THE PROCESS OF STUDENT COGNITION IN CONSTRUCTING MATHEMATICAL CONJECTURE

This research aims to describe the process of student cognition in constructing mathematical conjecture. Many researchers have studied this process but without giving a detailed explanation of how students understand the information to construct a mathematical conjecture. The researchers focus their analysis on how to construct and prove the conjecture. This article discusses the process of student cognition in constructing mathematical conjecture from the very beginning of the process. The process is studied through qualitative research involving six students from the Mathematics Education Department in the Ganesha University of Education. The process of student cognition in constructing mathematical conjecture is grouped into five different stages. The stages consist of understanding the problem, exploring the problem, formulating conjecture, justifying conjecture, and proving conjecture. In addition, details of the process of the students’ cognition in each stage are also discussed.DOI: http://dx.doi.org/10.22342/jme.9.1.4278.15-2

Meta-analysis of the effectiveness of ethnomathematics-based learning on student mathematical communication in Indonesia

This meta-analysis aims to determine the effect of ethnomathematics learning on students’ mathematical communication skills. Data from 28 research studies, including sample size, standard deviation, mean for both experimental and control groups, and other information, were collected using descriptive analysis. Data analysis techniques used meta-analysis on forest plots, with analytical techniques including heterogeneity testing, calculation of effect sizes, calculation of summary effects using random effects models, and identification of publication bias. The results showed that ethnomathematics-based learning improves students’ mathematical communication skills. The effectiveness of ethnomathematical and conventional learning on students’ mathematical communication skills is combined reliably. The effect size of ethnomathematical learning was 0.97 (95%-CI: 0.74; 1.20). Ethnomathematics-based learning is more effective when compared to traditional

The Effect of Contextual Worksheets Assisted MEA Learning on Critical and Creative Thinking Ability

The ability to think critically and creatively is needed in solving math problems. Secondary school students in Indonesia still possess these two abilities according to the results of PISA research. Therefore, learning studies that influence these two abilities are still feasible to do. This study aims to examine the effect of MEA learning with contextual worksheets on the ability to think critically and creatively in solving math problems. The study was a quasi-experimental study using a post-test only control group design. The research population consisted of 137 class X students of SMK Kharisma Mengwi, Badung Regency, Bali for the 2019/2020 school year, which was spread into five classes with equivalent math abilities. A random sampling technique determined a sample of 2 classes. Data on the ability to think critically and creatively in solving mathematical problems were collected using a test in the form of a description. Data were analyzed using the MANOVA test. The results of the analysis show that MEA learning with contextual worksheets has a positive effect on the ability to think critically and creatively in solving math problems (F = 90.018; p <0.05)

Misconceptions of mathematics in higher education universities when learning with Google classroom based on learning styles and gender differences

The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions

PENGEMBANGAN BAHAN AJAR DIGITAL INTERAKTIF DENGAN PENDEKATAN MULTI REPRESENTASI PADA MATERI BILANGAN BULAT UNTUK SISWA SMPLB TUNARUNGU KELAS VII

This research is purposed to (1) Created interactive digital teaching materials design with a multi-representation approach to integer material for the seventh grade deaf students of SMPLB. (2) Described the results of the prototype of interactive digital teaching materials with a multi-representation approach to integer material for the seventh grade deaf students of SMPLB. (3) Knew the usability of interactive digital teaching materials with a multi-representation approach to integer material for the seventh grade deaf students of SMPLB. This research used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Product trial test is carried out limited to feasible, efficient, and effective. This research was conducted at SLB Negeri1 Buleleng. The results of this research indicate the average score of the material expert is 2.92, the linguistic expert is 2.85, the presentation expert is 3.00, and the graphic expert is 3.00 which means that the developed interactive digital teaching material has decent criteria. The response given by the teacher and students is very good with an average score from the teacher's questionnaire responses is 4.60 and the average score of student questionnaire responses is 4.30 so that interactive digital teaching materials developed are said to be efficient. The effectiveness of the developed interactive digital teaching materials is said to be effective based on cognitive ability test results by students. The classical completeness of 87.5% with the highest value obtained by 90 and the lowest value of 70Penelitian ini memiliki tujuan untuk (1) Membuat rancang bangun bahan ajar digital interaktif dengan pendekatan multi representasi pada materi bilangan bulat untuk siswa SMPLB tunarungu kelas VII; (2) mendeskripsikan hasil dari prototype bahan ajar digital interaktif dengan pendekatan multi representasi pada materi bilangan bulat untuk siswa SMPLB tunarungu kelas VII; dan (3) mengetahui keterpakaian dari bahan ajar digital interaktif dengan pendekatan multi representasi pada materi bilangan bulat untuk siswa SMPLB tunarungu kelas VII. Model yang dipergunakan dalam penelitian ini adalah model ADDIE (Analysis, Design, Development, Implementation dan Evaluation). Penguji cobaan produk dilaksanakan secara terbatas sampai dengan layak, efesien dan efektif. Tempat dilaksanakannya penelitian di SLB N 1 Buleleng.  Hasil dari penelitian ini menunjukan rata-rata skor dari penilaian ahli materi sebesar 2,92, penilaian ahli kebahasaan sebesar 2,85, penilaian ahli penyajian sebesar 3,00 dan penilaian ahli kegrafikan 3,00 yang artinya bahan ajar digital interaktif yang dikembangkan memiliki kriteria layak. Respon yang diberikan oleh guru dan siswa sangat baik dengan rata-rata skor dari angket respon guru diperoleh sebesar 4,60 dan rata-rata skor dari angket respon siswa diperoleh sebesar 4,30 sehingga bahan ajar digital interaktif yang dikembangkan dikatakan efisien. Dari segi keefektifan bahan ajar digital interaktif yang dikembangkan dikatakan efektif dilihat dari hasil tes kemampuan kognitif yang diperoleh siswa. Dimana ketuntasan klasikal sebesar 87,5% dengan nilai tertinggi yang diperoleh sebesar 90 dan nilai terendah sebesar 70

PENGARUH PENERAPAN MODEL ELICITING ACTIVITIES TERHADAP KECAKAPAN MATEMATIS

Penelitian ini bertujuan untuk (1) mengetahui apakah kecakapan matematis siswa kelas VII SMP Negeri 1 Kuta yang mengikuti pembelajaran dengan model eliciting activities lebih baik daripada siswa yang mengikuti pembelajaran konvensional, (2) mengetahui bagaimana model eliciting activities dapat mempengaruhi kecakapan matematis siswa. Metode penelitian ini adalah Mixed Methods dengan menggunakan concurrent embedded design, dengan metode primer berupa penelitian kuantitatif untuk memperoleh data yang utama dan metode sekunder berupa penelitian kualitatif sebagai data pendukung. Populasi penelitian adalah seluruh siswa Kelas VII SMP Negeri 1 Kuta tahun ajaran 2020/2021 yang berjumlah 372 siswa. Pengambilan sampel untuk data kuantitatif dilakukan dengan teknik cluster random sampling yang menghasilkan kelas VII 1 (33 siswa) sebagai kelas eksperimen dan kelas VII 5 (34 siswa) sebagai kelas kontrol. Pengambilan sampel untuk data kualitatif dilakukan dengan teknik purposive sampling yang memilih 6 perwakilan siswa berdasarkan hasil data kuantitatif. Desain penelitian kuantitatif yang digunakan dalam penelitian ini adalah post-test only control group design, sedangkan penelitian kualitatif menggunakan penelitian deskriptif. Data kuantitatif dikumpulkan dengan menggunakan tes uraian dan data kualitatif menggunakan lembar observasi, angket, dan wawancara. Berdasarkan hasil tes diperoleh nilai rata-rata siswa pada kelas eksperimen adalah 75,39 dan nilai rata-rata siswa pada kelas kontrol adalah 44,86. Berdasarkan hasil analisis data penelitian kuantitatif dapat disimpulkan bahwa kecakapan matematis siswa yang mengikuti pembelajaran dengan model MEAs lebih baik daripada kecakapan matematis siswa yang mengikuti pembelajaran konvensional (t = 7,49: p<0,05). Berdasarkan hasil analisis data penelitian kualitatif berupa lembar observasi, tampak langkah-langkah pembelajaran pada MEAs memberikan pengaruh kepada siswa. Langkah membuat penyelesaian matematis, merevisi solusi dan mempresentasikan solusi melatih siswa untuk menalar dan mengkomunikasikan hasil dari pemecahan masalah. Hasil angket siswa menunjukkan tanggapan yang positif, siswa lebih antusias dalam mengikuti pembelajaran dan menyelesaikan lembar kerja. Hasil wawancara menunjukkan siswa menyukai pembelajaran matematika menggunakan model MEAs. Hasil analisis data secara keseluruhan menunjukkan bahwa siswa menjadi lebih antusias dalam mengikuti kegiatan pembelajaran, memahami permasalahan yang diberikan, dan terlatih mengkomunikasikan hasil dari suatu pemecahan masalah

Kesulitan Siswa dalam Membuktikan Masalah Kesamaan dan Ketidaksamaan Matematika Menggunakan Induksi Matematika

Mathematical similarities and inequalities are common mathematical statements related to numbers whose truth can be proven by mathematical induction. Proving by mathematical induction involves two main steps, namely the basic step and the induction step. The study of mathematical induction related to similarity and inequality is very important and is still relatively limited in quantity. This study aims to determine whether there are significant differences in students' ability to prove mathematical statements using mathematical induction on mathematical similarities and inequalities problems and identify misconceptions. The study was conducted with a mixed method. A sample of 117 students from two high schools in the city of Singaraja was selected by a random cluster technique to obtain quantitative data. Meanwhile, the research subjects were two students selected based on the misconceptions shown to obtain qualitative data. Quantitative data on the ability to prove the similarity and inequality problems using mathematical induction was collected by written tests and qualitative data on misconceptions were collected by interview. Quantitative data were analyzed by a paired group t-test and by z test for proportions. Meanwhile, qualitative data were analyzed by content analysis of students' works to identify their misconceptions. The results showed that proving the mathematical induction of the inequality problem was more difficult than proving the similarity problem. This difficulty occurs both in the basic step and the induction step. Misconceptions arise due to the fallacy of analogies and interpretations of mathematical notation

Kesulitan Siswa dalam Membuktikan Masalah Kesamaan dan Ketidaksamaan Matematika Menggunakan Induksi Matematika

Mathematical similarities and inequalities are common mathematical statements related to numbers whose truth can be proven by mathematical induction. Proving by mathematical induction involves two main steps, namely the basic step and the induction step. The study of mathematical induction related to similarity and inequality is very important and is still relatively limited in quantity. This study aims to determine whether there are significant differences in students' ability to prove mathematical statements using mathematical induction on mathematical similarities and inequalities problems and identify misconceptions. The study was conducted with a mixed method. A sample of 117 students from two high schools in the city of Singaraja was selected by a random cluster technique to obtain quantitative data. Meanwhile, the research subjects were two students selected based on the misconceptions shown to obtain qualitative data. Quantitative data on the ability to prove the similarity and inequality problems using mathematical induction was collected by written tests and qualitative data on misconceptions were collected by interview. Quantitative data were analyzed by a paired group t-test and by z test for proportions. Meanwhile, qualitative data were analyzed by content analysis of students' works to identify their misconceptions. The results showed that proving the mathematical induction of the inequality problem was more difficult than proving the similarity problem. This difficulty occurs both in the basic step and the induction step. Misconceptions arise due to the fallacy of analogies and interpretations of mathematical notation

Pengembangan E-LKPD Interaktif Berorientasi PMRI untuk Meningkatkan Kemampuan Pemecahan Masalah Matematika Siswa SMP Kelas IX

Tujuan penelitian ini untuk menghasilkan produk e-LKPD yang valid, praktis dan efektif serta berkarakteristik untuk meningkatkan kemampuan pemecahan masalah matematika. Penelitian ini adalah penelitian desain dengan menggunakan prosedur penelitian Plomp yang terdiri dari 3 fase, yaitu Fase Preliminary Research, Fase Prototyping, dan Fase Assessment. Subjek penelitian adalah siswa kelas IX di SMPN 3 Kuta Selatan tahun ajaran 2022/2023. Adapun instrument yang digunakan yaiu (1) Lembar Evaluasi LKPD, (2) Angket Kepraktisan, (3) Tes Kemampuan Pemecahan Masalah. Teknik pengumpulan data dari penelitian ini terdiri dari uji kevalidan, uji kepraktisan, dan uji keefektifan dengan analisis data yang digunakan yaitu: analisis kevalidan, kepraktisan dan keefektifan. Hasil dari penelitian ini menunjukkan bahwa pengembangan e-LKPD berbasis pendekatan PMRI pada pokok bahasan Bangun Ruang Sisi Lengkung dikategorikan valid, praktis dan efektif. Hasil uji validasi e-LKPD oleh validator I dan validator II mendapatkan kategori sangat valid dengan nilai validitas berturut-turut sebesar 3,79 dan 3,92. Kemudian rata-rata nilai kepraktisan yang diperoleh pada uji terbatas adalah 82,75%, uji coba lapangan I adalah 83,18% dan uji coba lapangan II adalah 88,37%. dengan kategori sangat praktis. E-LKPD yang dikembangkan mampu memenuhi kriteria keefektifan dengan rata-rata skor tes pemecahan masalah matematika siswa kelas IX.3 dan IX.4 berturut-turut adalah 79,45 dan 86,72. Kedua skor memenuhi kriteria keefektifan yang ditetapkan yaitu berada diatas KKM yang ditetapkan yaitu 70. Dari hasil penelitian tersebut, maka e-LKPD interaktif menggunakan google slide with pear deck berorientasi PMRI pada materi bangun ruang sisi lengkung yang dikembangkan layak untuk digunakan sebagai bahan ajar pesera didik SMP kelas IX