Developing Discovery Learning Assisted Peer Tutors To Improve Problem Solving

This research is a research development that aims to find out the development of peer learning assisted by peer tutors that can improve students' mathematical problem solving abilities that are valid, practical and effective. This research procedure uses the development of research by Borg & Gall. This development stage starts from the preliminary study, the preparation of learning development, validation, initial field trials, and field trials. The subjects of the study were Grade VII students of Al-Huda Jatiagung South Lampung Middle School in the odd semester of the 2019/2020 academic year. Data collection through observation, interviews, questionnaires, and tests of mathematical problem solving abilities. The results showed that the syntax or stages of discovery learning assisted by peer tutors on the set material met valid and practical criteria. Furthermore, the average N-Gain score of students' mathematical problem-solving abilities after using peer tutored assisted discovery learning is more than the average N-Gain score of mathematical problem-solving abilities of students who take conventional learning. It was concluded that the ability to solve mathematical problem solving with peer tutor-assisted discovery learning was more effective than conventional mathematical problem solving skills with conventional learning

An Interface Design for Axial Induction Motor

Asynchronous motors have been used extensively in the industry since the first discovery. Although the general working principles do not change, they can be made geometrically in the form of cylinders, spheres, cones and even discs. One of these geometries is known as axial flux machine topology which has a disc structure. Axial flux machines are remarkable in terms of their high efficiency, high power density and advantage in terms of compact structures. In this study, extended literature search of axial flux induction motor is given. In addition to the literature, axial induction motor design interface has been created by using MATLAB GUI software. This interface can communicate with ANSYS Maxwell. Thus, the dimensioning values of the machine calculated via the interface can be drawn automatically in Ansys Maxwell and it can perform numerical analysis. The obtained torque, current and efficiency data were evaluated

Application of Cubic Nonlinear Regression on the Effects of Rainfall on Rice Harvest Results

Sukoharjo rice yields fluctuate every year. There is no system used for predicting rice yields in the Sukoharjo region, this results in a lack of information to increase rice production in Sukoharjo Regency.The purpose of this study is to apply the Cubic Nonlinear regression method to predict rice yields in Sukoharjo Regency, taking into account the influence of average rainfall on the prediction of rice yields.The design method uses Unified Model Language (UML), the application is designed with the vb net programming language and sql server database system, testing the functionality using the Black Box Test and testing the validity using MAPE. The calculated data is the 2016 data. The results of the study show predictions in 2017 have a MAPE of . This shows the prediction error rate of Based on the results of the functionality test, 100% of the applications function

Development of SOP (Simulation of Proportion) Learning Media: Simulation Based Sticker Book on Direct and Inverse Proportion

The objective of this research is to develop a valid, practical, and effective sticker book as learning media on proportion. The name of the learning media is SOP (Simulation of Proportion). This research used research and development approach and ADDIE model which consists of five steps (1) Analyze, (2) Design, (3) Develop, (4) Implement, (5) Evaluate. The subjects of validity test were an expert validator and a practitioner validator. The subjects of pilot study were five 7th grade students out of the subjects of field study. The subjects of field study are 30 students of VII A in SMPN 1 Blitar who have heterogeneous ability. The validation score of SOP attained 3.59, student worksheet attained 3.65, lesson planning attained 3.56, and evaluation test attained 3.61 which implies that they are valid. The score of pilot test attained 3.5 which implies SOP is practical and ready to be applied in the field study. The practical score attained 3.33 implies SOP is practical. Meanwhile, 90% of field study subjects passed the evaluation test with 80 as the criteria of minimum score which implies SOP is effective. Based on the result explained, it can be concluded that SOP (Simulation of Proportion) is valid, practical, and effective such that proper to be applied as learning media for students

Development LKPD Based on Open-Ended in Improving Critical Thinking Skills

This research and development aims to develop LKPD based on open-ended and test its effectiveness on critical thinking skills in mathematics. This development phase begins with research and information gathering, planning, initial product form development, initial field testing, major product revisions, and main field testing. The subjects of this study were the eighth grade students of Al-Huda Jati Agung Junior High School in the academic year 2019/2020. The effectiveness test was conducted to determine the effectiveness of LKPD on the ability to think critically mathematically. The LKPD based on the open-ended developed was suitable for use in the excellent category based on the results of the validation of two expert validators. Preliminary field trial results indicate that LKPD is included in the good category. Field test results show that the average increase in students 'critical thinking skills in mathematics using LKPD on an open-ended basis is higher than the increase in average students' critical thinking skills in mathematics that do not use LKPD based on open-ended, so it can be concluded that LKPD based on open-ended effective for improving students' critical thinking math skills

O – Level Mathematics and Science Teachers’ Alignment of STEM Skills Oriented Instructional Objectives with Assessment in a High Stakes Examinations Environment

In any school context, teaching and learning should be guided by objectives developed, and used by the teacher. These objectives are benchmarks by which the learning process is assessed. The teacher plays a dual role of assisting learners to develop requisite skills for the world of work, and ability to obtain good grades in high stakes examinations. High stakes examinations are of critical importance to the learner, because they determine the future of the learner through grades which are awarded. The balance between satisfying the requirements of syllabus assessment objectives, and high stakes examinations depends on how the teacher develops and implements instructional objectives. In an attempt to gain insight, this study explored O-Level mathematics and combined science teachers’ alignment of science, technology, engineering and mathematics (STEM) oriented objectives with assessment in a high stakes examinations environment. Data were collected through interviews, observations and document analysis involving 10 mathematics and combined science teachers. Results suggest that, while teachers were aware of Mathematics and Combined Science syllabus requirements of aligning STEM oriented objectives with assessment, they devoted considerable time to preparation of students for high stakes examinations. However, the quality of preparation was questionable, measured against Bloom’s Taxonomy of educational objectives. Teachers tended to use drilling methods, the aim being production of high grades in high stake examinations, with little focus on understanding and application of knowledge in real life situations. It is recommended that teachers should include higher order STEM oriented instructional objectives aligned with assessment in order to prepare learners for the real world of work

Students’ Mathematical Representation in Geometry Problem Solving Based Sex Differences

This study aims to describe the mathematical representation of students solving geometric problems based on sex differences. Both subjects have equivalent mathematical abilities based on the results of the math ability test. The results showed that the subject used mathematical representation in expressing his idea to solve geometry problems by using Polya's problem solving steps: (a) understanding the problem (b) devising the plan (c) carrying out the plan, and (d) looking back. The mathematical representations of female subjects in solving geometric problems are: understanding information and what is asked verbally and symbolically, carrying the plans visually in the form of geometric formulas and mathematics, carrying out planning by drawing, and manipulating mathematical models, at the stage of looking back the subject performed symbolic recalculation. While mathematical representations of male subjects in express their ideas to solve geometric problems by: understanding information and what is asked verbally, devising the plans in visual form in the form of images and then making mathematical formulas, carrying out the plans by manipulating mathematical models that has been made and looking back by doing recalculation and writing conclusions

The Representation of Students' Mathematical Concepts in Algebraic Problems Solving Based on Mathematical Ability

This study aims to describe the representation of students' mathematical concepts in solving algebraic problems based on mathematical ability. This study is exploratory descriptive qualitative with four junior high school students as subjects. Data were collected using a task-based interview and analyzed using qualitative data analysis techniques through data reduction, data presentation, and drawing conclusions. The mathematical ability is categorized into high and low.  The results show that differences in mathematical ability has no real effect on the representation of mathematical concepts of students in algebraic problem solving. Proved by all subjects (low and high mathematical abilities) are able to solve algebraic problems using verbal, symbolic, imagistic, and notational formal representations. However, there is a difference on the model of mathematical representation used. Students with high ability prefer to use conceptual representations using conventional standard notations, while those with low mathematical ability tend to use pictorial representations using non-standard illustrations

The Impact of Silozi Language on the Teaching of Numeracy in the Zambezi Region

The study reports on the challenges lower primary numeracy teachers in the Zambezi Region face when using Silozi language as a medium of instruction. The use of Silozi language as a medium of instruction is part of the Namibian language policy in schools. In the Zambezi Region, Silozi, a lingua franca is considered predominant. The findings of the study show that teachers were unable to interpret the concepts in the curriculum and learners could not express their ideas using the lingua franca. However, when Numeracy questions were presented to the learners in symbolic form and in their mother tongue, they did not face challenges in understanding the questions. The study uses the socio-cultural theory as theoretical framework

Vocational Students’ Conception about Mathematics as Sensible Based on Personality Types

The aim of this study is describing students’ conception about mathematics as sensible based on personality types. This study is a descriptive study with qualitative approach. Subjects of this study are four female vocational students with guardian type, artisan type, rational type, and idealis type with equivalent mathematics ability and feminine gender orientation. The selection of subjects was held through personality test, mathematics ability test, and gender orientation questionnaire. The data were collected by giving problem solving task and task-based interview.The result showed that there are some differences on students’ conception about mathematics as sensible based on personality type. Students with guardian type, Artisan type, and rational type planed a problem solving strategy based on their previous experience, while student with Idealis type planed a problem solving strategy based on the mathematics concept related to the problem. Students with Guardian type and Rational type planed alternative strategy in solving problem to get better solution. Another difference is in explaining the reason of using strategy. Student with Rational type didn’t explain the reason of using the problem solving strateg