THE IMPLEMENTATION OF COOPERATIVE LEARNING ASED ON NEMAN’S ERROR ANALSIS PROCEDURES IN MATHEMATICAL STATISTICS II COURSE

Abstract The present study focuses on describing the undergraduate students’ error in solving mathematical word problems through the implementation of the cooperative learning based on Newman’s Error Analysis procedures. The subject of this research is second-year Mathematics Education students (students of class 4A). According to the aims, the type of the research is a classroom action research whose each cycle consists of four phases: planning, action, observation, and reflection. The action is held through the implementation of the cooperative learning based on Newman’s Error Analysis procedures which included five phases that were reading, comprehension, transformation, process skills, and encoding. The research is done in one cycle as the time limitation of the research then the researcher can’t continue to the next cycle. The collected data shows that the students’ errors in solving mathematical problems based on the Newman’s Error Analysis phases are encoding as much as 32.5%, process skills stands on 26.2%, transformation for 20.8%, comprehension as 12.6%, and reading as 7.9%. The other result is the average of students’ final score is 75.73 yet only 65.38% students who pass the minimum score, 65. Key Words: Cooperative Learning, Newman Error Analysis, Word Problems, Statistic

THE IMPLEMENTATION OF COOPERATIVE LEARNING BASED ON NEWMAN’S ERROR ANALYSIS PROCEDURES IN MATHEMATICAL STATISTICS II COURSE

The present study focuses on describing the undergraduate students’ error in solving mathematical word problems through the implementation of the cooperative learning based on Newman’s Error Analysis procedures. The subject of this research is second-year Mathematics Education students (students of class 4A). According to the aims, the type of the research is a classroom action research whose each cycle consists of four phases: planning, action, observation, and reflection. The action is held through the implementation of the cooperative learning based on Newman’s Error Analysis procedures which included five phases that were reading, comprehension, transformation, process skills, and encoding. The research is done in one cycle as the time limitation of the research then the researcher can’t continue to the next cycle. The collected data shows that the students’ errors in solving mathematical problems based on the Newman’s Error Analysis phases are encoding as much as 32.5%, process skills stands on 26.2%, transformation for 20.8%, comprehension as 12.6%, and reading as 7.9%. The other result is the average of students’ final score is 75.73 yet only 65.38% students who pass the minimum score, 65.Key Words: Cooperative Learning, Newman Error Analysis, Word Problems, Statistic

Aplikasi Modulo Berpangkat ab mod n Menggunakan Pola Barisan dan Teorema Euler Berbasis Web

Penelitian mengunakan adalah studi literatur yaitu mengkaji teorema Euler dan menguji serta menyelidiki pola barisan pada modulo berpangkat  ab mod n. Peneliti melakukan pengujian dengan javscript untuk menentukan n dan a adalah bilangan bulat positif yang saling koprima dan dinyatakan sebagai  aφ(n) ≡ 1 (mod n) atau aφ(n) mod n = 1. Peneliti berhasil merangkai algoritma javascript dan membuat aplikasi berbasis web dapat memberikan jawaban yang akurat pada penyelesaiannya modulo berpangkat dengan dua cara yaitu sisa pembagian pangkat menggunakan pola barisan dan menggunakan cara penyelesaian pangkat fungsi phi Euler φ(n) modulo n yang kongruen dengan satu.

ETHNOMATEMATICS ON CABBAGE CULTIVATION PATTERN

In the people of South Jember, especially in Wuluhan District, activities that cannot be separated from mathematics are buying and selling, farming and building houses. One of the interesting activities that also use mathematics in the field of agriculture, namely the determination of cabbage planting patterns. Based on the results of interviews with cabbage farmers in Wuluhan District, the cabbage planting pattern is regulated by pay attention of sunlight, irrigation, and ease of maintenance. So that there is a size and distance that must be regulated on the land when planting cabbage. This type of research is qualitative. Data collection technique used are observation, interviews, and documentation. This study was analyzed using the Nasution Circular model namely by reducing data, displaying data, and drawing conclusions. The results of this study are (1) the line spacing used is at least 60 cm; (2) the minimum distance between cabbage is 50 cm; (3) the cabbage planting hallway at least 80 cm; and (4) the distance of the cabbage plant from the edge of the land at least 60 cm. The distance is determined and is used by farmers as a condition for the cabbage plant can grow optimally. The size is determined by considering irrigation factors, ease of maintenance, and maximization of fertilizer absorption

ANALISIS KESALAHAN KONEKSI MATEMATIS SISWA DALAM MENYELESAIKAN MASALAH KONTEKSTUAL DITINJAU DARI KEMAMPUAN MATEMATIS SISWA

Koneksi matematis adalah kemampuan siswa dalam menghubungkan atau mengaitkan ide-ide matematis dengan suatu konsep matematika, antar topik pada materi matematika, antar konsep matematika dengan bidang studi lain dan dengan kehidupan sehari-hari. Penelitian ini bertujuan untuk mendiskripsikan kesalahan koneksi matematis siswa dalam menyelesaikan masalah kontekstual ditinjau dari kemampuan matematis siswa. Subjek penelitian yaitu 3 siswa kelas VIII B SMPI Roudlotul Ulum Randuagung yang berkemampuan tinggi, sedang, dan rendah. Metode pengumpulan data yang digunakan adalah metode tes, wawancara, dan dokumentasi. Hasil analisis data menunjukkan siswa berkemampuan matematis tinggi melakukan kesalahan koneksi matematis yaitu tidak menentukan nilai diameter menggunakan operasi hitung aljabar secara sistematis, kesalahan prosedural. Siswa berkemampuan matematis sedang melakukan kesalahan koneksi matematis yaitu tidak menuliskan prosedur yang sesuai dengan konsep keliling lingkaran , tidak dapat menentukan banyak lampu menggunakan konsep perbandingan, salah menggunakan prosedur yang sesuai dengan konsep, salah menggunakan konsep, tidak mampu membuat model, kesalahan operasi hitung, salah mensubstitusikan nilai variabel, kesalahan prosedural. Siswa berkemampuan matematis rendah melakukan kesalahan koneksi matematis yaitu tidak menuliskan prosedur yang sesuai untuk mencari keliling lingkaran, tidak dapat menentukan jari-jari lingkaran menggunakan operasi hitung aljabar secara sistematis, tidak dapat menentukan banyak lampu menggunakan konsep perbandingan, salah mensubstitusikan nilai variabel, salah menggunakan konsep, kesalahan operasi hitung, asal dalam menjawab, tidak mampu membuat model, kesalahan prosedural. Kata kunci: koneksi matematis, masalah kontekstual, kemampuan matematis

THE HYPOTHETICAL LEARNING TRAJECTORY OF ENUMERATION RULES WITH ISLAMIC VALUES

A context with Islamic values lies in can be used as a starting point in learning mathematics. The challenge is how teachers can deliver, formulate, and connect the mathematical content and the Islamic values in the learning activities. One of the learning approaches that can solve that challenge is Realistic Mathematics Education (RME) by implementing context as one of the activities. This study aims to design hypothetical learning trajectories (HLT) for supporting students in learning the rules of enumeration with the RME approach based on Islamic values. This study uses the first phase of design research (DR) methods. The first phase, namely preliminary design. The HLT is developed in this phase and will then be tested on students in experimental design, and the implemented results are analyzed in the retrospective analysis. Researchers began the study with a literature review, then obtained data about students' difficulties in the enumeration (counting) rule. Based on the review, researchers formulated activities into learning procedures and expected students and teachers’ responses, called HLT. The HLT of enumeration rules on data content with RME based on Islamic seen from the perspective of the four emerging modeling levels. At the first level – the 'situational level' – students explore the realistic context of determining the possible route to the mosque. The second level is the 'referential level' where the selection rules are used as a starting point for learning the concept of probability. At the third level – the 'general level' – students use diagrams to generalize the possible outcomes of an experiment and develop an understanding of multiplication rules. Finally, students develop their informal knowledge at the 'formal level' into formal concepts of multiplication rules

KEMAMPUAN METAKOGNITIF SISWA SMP DALAM MENYELESAIKAN SOAL SISTEM PERSAMAAN LINEAR DUA VARIABEL

The purpose of this research is to describe the metacognitive abilities of class VIII students in solving problems in SPLDV material. This type of research uses descriptive qualitative. Data collection techniques used written tests and semi-structured interviews as subjects of the study in class VIII C students located at SMPN 2 Wuluhan, Jember Regency. Subject data obtained 3 categories of metacognitive abilities which include, categories of high metacognitive abilities, categories of moderate metacognitive abilities, and categories of low metacognitive abilities. The categories of high metacognitive abilities include awareness activities, regulatory activities, and evaluation activities. In the category of moderate metacognitive abilities, there are awareness activities although they are not complete, there are regulatory activities although some do not use a planning strategy, and there are also evaluation activities although some have not been completed in problem solving. In the category of low metacognitive abilities, there are awareness activities, although some do not write completely, there are regulatory activities, although only a few solve questions without a planning strategy, and there is no evaluation activity

PELATIHAN APLIKASI DIGITAL MATEMATIKA UNTUK PEMBERDAYAAN KETERAMPILAN GURU MATEMATIKA

Keterampilan guru untuk memanfaatkan teknologi dalam pembelajaran matematika menjadi suatu keterampilan yang harus dimiliki guru di era pembelajaran online saat ini. Namun, fakta di lapangan menunjukkan bahwa guru memerlukan kegiatan pelatihan-pelatihan yang relevan untuk meningkatkan keterampilan penggunaan teknologi dalam pemeblajaran matematika khususnya, perlu adanya peningkatan pemahaman dan pengetahuan guru dalam mendesain dan memanfaatkan media pembelajaran inovatif berbasis TI, terdapat beberapa konsep matematika abstrak yang dirasa sulit oleh siswa, dandan kurangnya minat belajar matematika siswa. Oleh karena itu, pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan pemanfaatan aplikasi digital matematika khususnya Geogebra dalam pembelajaran matematika, dan pendampingan penggunaan GeoGebra dengan melihat sejauh mana pengetahuan dan pemahaman guru dalam melaksanakan pembelajaran matematika menggunakan GeoGebra. Hasil (1) kegiatan pengabdian menunjukkan bahwa kegiatan pelatihan telah terlaksana secara lancer melalui tiga tahapan yaitu persiapan, pelaksanaan, dan evaluasi., (2) kegiatan pelatihan memberikan dampak dan respon postif dari mitra serta peserta menunjukkan keterampilan yang cukup dalam mengoperasikan GeoGebra melalui penugasan dan pendampinga

SEMIOTIC REASONING EMERGES IN CONSTRUCTING PROPERTIES OF A RECTANGLE: A STUDY OF ADVERSITY QUOTIENT

Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. Semiotic reasoning of constructing concept is a process of drawing a conclusion based on object, representamen (sign), and interpretant. This paper aims to describe the phases of semiotic reasoning of elementary students in constructing the properties of a rectangle. The participants of the present qualitative study are three elementary students classified into three levels of Adversity Quotient (AQ): quitter/AQ low, champer/AQ medium, and climber/AQ high. The results show three participants identify object by observing objects around them. In creating sign stage, they made the same sign that was a rectangular image. However, in three last stages, namely interpret sign, find out properties of sign, and discover properties of a rectangle, they made different ways. The quitter found two characteristics of rectangular objects then derived it to be a rectangle’s properties. The champer found four characteristics of the objects then it was derived to be two properties of a rectangle. By contrast, Climber found six characteristics of the sign and derived all of these to be four properties of a rectangle. In addition, Climber could determine the properties of a rectangle correctly