Al-Jabar : Jurnal Pendidikan Matematika最新文献_第6页

The effect of hawgent dynamic mathematics software on mathematics achievement: A meta-analysis hawgent动态数学软件对数学成绩的影响:一项元分析

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-06-17 DOI: 10.24042/ajpm.v13i1.11711

Xinxin Li, Ying Zhou, T. Wijaya

{"title":"The effect of hawgent dynamic mathematics software on mathematics achievement: A meta-analysis","authors":"Xinxin Li, Ying Zhou, T. Wijaya","doi":"10.24042/ajpm.v13i1.11711","DOIUrl":"https://doi.org/10.24042/ajpm.v13i1.11711","url":null,"abstract":"In recent years, ICT development has greatly affected the education sector. The development has provided many opportunities to innovate and improve the quality of education. Dynamic mathematics software is one of the learning media that is widely used in mathematics lessons. China has always wanted to be innovative by developing Hawgent Dynamic Mathematics software with more features than other dynamic mathematics software. This research aims to determine the effect of Hawgent Dynamic Mathematics software on mathematics achievement and analyze the advantages of Hawgent compared to other dynamic mathematics software. This research employed a meta-analysis approach by analyzing 28 empirical research articles published in both Chinese and foreign journals. There are 46 effect sizes with 4137 students from 2018 to 2021. Furthermore, the data was obtained using CMA software. The results showed that the effect size of Hawgent on mathematics achievement was 2.11 (P=0.000.1), within the very high category. Further analysis showed that the number of students did not affect Hawgent’s effect size. The effect of Hawgent at the senior high school level was greater than at the elementary and junior high school levels. Furthermore, Hawgent’s effect on geometry and algebra subjects was greater than any other subjects. This research can be useful as information on the development of dynamic mathematics software since many countries tend to use Geogebra and Geometric Sketchpad.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130559600","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

Implementation of geogebra-assisted creative problem-solving model to improve problem solving ability and learning interest students 实施地理坐标辅助创造性问题解决模式，提高学生解决问题的能力和学习兴趣

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-06-17 DOI: 10.24042/ajpm.v13i1.11341

Evie Dwi Handayani, Emah Kusnawati, Nenden Mutiara Sari, P. Yaniawati, Muhammad Iskandar Zulkarnaen

{"title":"Implementation of geogebra-assisted creative problem-solving model to improve problem solving ability and learning interest students","authors":"Evie Dwi Handayani, Emah Kusnawati, Nenden Mutiara Sari, P. Yaniawati, Muhammad Iskandar Zulkarnaen","doi":"10.24042/ajpm.v13i1.11341","DOIUrl":"https://doi.org/10.24042/ajpm.v13i1.11341","url":null,"abstract":"Mathematics aims to make students have good problem-solving skills based on the junior high school curriculum. However, the reality in the field is that more than 50% of students cannot solve problem-solving problems. This study aims to (1) Analyze the differences in the improvement of the problem-solving abilities of students who received learning with the GeoGebra-assisted CPS model and the problem-solving skills of students who received conventional learning in terms of overall and early mathematics ability (superior and low); (2) Analyzing the differences in learning interest of students who received GeoGebra-assisted CPS learning and students who received conventional understanding; (3) Analyzing the correlation between problem-solving abilities and students' interest in education. The research design employed was sequential explanatory with a quasi-experimental method. The Instruments were written tests, questionnaires, observation sheets, and interview guidelines. The data obtained were analyzed using the Mann-Whitney U test, t-test, and correlation test. The results showed that: (1) The improvement of the problem-solving abilities of students who received GeoGebra-assisted CPS learning was better than students who received conventional learning, and there was no difference in the problem-solving abilities of the superior early mathematical ability and low early mathematical ability groups; (2) The learning interest of students who receive GeoGebra-assisted CPS learning is better than students who receive conventional learning; (3) There is no correlation between problem-solving ability and student interest in learning. Creative problem-solving learning models assisted by GeoGebra applications can improve students' mathematical problem-solving skills and interest in learning.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130207644","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

Students’ mathematical literacy skills in solving higher-order thinking skills problems 学生数学素养在解决高阶思维技能问题中的表现

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-06-17 DOI: 10.24042/ajpm.v13i1.11499

Inayah Rizki Khaesarani, Rusydi Ananda

{"title":"Students’ mathematical literacy skills in solving higher-order thinking skills problems","authors":"Inayah Rizki Khaesarani, Rusydi Ananda","doi":"10.24042/ajpm.v13i1.11499","DOIUrl":"https://doi.org/10.24042/ajpm.v13i1.11499","url":null,"abstract":"Higher-order thinking (HOTS) problems are a learning assessment system applied to the curriculum in 2013 to improve students' higher-level thinking skills. However, teachers still familiarize students to solve problems with low-level thinking, which lower the Indonesian students’ mathematical literacy. This descriptive research with a qualitative approach aimed to explore junior high school students’ mathematical literacy skills in Kotapinang in solving HOTS problems applied to the curriculum 2013. Four students were selected as research subjects. Research instruments consisted of mathematical skills tests, literacy tests, and interviews. The researchers applied the triangulation techniques with Miles and Huberman’s model as the data analysis technique. The analysis showed that students’ mathematical literacy skills in Kotapinang were poor. The researchers recommend applying technology-based learning models, such as blended learning that is suitable for limited face-to-face learning to support the improvement of mathematics literacy skills of junior high school students in solving HOTS problems in the curriculum 2013.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125308963","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: 3

Effect of self and peer assessments on mathematics learning achievement 自我评价与同伴评价对数学学习成绩的影响

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2022-06-17 DOI: 10.24042/ajpm.v13i1.10731

Baiduri Baiduri

{"title":"Effect of self and peer assessments on mathematics learning achievement","authors":"Baiduri Baiduri","doi":"10.24042/ajpm.v13i1.10731","DOIUrl":"https://doi.org/10.24042/ajpm.v13i1.10731","url":null,"abstract":"Assessment is an essential part of the learning process in higher education. As a result, the assessment should involve students in addition to lecturers. The purpose of this study is to examine the self and peer assessments on the answers to midterm and final-semester exams given by lecturers and their relationship with student achievement. The participants in this study were 114 fifth-semester mathematics education students who took differential equations courses. Data were gathered from student assessment scores on the middle and final test and student achievement in the lecturer's differential equations courses. The data were analyzed using descriptive statistics and an independent sample t-test to describe the self and peer assessments. Pearson correlation analysis was also used to describe the relationship between self and peer assessment and learning achievement. The study revealed no significant difference between self and peer assessments, both midterm and final semester assessments. The midterm assessment said that the average self-assessment was higher than peers. Meanwhile, the assessment average scores obtained in the semester's final exam were nearly identical between the two assessors. There is a positive and significant correlation with a high level of self and peer assessments, both in the midterm and final semester, and a positive and significant correlation with a moderate level of self and peer assessments with learning achievement. These findings can be used as a basis for lecturers to consider when involving students in assessing student achievement.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128702157","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

Problem-based learning: Its effect on higher-order mathematical thinking skills in terms of student's initial abilities and mathematical beliefs 基于问题的学习:在学生初始能力和数学信念方面对高阶数学思维技能的影响

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2021-12-28 DOI: 10.24042/ajpm.v12i2.10137

Dion Aris Simanjuntak, M. Makmuri, W. Rahayu

{"title":"Problem-based learning: Its effect on higher-order mathematical thinking skills in terms of student's initial abilities and mathematical beliefs","authors":"Dion Aris Simanjuntak, M. Makmuri, W. Rahayu","doi":"10.24042/ajpm.v12i2.10137","DOIUrl":"https://doi.org/10.24042/ajpm.v12i2.10137","url":null,"abstract":"*Correspondence: dionarissimanjuntak@gmail.com The higher-order thinking ability of students in Indonesia is still in the low category. This research aims to see the effect of the application of a problem-based learning model on higher-order mathematical thinking skills in terms of student's initial abilities and mathematical beliefs. This research uses a quasi-experimental design with a Non-Equivalent Control Group Design. Data on students' higher-order mathematical thinking skills were taken using a test instrument. This research was conducted at SMP Negeri 27 Jakarta with a total of 165 students obtained from cluster random sampling. Based on the analysis of the three-way ANOVA test, it was found that the problem-based learning model had a positive effect on students' higher-order thinking skills. Problem-based learning model gives better results than conventional learning models. This also applies to students with the initial ability and mathematical beliefs in the high category. Problem-based learning can be an alternative for teachers to improve students' higher-order mathematical thinking skills.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124941717","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

Unimodular matrix and bernoulli map on text encryption algorithm using python 用python编写的单模矩阵和伯努利映射上的文本加密算法

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2021-12-26 DOI: 10.24042/ajpm.v12i2.10469

S. Arifin, I. Muktyas, P. W. Prasetyo, Abdul Azis Abdillah

引用次数: 4

Rasch model item response theory (IRT) to analyze the quality of mathematics final semester exam test on system of linear equations in two variables (SLETV) Rasch模型项目反应理论(IRT)分析数学期末考试质量双变量线性方程组试题(SLETV)

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2021-12-20 DOI: 10.24042/ajpm.v12i2.9939

Adilla Desy Rizbudiani, A. Jaedun, Abdul Rahim, Arief Nurrahman

引用次数: 2

Heterogeneity of Indonesian primary school students’ mathematical critical thinking skills through problem-based learning: A meta-analysis 问题型学习对印尼小学生数学批判性思维能力的异质性:一项元分析

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2021-12-20 DOI: 10.24042/ajpm.v12i2.9645

T. Nugraha, S. Suparman

{"title":"Heterogeneity of Indonesian primary school students’ mathematical critical thinking skills through problem-based learning: A meta-analysis","authors":"T. Nugraha, S. Suparman","doi":"10.24042/ajpm.v12i2.9645","DOIUrl":"https://doi.org/10.24042/ajpm.v12i2.9645","url":null,"abstract":"The synthesis of some empirical researches revealed that the implementation of problem-based learning (PBL) has a heterogeneous effect size on the mathematical critical thinking skills (MCTS) of primary school students in Indonesia. However, it seems that no researches were investigating the causative factors of the heterogeneity of primary students’ MCTS through PBL. Therefore, this meta-analysis research was employed to examine three potential factors that were PBL class capacity, PBL treatment duration, and mathematics topic predicted as the causative factors of the heterogeneity of primary students’ MCTS. The Q Cochrane test by using the Comprehensive Meta-Analysis (CMA) application was used to examine these potential factors. The synthesis of ten primary studies published in 2015 – 2020 and indexed by Scopus, Google Scholar, Sinta, and Web of Science, showed that PBL treatment duration and mathematics topic were the significant factors causing the heterogeneity of primary students’ MCTS. However, PBL class capacity was not a significant factor causing the heterogeneity of primary students’ MCTS. Thus, primary school mathematics teachers should consider PBL treatment duration established and mathematics topics selected in cultivating primary students’ MCTS by implementing PBL.","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"37 12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122384883","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: 7

Sub-exact sequence of rough groups 粗糙群的亚精确序列

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2021-12-20 DOI: 10.24042/ajpm.v12i2.8917

Nevi Setyaningsih, Fitriani Fitriani, A. Faisol

引用次数: 2

Error analysis of prospective mathematics teachers in solving of applying radian measurement problem in trigonometry courses 准数学教师在解决三角课程中应用弧度测量问题时的误差分析

Al-Jabar : Jurnal Pendidikan Matematika Pub Date : 2021-12-20 DOI: 10.24042/ajpm.v12i2.9874

Y. Setiawan, Surahmat Surahmat

{"title":"Error analysis of prospective mathematics teachers in solving of applying radian measurement problem in trigonometry courses","authors":"Y. Setiawan, Surahmat Surahmat","doi":"10.24042/ajpm.v12i2.9874","DOIUrl":"https://doi.org/10.24042/ajpm.v12i2.9874","url":null,"abstract":"This research aims to describe the mistakes of the prospective teachers in solving the application of radian measurement problems and their causes. This type of research is qualitative descriptive research with a case study approach. The types of data collection in this research consisted of the results of the subject's work and transcripts of interviews with research subjects. By following the type of data, this research instrument consists of one question about the problem of applying radian measurement and interview guidelines developed by the researchers. Data analysis of the subject's work is carried out by classifying the types of errors to know the types of errors that arise in solving the problem of applying the radian measurements. While the transcript analysis of the interview results was carried out by coding the words to determine the factors causing the errors that appeared. The results of the research indicate that the error in solving the problem of applying the radian measurement are misconceptions and factual errors. This misconception is generally caused by intuitive thinking, while this factual error is generally caused by not paying careful attention to the information in the question. The solution to these errors is to analyze the elements of the circle that are interconnected in solving the problem of applying the radian measurements and to be careful in writing the information that is known in the question. ","PeriodicalId":385020,"journal":{"name":"Al-Jabar : Jurnal Pendidikan Matematika","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131739781","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