Designing the Development of Canva Application-Based Audio-Visual Teaching Materials on the Material "Point to Point Distance" for High School Students

Mathematics learning is not optimal because of limited learning media. Most teachers only rely on manual materials and exercises that are too strict. The purpose of this research is to create an audiovisual learning media based on the Canva application for class XII learning. This type of research is media development based on the four-D development model. Due to the limitations of researchers, the development of this media has only reached the development stage. The subjects of this study were 2 media experts, 2 material experts, 2 practitioners and 25 students. Data collection methods in this study are observation methods, interview methods, and questionnaire methods. The data were analyzed qualitatively and quantitatively using the average formula to obtain an average efficacy score. As a result, the audiovisual media based on the Canva application on the topic "Distance point to point" achieved a relevance score of 4.53 for content experts and 4.65 for media expert

PENGEMBANGAN ASESMEN ESSAY UNTUK MENGUKUR KETERAMPILAN PEMAHAMAN MATEMATIS SISWA SMA PADA MATERI DIMENSI TIGA

One important component in the education system to measure the success and performance of the learning process is assessment activities. The importance of assessment in the learning process can be used as a benchmark for improving the quality of teaching. The purpose of this study was to develop a mathematics learning assessment tool to measure students' abilities in understanding mathematics. The type of development used is related to the model developed by Thiagaran. The study population consisted of five public schools in the city of Pasuruan. The sample of this research was class XII SMA/SMK YALC Pasuruan. The data collection technique used a descriptive test to complete fifteen math questions on three dimensional questions. Data analysis uses validity, reliability, strength, and difficulty. The results of this study indicate that the Essay Test instrument has 12 valid items (3 deleted/deactivated items). Based on the results of this study, we can conclude that the instrument designed to measure students' abilities in understanding mathematics meets valid criteria and can be used in learnin

ADVANCEMENT OF MATHEMATICAL NON-TEST INSTRUMENTS

Kurikulum 2013 mengamanatkan penilaian berbasis kompetensi, menggantikan penilaian tes konvensional dengan penilaian otentik yang menganalisis pengetahuan, sikap, dan kemampuan. Metode yang digunakan adalah penelitian kepustakaan, yaitu pengumpulan data dengan cara mencari sumber dan mengkonstruksinya dari berbagai sumber seperti buku, jurnal dan penelitian yang sudah ada. Berbagai pendekatan dapat digunakan untuk mengumpulkan data kemajuan pendidikan siswa mengenai proses pembelajaran dan prestasi akademik. Metode pengumpulan data ini menilai kemajuan akademik siswa dengan mengukur pencapaian kriteria kemahiran mereka, yang mencakup kemampuan dasar yang ditentukan dalam Kurikulum 2013 dan kompetensi penting yang harus dipenuhi. Penilaian kecakapan dasar menggunakan indikator pencapaian kemahiran yang mencakup satu atau lebih bidang. Berdasarkan hasil penelitian, tanda-tanda tersebut dapat digunakan untuk memilih metode penilaian yang sesuai, seperti tes tertulis, observasi, penilaian praktik, dan tugas individu atau kelompok. Selama evaluasi kelas, tujuh prosedur khusus dapat digunakan: penilaian ujian tertulis/lisan, penilaian kinerja, penilaian sikap, penilaian proyek, penilaian produk, pemanfaatan portofolio, dan penilaian diri. Penilaian tertulis/verbal menggunakan tes, sedangkan enam prosedur evaluasi lainnya (non tes) menggunakan lembar observasi dan angket. Instrumen kontes dapat mencakup daftar periksa, skala, atau catatan observasi. Pada kesempatan kali ini kita akan fokus pada evaluasi kompetisi yang meliputi (1) proses pembuatan alat nontes, (2) macam-macam alat nontes, dan (3) penilaian kualitas alat nontes yang dihasilkan. alat non-tes

GARITA Media: Students' Mathematical Communication in Solving Contextual Problems

Based on observation results, the mathematical communication skills of 6th-grade elementary school students are still relatively low. This can be seen during classroom learning activities or when taking exams, when they are faced with contextual story problems they have difficulty understanding and solving them. The implementation of this research activity aims to see effect GARITA media and the mathematical communication skills of 6th-grade elementary school students, as shown through the results of contextual problem assignment scores. Apart from looking at the connection between GARITA media and mathematical abilities, this research was conducted to increase students' understanding in solving contextual problems. GARITA media is a media in the form of story images which have the role of helping to illustrate the problems in story problems, making it easier for students to understand the content of contextual problems and solve them. This research uses quantitative methods with quasi-experiments. The population of this study were students at SD Muhammadiyah 3 IKROM Wage Sidoarjo. This research activity took data from 29 Zahrawi 6th grade students as the control group and 30 Haitam 6th grade students as the experimental group. The result of this research data was obtained by carrying out a post-test in the form of a contextual question test and a student response questionnaire. The data analysis techniques used in this research are normality test, homogeneity test, and hypothesis test. This shows a significant difference in the mathematical communication skills of students who received treatment using GARITA assistance with students who did not receive treatment. The homogeneity test result shows that homogeneity data based on post-test data shows a figure < 0,05. Hypothesis testing shows a significant influence based on the result of the independent sample t-test < 0,05. So, the result of this research indicates that GARITA media can influence the improvement of students' mathematical communication skills in solving contextual problems.

Si-GEMAS: Serious game mathematical crossword puzzle learning media for students critical thinking ability

Critical personality is a skill that must be possessed in order to survive in the global competition of 21st-century society. Given that critical thinking education is an essential part of human life, innovations must be carried out to foster students' critical thinking. One of his studies was the innovation of crossword learning media (Si-GEMAS). This study aimed to develop Si-GEMAS learning media for the mathematical critical thinking skills of Grade VIII SMP students at YALCP Pasuruan, which are valid, practical, and effective in the learning process. This is intended to determine its validity and efficiency. This research specialty was based on the Borg n Gall development model. The research subjects were ten students of class VIII. The instruments used were validation sheets, teacher and student response questionnaires, and student learning outcomes tests. The results showed that the relevance score of Si-GEMAS learning media with students' critical thinking skills was in the very valid category and efficient. It shows that the Si-GEMAS media was valid and efficient. It increases students' critical thinking from an average of 65.67 to 88.28. It shows that there is an increase of 22.61. So it can help students develop critical thinking skills in learning

Analysis of Mathematics Problem-Solving Ability of Junior High School Students in Emotional Intelligence

This study aims to describe the problem-solving skills that students learn from emotional intelligence. This type of research is descriptive and qualitative. The instruments used are questionnaires, tests, and interviews. The questionnaire instrument was used to measure students' emotional intelligence. The test instrument was used to measure problem-solving skills, and interviews were conducted to learn more about problem-solving skills. The subjects of this study were 5 of 15 students from class VIII who were taken as a sample and then given an ability test and analysis based on Krulik and Rudnick's problem-solving steps. Subjects with high emotional intelligence can understand the context of the problem and represent the problem with pictures. Students can link between information, use appropriate strategies or steps, and relevant answers and conclusions. The subject with medium emotional intelligence is rewriting information on the problem using mathematical models and their language. Subjects can relate information, but not all students' answers are correct. Subjects with low emotional intelligence do not make representations or use clear problem-solving strategies. Subjects cannot relate information, so they do wrong calculations and only guess the answer

Analysis of Mathematics Problem-Solving Ability of Junior High School Students in Emotional Intelligence

This study aims to describe the problem-solving skills that students learn from emotional intelligence. This type of research is descriptive and qualitative. The instruments used are questionnaires, tests, and interviews. The questionnaire instrument was used to measure students' emotional intelligence. The test instrument was used to measure problem-solving skills, and interviews were conducted to learn more about problem-solving skills. The subjects of this study were 5 of 15 students from class VIII who were taken as a sample and then given an ability test and analysis based on Krulik and Rudnick's problem-solving steps. Subjects with high emotional intelligence can understand the context of the problem and represent the problem with pictures. Students can link between information, use appropriate strategies or steps, and relevant answers and conclusions. The subject with medium emotional intelligence is rewriting information on the problem using mathematical models and their language. Subjects can relate information, but not all students' answers are correct. Subjects with low emotional intelligence do not make representations or use clear problem-solving strategies. Subjects cannot relate information, so they do wrong calculations and only guess the answer

Students' Intuitive Thinking Process in Solving Geometry Tasks from the Van Hiele Level

Thinking is a cognitive way of generating ideas for problem-solving decision-making strategies. This study aims to analyze and describe intuitive thinking processes in solving students' mathematical assignments about geometry based on Van Hiele's theory. The method used is descriptive qualitative. The research subjects were students of class VIIIA. The research location is one of the Madrasah Tsanawiyah in Pasuruan Regency. Credibility uses source data collection techniques using the VHGT test to determine the level of the subject, geometry problem tests, document studies, and interviews. The main instruments are researchers and supporters of geometry tests and interviews. The results of this study indicate that students who think intuitively through catalytic inference are obtained spontaneously and suddenly in completing the math tasks they face without using prior knowledge, and intuitively appear globally and use shortcuts. Whereas students who think intuitively with common sense are obtained directly and directly using the steps to complete mathematical tasks neatly and neatly, intuitively, the sequence of completing tasks appears by their experience and knowledge. Based on Van Hiele's level, students who think intuitively with catalytic inference are included in level 0 (visualization), and students who think intuitively with common sense are included in level 1 (analysis). Students who think intuitively with common sense can directly and immediately use the steps to complete math tasks neatly and neatly, intuitively appearing in the sequence of completing tasks according to their experience and knowledge. Based on Van Hiele's level, students who think intuitively with catalytic inference are included in level 0 (visualization), and students who think intuitively with common sense are included in level 1 (analysis). Students who think intuitively with common sense can directly and immediately use the steps to complete math tasks neatly and neatly, intuitively appearing in the sequence of completing tasks according to their experience and knowledge. Based on the Van Hiele level, students who think intuitively with catalytic inference are included in level 0 (visualization)