Journal of Mathematical Pedagogy (JoMP)最新文献

筛选

英文中文

Analysis of Madrasah Aliyah Students' Errors on Exponent Materials in View of Students' Mathematical Ability Levels 从学生的数学能力水平分析 Aliyah 伊斯兰学校学生在指数材料上的错误

Journal of Mathematical Pedagogy (JoMP) Pub Date : 2024-01-15 DOI: 10.26740/jomp.v4n2.p106-119

Sillatur Rohmah, Ifatul Jannah, Agus Qowiyuddin

{"title":"Analysis of Madrasah Aliyah Students' Errors on Exponent Materials in View of Students' Mathematical Ability Levels","authors":"Sillatur Rohmah, Ifatul Jannah, Agus Qowiyuddin","doi":"10.26740/jomp.v4n2.p106-119","DOIUrl":"https://doi.org/10.26740/jomp.v4n2.p106-119","url":null,"abstract":"Errors in solving math problems are often found in the steps of answering math problems by students. These errors can have an impact on the final results of students' answers. For this reason, researchers conducted research on the mistakes that are often made by students in answering math problems in terms of students' mathematical ability level. This research used descriptive qualitative research methods. The subjects in this study were class X students at MA Abu Amr Paserpan totaling 29 students. Furthermore, researchers only took 6 students to be interviewed. Data collection in this study was carried out by means of observation, test questions, interviews, and documentation. The results of this study indicate that the types of errors made by students when answering mathematical problems on the material of operating power numbers (exponents) in class X MA Abu Amr Learning Year 2023/2024 consist of three errors, namely, concept errors of 52.29%, language interpretation errors of 48.85% and technical errors of 56.32% where the level of students' mathematical ability also affects the types of errors experienced by these students.","PeriodicalId":518270,"journal":{"name":"Journal of Mathematical Pedagogy (JoMP)","volume":"9 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140531866","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

Students' New Concept Construction Process Based on APOS Theory: Introvert versus Extrovert 基于 APOS 理论的学生新概念构建过程：内向型与外向型

Journal of Mathematical Pedagogy (JoMP) Pub Date : 2024-01-15 DOI: 10.26740/jomp.v4n2.p84-96

Mahfudhoh Mahfudhoh, Saasa Saniya, A. W. Kohar

{"title":"Students' New Concept Construction Process Based on APOS Theory: Introvert versus Extrovert","authors":"Mahfudhoh Mahfudhoh, Saasa Saniya, A. W. Kohar","doi":"10.26740/jomp.v4n2.p84-96","DOIUrl":"https://doi.org/10.26740/jomp.v4n2.p84-96","url":null,"abstract":"This study aims to describe the process of constructing new concepts for students with introverted and extroverted personalities. The research subjects were two students of grade VI in one of the elementary schools with different personalities (introverts and extroverts). Data collection techniques using personality test questionnaires, tests, and interviews. Analysis of the data from the proportion concept test results refers to the APOS indicator (Action, Process, Object, Schema). The results showed that there were differences between introverted and extroverted students in the process of constructing students' new concepts on proportion concept. At the Action stage, they can solve problems related to the concept of worth comparison. The two subjects used a similar strategy, namely the multiplication operation. At the Process stage, introverted subjects can interpret the value comparison problem into various representations, both tables and graphs, and can explain its characteristics. While the extrovert subject is only able to represent the problem of value comparison in the form of a table only and experiences doubts in explaining its characteristics. At the Object stage, they can provide other examples of the concept of value comparison, but introverted subjects are more creative in this regard. In addition, they are also able to classify whether a problem includes the concept of valued comparison or not. At the Schema stage, they can define worth comparison and can infer its relationship with several concepts even though the extroverted subject has not fully concluded its relationship with the classification of comparison. This description can be used as input for teachers in choosing learning methods or strategies to convey material that is well received by each student.","PeriodicalId":518270,"journal":{"name":"Journal of Mathematical Pedagogy (JoMP)","volume":"54 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140531562","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