a hurry. Narrative tests with simple context and language regularly can be done as an alternative to minimize the level of difficulty of students and help students build a more structured way of thinking. \u0000Keywords: qualitative research, difficulties, narrative tests.","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48744402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DEVELOPMENT OF STUDENT WORKSHEET ON PROBABILITY WITH REALISTIC MATHEMATICS EDUCATION APPROACH USING PANDEMIC CONTEXT","authors":"Dava Imadul Bilad, R. Ekawati","doi":"10.26740/mathedunesa.v11n2.p488-498","DOIUrl":"https://doi.org/10.26740/mathedunesa.v11n2.p488-498","url":null,"abstract":"The condition of education during the pandemic experienced several changes that made it difficult for students to understand the material being taught and made them more passive in learning activities.Therefore, this study aim at developing student worksheet on probability material with realistic mathematics education approach with pandemic context to help students learn the material well and increase student activity in distance learning and make learning activities more meaningful for students because it makes students find their own concepts so that students can better understand the material well. This study based on 4 aspects, namely: validity, practicality, effectiveness, and feasibility. This research was developed following the ADDIE principle (Analysis, Design, Development, Implementation, and Evaluation) and the subject for this study was 8th grade students. Then this student worksheet was validated by 2 experts and supervised for practicality by 1 expert. The results of developing student worksheets have a validity value of 83.78% and considered as few revisions. Then for the practicality test, it gets a score of 85% and categorized as practical. Then for the learning results, in the pre-test most students have not been able to work on the questions given and in the post-test all students can work on the questions given well so that the success of student worksheets is very high to make students understand the concept. The student satisfaction questionnaire in learning, the average value of 4.8 can be rounded up to 5, which means that students are very satisfied with the learning activities that have been carried out. So, the result of this research is the success of developing learning media on the material of probability that is suitable to be given to students during this pandemic because it can improve student’s understanding of material and make students more active in participating in learning activities. \u0000Keywords: Student Worksheet; Realistic Mathematics Education (RME); ADDIE (Analysis, Design, Development, Implementation, And Evaluation); Probability.  ","PeriodicalId":31516,"journal":{"name":"MATHEdunesa","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48775255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}