MATHEdunesa

Pengembangan E-Modul Interaktif Berbasis Android untuk Siswa Kelas VII SMP Materi Penyajian Data

2023-12-19T01:30:24+00:00

Technological developments in the world of education are growing rapidly, one of which is electronic modules (e-modules) which can be alternative learning media used in the teaching and learning process. This study aims to develop Android-based interactive e-module learning media that meets valid, practical, and effective criteria. It uses the ADDIE model, which consists of five stages: analysis by performance, students, curriculum, and media. The design stage involves material preparation, instrument manufacturing, flowcharts, and storyboards. The development phase involves interactive e-modules based on Android, media validation, revision, and limited trials. The implementation phase involves implementing the e-module for class VII students at SMPN 26 Surabaya. The Evaluation stage is carried out by analyzing the results of the research that has been done.The results of the development of this media are suitable for use based on predetermined criteria. The first criterion is that learning media has been declared very valid with a score of 82.7% for the design, a score of 81.2% for the material, and the validity of the test questions which get a score of 86.1%. The second criterion is that learning media is declared practical by the percentage of student response questionnaires of 77.7%. The third criterion is that the learning media is declared effective and there is a significant difference between the results of student scores before and after using the e-module as evidenced by the average N-Gain score of 0.79.

Pengembangan Game Edukasi Berbasis Android dengan Articulate Storyline Pada Materi Sistem Koordinat

2024-01-13T03:28:02+00:00

There are still many learners who have difficulty in coordinate system material. Efforts to overcome the difficulties of students in mathematics lessons coordinate system material, one of which is the use of learning media. One of the media that can be used in learning in the current era is interactive learning media. However, there are many obstacles experienced by teachers in making interactive learning media. Currently, interactive learning media is needed that allows students to learn material that can be accessed by students anywhere independently and without teacher assistance. Educational games can be developed in the form of applications that run using smartphones to make them more practical and easy to use by students. But more students use smartphones just for fun, such as playing games that have nothing to do with learning. In order for a smartphone to be used, an operating system such as Android is needed. Based on the description above, a new and easy to work Android-based educational game is needed, so researchers chose Articulate Storyline software to create an Android-based educational game. Related to what has been described above, researchers developed an Android-based educational game with Articulate Storyline on the Coordinate System material. This study aims to describe the process of developing Android-based educational games with Articulate Storyline on Coordinate System material and describe the results of developing Android-based educational games with Articulate Storyline on valid, practical, and effective Coordinate System material. The method used in this research is development research (Reasearch and Development). The development model used in this research is the ADDIE model which includes Analysis, Design, Development, Implementation, and Evaluation. Validity instruments in the form of validation questionnaires, practical instruments in the form of student response questionnaires, and effectiveness instruments carried out pre-test and post-test. This Android-based educational game is implemented for students of grade VIII J SMPN 26 Surabaya. The results showed that, this educational game obtained a validity percentage value of 90.25% so that it can be categorized as very valid. Educational games are said to be practical because the results obtained from the student response questionnaire obtain a percentage value 89,425 % so it is categorized as very practical. The results of using this educational game are also effective because the N-gain results obtained are 0.92505847 which is in the high category.

Student’s Numeracy on A Space and Shape Problem with Second-Order Level Use of Context in Terms of Self-Efficacy

2024-01-17T03:50:14+00:00

This is a qualitative research study which aims at describing the numeracy of students with three different self-efficacy levels in solving space and shape problem with second-order use of context. Data were collected from low, medium, and high self-efficacy students' written responses and semi-structured interviews on a space and shape problem. Data were analyzed using the framework of numeracy processes adopted from the mathematical processes of mathematical literacy: formulate, employ, and interpret. Students with high and medium self-efficacy did the formulation process by mentioning the mathematical aspects that are known in the problem and assuming the mathematical aspects needed in solving and making appropriate pictures as mathematical representations. On employing process students with high and medium self-efficacy explained the strategies used in solving and employing appropriate mathematical concepts at each step of completion. Students with high and medium self-efficacy interpret math answers by writing down the answers according to the context requested. But students with high and medium self-efficacy cannot show the evaluation process. Students with low self-efficacy only did first sub-indicators of the mathematical process such as identifying mathematical aspects of the problem and cannot show the next mathematical processes such as formulating, employing, interpreting, and evaluating.

Penyelesaian Soal Cerita Peserta Didik SMP Ditinjau dari Gaya Belajar

2024-01-30T07:01:25+00:00

Solving story problems is one of the processes related to learning to solve problems. Therefore the process of solving story problems can also be said as a problem solving process. The purpose of this study is to describe solving story problems for junior high school students who have visual, auditory, and kinesthetic learning styles. This research is a descriptive study using a qualitative approach. The subjects in this study were class VIII students of SMP Negeri 1 Plumpang. The instruments used in this study were a learning style questionnaire, a math ability test, story questions, and an interview guide. The subject of this study is one student from each of the visual, auditory, and kinesthetic learning styles by equalizing mathematical abilities. Analysis of the results of the research data was carried out based on the results of filling out story questions by each subject which were adjusted to the stages of problem solving according to Polya. The results of this study indicate that at the stage of understanding the problem, student with visual and kinesthetic learning styles write down data that is known precisely and concisely but do not write down the data that is asked. Auditory learning style student write down data that is known correctly and incompletely and write down the data that is asked correctly. In the problem solving planning stage, student with visual, auditory, and kinesthetic learning styles explain the relationship between problems and experiences they have and use the same method or strategy in solving problems. The ability to solve problems must be mastered by each student in learning mathematics. At the planning implementation stage, student with visual and kinesthetic learning styles solve problems according to plan and check each step of work, while student with auditory learning styles solve problems not according to plan and are less thorough in checking each step of work. At the review stage, visual learning style student write conclusions correctly and check the results of answers, auditory and kinesthetic learning style student write conclusions inaccurately and do not check the results of answers.

Berpikir Kritis Siswa Kelompok Homogen dalam Pemecahan Masalah Kolaboratif Materi Lingkaran

2024-02-16T05:40:31+00:00

Critical and collaborative thinking are skills that need to be learned in the 21st century. One of the things that can build critical thinking is collaboration. Collaboration is a joint involvement in a coordinated effort to solve problems together through interactions that help each other and understand their tasks to achieve shared goals.The purpose of this study is to describe students' critical thinking in collaborative problem solving of circle material. The type of research used is descriptive research with a qualitative approach. The research subjects were students of SMP Negeri 25 Surabaya grade 8 who were paired with 2 people to solve the problem of circle material. Data collection was conducted in two meetings, one meeting for collaborative problem solving test and one meeting for interview.The results of data analysis show students in homogenous groups of high and high categories can achieve the critical thinking indicators such as interpretation, analysis, inference, evaluation, explanation, and self-regulation and the role of collaboration runs well. The low and low category subjects were lacking in fulfilling the indicators of analysis, inference, evaluation, explanation and self-regulation. The collaborative role of these subjects lacks interaction and there is no exchange of information.

Mathematical Reasoning of High School Students in Solving AKM Geometry and Measurements Problem Viewed from Multiple Intelligences

2024-03-16T14:57:28+00:00

Mathematical reasoning is needed in solving AKM problems. Mathematical reasoning can be shown through geometry material. One of the factors that influence mathematical reasoning is multiple intelligences. Multiple intelligence is a theory presented by Gardner which states that each individual has eight intelligences. The three intelligences that affect the learning process of mathematics are logical-mathematical, linguistic, and visual-spatial intelligence. This study aims to describe students' mathematical reasoning in solving AKM problems about geometry and measurement content viewed from multiple intelligences. This research is qualitative research. The subjects of this study were three senior high school students consisting of one person each who has dominant logical-mathematical, linguistic, and visual-spatial intelligence. Data collection was carried out by providing multiple intelligence questionnaires, AKM geometry and measurements problems, and interviews. The data were analyzed based on the selected mathematical reasoning indicators. The results of the study show that: Student with dominant logical-mathematical intelligence analyzing a problem by giving reasons based on important information using logic. Students with dominant linguistic intelligence and students with dominant visual-spatial intelligence analyzing a problem by giving reasons using the help of an image that represents the shape described in the problems. Each student implementing a strategy to solve the problem according to what was planned in the previous stage by giving reasons based on the results to be obtained. In reflecting on a solution to a problem, each student draws a conclusion by giving reasons based on the results obtained from implementing the strategy and providing evidence by giving reasons based on the calculation results.

Kemampuan Pemecahan Masalah Kontekstual Materi Statistika Ditinjau dari Adversity Quotient

2024-03-26T03:34:09+00:00

Problem solving competence is the ability of a person to carry out the problem solving process. This is he one of the skills a student must master after learning mathematics. Different students have different solutions when solving problems in statistical context. This is because each student has a different level of intelligence to solve problems. This intelligence is called Adversity Quotient (AQ). There are three AQ levels for him: Climber, Camper and Climber. The purpose of this study is to illustrate the ability of AQ to solve contextual problems of statistical material. This study was a descriptive study with a qualitative approach and was conducted in her 8th grade consisting of 3 of her students with different AQ levels. The research equipment used consisted of ARP, TPMS, and an interview guide. The results of this study suggested that, at the level of problem understanding, subjects who abandoned the problem were able to retell in their own language, which was different from that of the subjects who abandoned the problem, giving the language of the question a different meaning. During the planning stage, professional mountaineers understand the relationship between problems and statistical concepts and daily life and develop a very coherent and clear plan, whereas professional mountaineers and promoters develop a plan with a good understanding of the relationship between statistical concepts and daily life. During the execution phase of planning, professional movers and campers can find the right answers, but professional movers can also find the wrong answers. In the hindsight stage, the climber double-checks to reach the correct conclusion, but the climber and the climber can make fairly accurate conclusions without double-checking. Therefore, it is important for students and teachers to know problem-solving skills in the context of statistical material in order to improve comprehension and information comprehension in making logical conclusions using statistical ideas derived from statistical information about everyday problems.

The Process of Relations between Quadrilaterals’ Construction Based on APOS Theory Assisted by GeoGebra Software

2024-03-28T01:39:37+00:00

Students' low understanding of relations between quadrilaterals indicates a problem in the construction process of quadrilateral concepts. The construction process of students can be assisted by the application of APOS theory in geometry, besides that it can develop abstract geometry knowledge through the use of appropriate geometry representations. Some studies don’t involve technology in the construction process, which makes researchers interested in implementing GeoGebra software. This research is qualitative research that aims to reveal the students'
construction process about relations between quadrilateral assisted by GeoGebra. The subjects of this study were three 8th-grade SMP Negeri 1 Tuban. To reveal the students' construction process regarding the relations between quadrilateral, the researcher made a knowledge test, construction test, and conducted interviews for students with poor, intermediate, and high knowledge improvement. The results of this study revealed that with the help of GeoGebra (1) the subject is able to determine the characteristics of each quadrilateral in a more complex manner and specializes the quadrilaterals, (2) the subject is able to determine several quadrilateral relations but the subject has not been able to use the ability to classify quadrilaterals. There are obstacles faced by the subject such as lack of subject ability and limited time when processing GeoGebra.

Berpikir Kritis Matematis Siswa dalam Menyelesaikan Soal AKM Numerasi Konten Geometri dan Pengukuran Ditinjau dari Gaya Kognitif

2024-03-29T11:32:16+00:00

This study aims to describe students' critical thinking in solving AKM Numeracy Geometry Content and Measurement problems based on Field Independent and field dependent cognitive styles. The subjects of this study were one field-independent cognitive-style student and one field-dependent cognitive-style student who had the same sex and an equivalent level of mathematical ability. The instruments used are cognitive style tests, AKM question assignments and interview guidelines. The results of this study show that field independent cognitive style students meet all critical thinking indicators in solving AKM numeracy geometry content and measurement problems which are divided into six aspects of skills, namely interpretation, analysis, evaluation, inference, explanation and self-regulation, while field dependent cognitive style students only meet some critical thinking indicators contained in the evaluation aspect, inference and explanation.

Pengaruh Penggunaan Wizer.me sebagai Media Belajar Mandiri ditinjau dari Hasil Belajar Siswa pada Mata Pelajaran Matematika di SMK Kartika XIX-3 Kota Cirebon

2024-03-29T12:02:45+00:00

In studying mathematics, students are often only provided with makeshift media, such as printed books. Providing such monotonous media can result in students being less interested in learning mathematics and having an impact on the acquisition of unsatisfactory student learning outcomes. In an increasingly advanced digital era, the use of interactive media assisted by wizer.me can be an effective solution to overcome these problems and improve student learning outcomes in mathematics. The purpose of this research is to find out the differences in student learning outcomes using media wizer.me and conventional media, namely printed books in mathematics. In addition, to determine the effect of using wizer.me as an independent learning medium in terms of student learning outcomes in mathematics. The type of research used is quasi-experimental in the form of nonequivalent control group design with a quantitative approach. This research was conducted at Kartika XIX-3 Vocational School, Cirebon City, which consisted of 2 classes, namely X pharmacy as the experimental class and X nursing as the control class. Data collection techniques in this study used test techniques and the instrument used was an objective test to measure student learning outcomes in aspects of cognitive ability. After the objective test data is collected, the processing is carried out by means of statistical analysis. The results showed that: (1) Based on the results of the independent t test, a significance value of 0.007 <0.05 was obtained. So it can be stated that there are differences in student learning outcomes using media wizer.me and conventional media in mathematics. (2) Based on the results of the calculation of the type d effect size, the value of d is 0.90 > 0.80 and is included in the large category. Thus, the use of wizer.me as a self-learning medium has a major positive influence on student learning outcomes in mathematics.

PENGEMBANGAN MEDIA MPHYTA PEMBELAJARAN MATERI TEOREMA PYTHAGORAS UNTUK KELAS VIII SMP NEGERI 5 BOJONEGORO

2024-03-29T16:20:58+00:00

Abstract: This research aims to describe the process and results of developing mpytha learning media assisted by construct 2 software. This research is development research using the ADDIE model which consists of 5 stages, namely Analysis, Design, Development, Implementation, and Evaluation. The instruments used include media validation sheets for media experts, media validation sheets for material experts, student response questionnaire sheets and pretest-posttest sheets. Based on the results of research that has been carried out, the average validity value is 3.26 out of 4 with a percentage of 81.5% by media experts and 3.1 out of 4 with a percentage of 77.5% from material experts so it can be categorized as Mpytha learning media. valid. This learning media trial was carried out on a limited basis with 30 students in class VIII-J of SMP Negeri 5 Bojonegoro to obtain data on practicality (student response questionnaire) and media effectiveness (pretest-posttest sheet). The results of the research after the media were tested and evaluated, it was found that the learning media was declared practical in the medium category with a score of 2.91 or a percentage of 72.9%. The effective criteria obtained from the pretest-posttest results were declared effective in the medium category with an N-Gain value of 0.43.

Students' Mathematical Modeling Ability in Solving Data and Uncertainty Questions on Asesmen Kompetensi Minimum

2024-03-16T14:51:13+00:00

Every aspect of daily life is inseparable from the relationship with mathematics and the application of mathematical concepts. Because of this connection with mathematics through mathematical models, mathematical modeling can help students to see the connection between mathematics and real world. In the context-based Asesmen Kompetensi Minimum (AKM) questions, students are asked to solve mathematical problems related to real world. This study aims to determine the mathematical modeling ability of grade VIII junior high school students in solving AKM problems. This type of research is descriptive research with a qualitative approach. The data described is the mathematical modeling ability of students in solving AKM. The subjects of this study were twenty-six junior high school students in grade VIII. Students were given a test sheet containing AKM question in the numeracy section that had been adapted to the data and uncertainty content domain. The results showed that in the data and uncertainty content domain, students' mathematical modeling abilities were quite diverse. Some students were able to reach the exposing phase and answer questions correctly. Most students are still unable to interpret and validate the answers obtained from working mathematically to be referred to the situation of daily life problems in the given problem.

Profil Pemecahan Masalah Matematika Model PISA Siswa SMP Ditinjau dari Tingkat Emotional Quotient (EQ)

2024-01-17T04:23:01+00:00

Pemecahan masalah penting dalam pendidikan matematika karena dalam kehidupan sehari-hari manusia tidak lepas dari masalah dan dari masalah yang ada, terdapat masalah yang berhubungan dengan matematika. Kemampuan pemecahan masalah siswa Indonesia diuji dalam tes yang diselenggarakan secara internasional oleh Organisation of Economic Co-operation and Development (OECD), yaitu tes Programme for International Students Assessment (PISA). Skor Indonesia masih berada pada peringkat yang rendah karena skor rata-rata dari OECD yaitu 500. Terdapat banyak faktor yang memengaruhi pemikiran manusia dalam memecahkan masalah, salah satunya yaitu kecerdasan emosional (EQ) manusia. Penelitian yang dilakukan bertujuan mendeskripsikan profil pemecahan masalah matematika model PISA ditinjau dari tingkat EQ siswa. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini adalah satu siswa dari setiap tingkat EQ tinggi, sedang, dan rendah. Instrumen yang digunakan dalam penelitian ini antara lain angket kecerdasan emosional, tes pemecahan masalah matematika model PISA, dan pedoman wawancara. Hasil dari penelitian ini diperoleh bahwa siswa dengan tingkat EQ tinggi dan siswa dengan tingkat EQ sedang memiliki kemampuan pemecahan masalah yang baik, siswa mampu melakukan empat tahapan pemecahan masalah dengan baik, yaitu memahami masalah, membuat rencana penyelesaian, melaksanakan rencana penyelesaian, dan memeriksa kembali. Sedangkan siswa dengan tingkat EQ rendah memiliki kemampuan pemecahan masalah yang kurang baik karena pada tahap memahami masalah, siswa masih kesulitan dalam menceritakan kembali soal menggunakan bahasa sendiri dan informasi soal yang ditulis masih kurang lengkap. Pada tahap melaksanakan rencana penyelesaian, siswa belum mampu menuliskan kesimpulan dengan jelas. Serta pada tahap memeriksa kembali, siswa tidak mengecek kembali jawaban yang telah ditulis.