Al-Jabar : Jurnal Pendidikan Matematika最新文献_第3页

Effectiveness of the PBL model on mathematics learning to cultivate mathematical literacy of elementary school students PBL数学学习模式对小学生数学素养培养的效果

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-29 DOI: 10.24042/ajpm.v13i2.13116

Mahsusil Jannah, Wahdan Najib Habiby

引用次数: 0

Implementation of blended learning model in mathematics subject 数学学科混合式学习模式的实施

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-29 DOI: 10.24042/ajpm.v13i2.13943

Aulia Nurul Azimmah, B. Murtiyasa

{"title":"Implementation of blended learning model in mathematics subject","authors":"Aulia Nurul Azimmah, B. Murtiyasa","doi":"10.24042/ajpm.v13i2.13943","DOIUrl":"https://doi.org/10.24042/ajpm.v13i2.13943","url":null,"abstract":"Technology helps optimize the learning process. PMRI-based e-modules can help students in the online learning process. This study aimed to produce e-module teaching materials based on Indonesian realistic mathematics education for class VII social arithmetic that are valid, practical, and effective. The application used is Flip PDF Professional, which involves 63 research subjects at one of the state middle schools in the Banyuasin district. The instruments used were validation sheets, student response questionnaires, and student tests. This research uses the type of development research model called the ADDIE model, which has five stages: namely analysis, design, development, implementation, and evaluation. Based on the validation results by three validators, the development of PMRI-based e-module teaching materials is included in the valid criteria with an average value of 84.36%. According to the results of the practicality questionnaire, the average value is 80.39%. Students achieve an average score of 85% on the effectiveness criteria in the final test, indicating that the development results are suitable for use in the learning process. The e-module teaching materials that have been developed will provide convenience in the learning process both offline and online, which will have an impact on increasing student learning outcomes and can be used as a consideration for teachers in delivering material, especially social arithmetic class VII.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127095982","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}

引用次数: 0

Socrates questions to optimize students critical thinking 苏格拉底问题优化学生的批判性思维

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-26 DOI: 10.24042/ajpm.v13i2.13728

D. Rahmawati, I. Vahlia, M. Mustika, T. Yunarti, Nurhanurawati Nurhanurawati

{"title":"Socrates questions to optimize students critical thinking","authors":"D. Rahmawati, I. Vahlia, M. Mustika, T. Yunarti, Nurhanurawati Nurhanurawati","doi":"10.24042/ajpm.v13i2.13728","DOIUrl":"https://doi.org/10.24042/ajpm.v13i2.13728","url":null,"abstract":"The ability to think critically is one of the abilities that must be possessed by students in facing the rapid development of the times. Students' critical thinking skills can be developed through Socratic questions. This research is to find out 1) the types of Socratic questions used in learning and 2) whether Socratic questions can optimize students' critical thinking skills. The method used is a qualitative and quantitative approach with a pretest-posttest one group design. The research subjects were mathematics education students who attended linear algebra courses at Muhammadiyah Metro University. Data collection was carried out through observation and tests with descriptive qualitative and quantitative data analysis techniques. Socratic questions asked by lecturers in learning linear algebra include questions of clarification, investigative assumptions, reasons, investigative evidence, and beliefs. Socrates' questions can stimulate students' critical thinking activities to strengthen their understanding of concepts. Students' critical thinking skills increased in the medium category. The types of Socratic questions used in learning are distinguished based on three stages, namely in the introduction stage, the types of questions asked by the lecturer are clarification questions. At the core stage, Socratic questions include questions of clarification, investigative assumptions, evidence/reasons, and beliefs. And in the concluding stage, Socrates' question is a clarifying question. Socratic questions used in learning can optimize students' critical thinking skills. The results of this study are expected to be a reference for lecturers in applying Socratic questions in learning, especially in linear algebra courses.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116999505","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}

引用次数: 0

The implementation effect of realistic mathematics education and contextual teaching and learning approaches on the students' mathematical communication ability: A meta-analysis 现实主义数学教育与情境式教学方法对学生数学沟通能力的实施效果:元分析

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-22 DOI: 10.24042/ajpm.v13i2.13562

N. Putri, D. Juandi, A. Jupri

{"title":"The implementation effect of realistic mathematics education and contextual teaching and learning approaches on the students' mathematical communication ability: A meta-analysis","authors":"N. Putri, D. Juandi, A. Jupri","doi":"10.24042/ajpm.v13i2.13562","DOIUrl":"https://doi.org/10.24042/ajpm.v13i2.13562","url":null,"abstract":"Over the last ten years, many studies have discussed the effect of implementing the Realistic Mathematics Education (RME) and Contextual Teaching and Learning (CTL) approaches on students' mathematical communication ability. However, these studies show inconsistent results. This study aims to analyze the effect of implementing the RME learning approach, the effect of implementing the CTL approach, and the difference in the effect of implementing the RME learning approach compared to the CTL approach on students' mathematical communication ability. This research used a quantitative approach with a meta-analysis method. The search for research articles with publication years from 2012 to 2022 was carried out using several databases, namely DOAJ, ERIC, Google Scholar, IOP Publishing, Garuda Portal, Semantic Scholar, and national journals link. Using the PRISMA protocol, the authors obtained 15 research articles on RME and 14 research articles on CTL that met the inclusion criteria and could be used in this study. The results of this study showed that the implementation of the RME learning approach has a moderate influence (g = 0,820) on students' mathematical communication ability, and the implementation of the CTL approach has a strong influence (g = 1,017) on students' mathematical communication ability. There is no significant difference between the effect of the RME learning approach's implementation and the CTL approach's effect on students' mathematical communication ability (Q_value = 2,329, p_value = 0,127). Therefore, the RME and CTL learning approaches can be used as learning alternatives that aim to enhance students' mathematical communication ability.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132588773","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}

引用次数: 0

Rough U-Exact Sequence of Rough Groups 粗糙群的粗糙u -精确序列

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-20 DOI: 10.24042/ajpm.v13i2.12411

Fitri Ayuni, Fitriani Fitriani, Ahmad Faisol

引用次数: 0

The distance between students’ concept image and quadrilateral object definition based on students’ mathematical ability 基于学生数学能力的学生概念形象与四边形物体定义之间的距离

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-15 DOI: 10.24042/ajpm.v13i2.13090

Idris Fadillah, K. Kusnandi, D. Juandi, S. Suparman

{"title":"The distance between students’ concept image and quadrilateral object definition based on students’ mathematical ability","authors":"Idris Fadillah, K. Kusnandi, D. Juandi, S. Suparman","doi":"10.24042/ajpm.v13i2.13090","DOIUrl":"https://doi.org/10.24042/ajpm.v13i2.13090","url":null,"abstract":"Students learn mathematics through practical applications without applying it. Consequently, the concept images and definitions that students offer do not match. This study examines the gap in mathematical ability between the concept images of professionals in mathematics education and students' concept images of content, including quadrilaterals. This study employed a qualitative approach with a hermeneutic phenomenology method. Sixty-two seventh-grade students were involved in conducting this study. Some instruments, such as quadrilateral-related tests and semi-structured interview questions, were used to collect the data. The results of quadrilateral-related tests and interviews revealed that most students with high mathematical ability, some with medium mathematical ability, and a small number with low mathematical ability have a concept image that matches the definition but cannot produce proof of the properties of a quadrilateral. In addition, a small number of students with high mathematical talents, some with medium mathematical abilities, and a large number of students with low mathematical abilities were unable to completely explain each rectangle's formal definition and properties. This indicates that there are some students whose concept image is low. So, several alternatives and effective mathematics learning should be implemented to facilitate students in enhancing students concept image. ","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125061653","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}

引用次数: 0

Do students' errors still occur in mathematical word problem-solving?: A newman error analysis 学生在数学解题中还会出现错误吗?纽曼误差分析

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-15 DOI: 10.24042/ajpm.v13i2.13519

Marni Zulyanty, Ainun Mardia

{"title":"Do students' errors still occur in mathematical word problem-solving?: A newman error analysis","authors":"Marni Zulyanty, Ainun Mardia","doi":"10.24042/ajpm.v13i2.13519","DOIUrl":"https://doi.org/10.24042/ajpm.v13i2.13519","url":null,"abstract":"Mathematical word problems can be utilized to improve students' mathematic problem-solving skills. However, students' error still occurs in mathematical word problem-solving. This research aimed to trace and reveal students' errors in problem-solving using the Newman Error Analysis stages. This research is descriptive qualitative research. The research subjects were moderate-ability students of State Madrasah Tsanawiyah (MTs) in Jambi. Mathematical word problem worksheets and interview templates were used as instruments in this research. Students with the moderate ability category were given worksheets on algebraic and the Pythagorean Theorem operation. The students were also interviewed to get more information about the errors they experienced. This research found that the students' errors during word problem-solving had implications for the incorrect answer. Students' errors occurred at the comprehension, transformation, process skill, and encoding stages of the Newman Error Analysis stages. Indeed, the Newman Error Analysis stage is a cycle that means errors at the first stage are more likely to cause errors in the next stages and lead to an incorrect answer. Furthermore, error at the comprehension stage is the most crucial error in mathematical problem-solving.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125624728","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}

引用次数: 0

Systematic study of the parabola with the contribution of GeoGebra software as a teaching proposal 利用GeoGebra软件对抛物线进行系统的研究，作为教学建议

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-15 DOI: 10.24042/ajpm.v13i2.13172

Renata Teófilo de Sousa, Francisco Régis Vieira Alves, Maria José Araújo Souza

引用次数: 0

Exploring students’ mathematical computational thinking ability in solving pythagorean theorem problems 探索学生解决勾股定理问题的数学计算思维能力

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-15 DOI: 10.24042/ajpm.v13i2.12496

Faizah Nurwita, Y. Kusumah, N. Priatna

{"title":"Exploring students’ mathematical computational thinking ability in solving pythagorean theorem problems","authors":"Faizah Nurwita, Y. Kusumah, N. Priatna","doi":"10.24042/ajpm.v13i2.12496","DOIUrl":"https://doi.org/10.24042/ajpm.v13i2.12496","url":null,"abstract":"This study explores students' mathematical computational thinking ability in solving the Pythagorean Theorem problem. This research method used a qualitative approach with a phenomenological design. The subjects involved in this study were 12 junior high school students. Six students in grade 7 had not studied the Pythagorean Theorem, and six students in grade 8 were studying the Pythagorean Theorem. This study's results indicate several problems with students' mathematical computational thinking skills in mathematics learning. The first problem is seen from the aspect of abstraction. Students are given problems with the help of digital-based teaching aids. Then the researcher provides procedures containing questions so students can digest the information and follow their intuition to find a solution strategy. Still, students have not decided what information should be stored or ignored. The second problem is seen from the aspect of decomposition. Students have not been able to decompose complex problems into simpler and more manageable ones. Student responses are also still not according to the researchers' predictions. However, with the scaffolding technique, researchers can direct students' intuition or thought processes to focus more on the problem being asked. The third problem is seen from the aspect of generalization. Students have not been able to generalize the problem and have not been able to conclude from the steps that have been taken. These three problems indicate that students cannot recognize and identify patterns well, thereby reducing the efficiency of the mathematical problem-solving process.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121127002","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}

引用次数: 2

Students' mathematical lateral thinking skills in creative problem-solving 学生在创造性解决问题方面的数学横向思维能力

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-12-15 DOI: 10.24042/ajpm.v13i2.13231

Edy Yusmin, A. Yani T., Revi Lestari Pasaribu, Dona Fitriawan

{"title":"Students' mathematical lateral thinking skills in creative problem-solving","authors":"Edy Yusmin, A. Yani T., Revi Lestari Pasaribu, Dona Fitriawan","doi":"10.24042/ajpm.v13i2.13231","DOIUrl":"https://doi.org/10.24042/ajpm.v13i2.13231","url":null,"abstract":"This study aimed to examine students' mathematical lateral thinking skills in creative problem-solving, differences in subjects' answers based on the level of their study period, and factors that affect students' lateral thinking skills. The descriptive method was used in the form of an educational survey. The sampling technique used in this research was stratified random sampling. The research subjects were first, third, and fifth-semester students of Mathematics Education at FKIP Tanjungpura University in 2019. The data collection technique used was the \"Paper-and-pencil Assessment,\" with the written test sheet adopted from the Mathematical Lateral Logic Test by Bruce Woodcock. The results showed that students' lateral mathematical thinking skills in creative problem-solving were in the poor category, with an average score of 9.39 out of 25. The results of statistical tests with a value of χ2 indicated that the answers to the subjects were different based on the level of study. The ability to recognize dominant ideas and the polarization of perception of the problem, and the ability to use other ideas are the dominant factors affecting the level of students' mathematical lateral thinking skills in all subject groups. In general, the way of thinking with formal logic or thinking vertically affected students' lateral thinking patterns.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"334 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123775525","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}

引用次数: 1