Authors:Anwar Fitrianto, Wan Zuki Azman Wan Muhamad Pages: 221 - 229 Abstract: Pneumonia is a lung infection that could happen in babies, children, adults and older people. However, pneumonia in infants and older adults is more serious. Several studies found that infants are more likely to get pneumonia if they live in low-income families. The study aimed to identify factors that cause children to be hospitalized for pneumonia. The binary logistic regression analysis was performed to build a full model regardless of the significance of the variables. The forward selection approach was used to select the significant variables. It was found that the age of the mother, cigarette smoked by the mother during pregnancy, duration (in months) of the children on solid food, and the age when the child had pneumonia with the p-value of 0.0009, 0.0010, 0.0003 and less than 0.0001, respectively. The odds ratio of mother's age, cigarette smoked by mother during pregnancy, how many months the child on solid food, and children’s age when they had pneumonia are 0.69, 6.22, 0.40 and 0.60, respectively. PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.10641 Issue No:Vol. 13, No. 2 (2022)
Authors:Marufi Marufi, Muhammad Ilyas, Muhammad Ikram, Rosidah Rosidah, Phimlikid Kaewhanam Pages: 231 - 249 Abstract: Reasoning has been extensively studied by many experts. However, Research on student reasoning in trigonometric problem solving, particularly those related to logical thinking skills is still sorely needed. This study aimed to explore students' reasoning in solving trigonometric function problems regarding logical thinking skills. The research was conducted using a qualitative approach. The research subjects involved high school students in Palopo, Indonesia. Based on the logical ability test results, three subjects were selected, namely students with high, medium, and low logical abilities. Research instruments in mathematical problem-solving tasks and interview guidelines are valid and reliable. Data collection was carried out through task-based interviews and think-aloud. The results of the study: (1) the reasoning subjects with high and moderate logical abilities in solving trigonometric function problems are the same in every type of question, always starting with inductive reasoning and then doing deductive reasoning (2) the reasoning of subjects with high and medium logical abilities is different in solving trigonometric function problems in the initial identification. Subjects with low logical ability showed no mental activity in solving trigonometric function problems. The research finding is that the subject has a high logical ability and is solving trigonometric function problems first by inductive reasoning and then deductive reasoning. In general, it is concluded that students with high and moderate logical abilities use inductive and deductive thinking patterns interchangeably in solving trigonometric function problems. PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.12972 Issue No:Vol. 13, No. 2 (2022)
Authors:Ardi Dwi Susandi, Santi Widyawati Pages: 251 - 260 Abstract: Learning mathematics that can improve elementary school students' critical thinking skills is rarely done. Therefore, students' mathematical necessary thinking skills still need to improve. The realistic Mathematics Education (RME) learning model is expected to enhance mathematical critical thinking skills because of providing contextual problems to students. This study aims to determine the effect of the Realistic Mathematics Education (RME) learning model on students' critical thinking skills in mathematics. This research uses quasi-experimental research. The population in this study were students of class VI SDN 1 Kalikoa, Cirebon Regency. The sample selection in this study was carried out using a cluster random sampling technique to determine the experimental and control classes. In this case, two classes were selected: class VI A as the practical class and class VI B as the control class. The instrument for collecting data tests mathematical critical thinking skills on integer material. The results showed that the RME learning model is more effective than the direct learning model on students' critical thinking skills in mathematics. This is because the value of , and at a significance level of 5% and DK of 40, which means , so H0 was rejected, and H1 was accepted. The results of this study can be used as input for teachers and prospective teachers to improve themselves concerning the teaching that has been done and the student's critical thinking skills that have been achieved by paying attention to the right learning model to improve students' critical thinking skills in mathematics. PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.14996 Issue No:Vol. 13, No. 2 (2022)
Authors:Ajeng Gelora Mastuti, Abdillah Abdillah, Nurlaila Sehuwaky, Ratna Risahondua Pages: 261 - 272 Abstract: The importance of critical thinking ability in solving mathematical problems can improve the quality of thinking and make thinkers better understand the content that has been studied. This research aims to reveal students' critical thinking ability using Facione's theory to solve comparative problems. The research method used in this research is descriptive qualitative. The subjects of this study consisted of 2 students taken from 20 participants based on data saturation. Data collection techniques used in this study were tests, interviews, validation sheets, and documentation. The data analysis technique of the research results was carried out through three stages: data reduction, data presentation, and drawing conclusions. Based on the discussion results, the researcher revealed students' critical thinking skills through six components of critical thinking based on Facione's theory, namely Interpretation, Analysis, Evaluation, Inference, Explanation, and Self-Regulation. Significant differences between the two subjects appear at the explanation stage. At this stage, subject 1 uses the procedure in the concept scheme, and the explanation of the argument of subject 1 is very logical. This can be seen in clarifying the evaluation and inference stages, where the subject performs calculations correctly and logically. Meanwhile, subject 2 uses detailed procedures in its planning, indicated by notes at the analysis stage. PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.13005 Issue No:Vol. 13, No. 2 (2022)
Authors:Faizah Nurwita, Yaya Sukjaya Kusumah, Nanang Priatna Pages: 273 - 287 Abstract: This study explores students' mathematical computational thinking ability in solving the Pythagorean Theorem problem. This research method used a qualitative approach with a phenomenological design. The subjects involved in this study were 12 junior high school students. Six students in grade 7 had not studied the Pythagorean Theorem, and six students in grade 8 were studying the Pythagorean Theorem. This study's results indicate several problems with students' mathematical computational thinking skills in mathematics learning. The first problem is seen from the aspect of abstraction. Students are given problems with the help of digital-based teaching aids. Then the researcher provides procedures containing questions so students can digest the information and follow their intuition to find a solution strategy. Still, students have not decided what information should be stored or ignored. The second problem is seen from the aspect of decomposition. Students have not been able to decompose complex problems into simpler and more manageable ones. Student responses are also still not according to the researchers' predictions. However, with the scaffolding technique, researchers can direct students' intuition or thought processes to focus more on the problem being asked. The third problem is seen from the aspect of generalization. Students have not been able to generalize the problem and have not been able to conclude from the steps that have been taken. These three problems indicate that students cannot recognize and identify patterns well, thereby reducing the efficiency of the mathematical problem-solving process. PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.12496 Issue No:Vol. 13, No. 2 (2022)
Authors:Idris Fadillah, Kusnandi Kusnandi, Dadang Juandi, Suparman Suparman Pages: 289 - 311 Abstract: Students learn mathematics through practical applications without applying it. Consequently, the concept images and definitions that students offer do not match. This study examines the gap in mathematical ability between the concept images of professionals in mathematics education and students' concept images of content, including quadrilaterals. This study employed a qualitative approach with a hermeneutic phenomenology method. Sixty-two seventh-grade students were involved in conducting this study. Some instruments, such as quadrilateral-related tests and semi-structured interview questions, were used to collect the data. The results of quadrilateral-related tests and interviews revealed that most students with high mathematical ability, some with medium mathematical ability, and a small number with low mathematical ability have a concept image that matches the definition but cannot produce proof of the properties of a quadrilateral. In addition, a small number of students with high mathematical talents, some with medium mathematical abilities, and a large number of students with low mathematical abilities were unable to completely explain each rectangle's formal definition and properties. This indicates that there are some students whose concept image is low. So, several alternatives and effective mathematics learning should be implemented to facilitate students in enhancing students concept image. PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.13090 Issue No:Vol. 13, No. 2 (2022)
Authors:Renata Teófilo de Sousa, Francisco Régis Vieira Alves, Maria José Araújo Souza Pages: 313 - 329 Abstract: This work aims to present different demonstrations of the parabola, as well as possibilities of its geometric construction, using geometric design techniques and the GeoGebra dynamic geometry software. The methodology of this work is a basic theoretical research, exploratory type, in which we seek to bring a view about the parabola focused on improving its teaching as mathematical knowledge with the contribution of GeoGebra software. As a result, we bring a set of five constructions made in GeoGebra and available for use, which can be used as a methodological resource by the teacher to work in the classroom. As this work is part of an ongoing master's research, as future perspectives, we aim to develop these constructions in the classroom and collect empirical data for further analysis and discussion. PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.13172 Issue No:Vol. 13, No. 2 (2022)
Authors:Edy Yusmin, Ahmad Yani T, Revi Lestari Pasaribu, Dona Fitriawan Pages: 331 - 341 Abstract: This study aimed to examine students' mathematical lateral thinking skills in creative problem-solving, differences in subjects' answers based on the level of their study period, and factors that affect students' lateral thinking skills. The descriptive method was used in the form of an educational survey. The sampling technique used in this research was stratified random sampling. The research subjects were first, third, and fifth-semester students of Mathematics Education at FKIP Tanjungpura University in 2019. The data collection technique used was the "Paper-and-pencil Assessment," with the written test sheet adopted from the Mathematical Lateral Logic Test by Bruce Woodcock. The results showed that students' lateral mathematical thinking skills in creative problem-solving were in the poor category, with an average score of 9.39 out of 25. The results of statistical tests with a value of χ2 indicated that the answers to the subjects were different based on the level of study. The ability to recognize dominant ideas and the polarization of perception of the problem, and the ability to use other ideas are the dominant factors affecting the level of students' mathematical lateral thinking skills in all subject groups. In general, the way of thinking with formal logic or thinking vertically affected students' lateral thinking patterns. PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.13231 Issue No:Vol. 13, No. 2 (2022)
Authors:Marni Zulyanty, Ainun Mardia Pages: 343 - 353 Abstract: Mathematical word problems can be utilized to improve students' mathematic problem-solving skills. However, students' error still occurs in mathematical word problem-solving. This research aimed to trace and reveal students' errors in problem-solving using the Newman Error Analysis stages. This research is descriptive qualitative research. The research subjects were moderate-ability students of State Madrasah Tsanawiyah (MTs) in Jambi. Mathematical word problem worksheets and interview templates were used as instruments in this research. Students with the moderate ability category were given worksheets on algebraic and the Pythagorean Theorem operation. The students were also interviewed to get more information about the errors they experienced. This research found that the students' errors during word problem-solving had implications for the incorrect answer. Students' errors occurred at the comprehension, transformation, process skill, and encoding stages of the Newman Error Analysis stages. Indeed, the Newman Error Analysis stage is a cycle that means errors at the first stage are more likely to cause errors in the next stages and lead to an incorrect answer. Furthermore, error at the comprehension stage is the most crucial error in mathematical problem-solving. PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.13519 Issue No:Vol. 13, No. 2 (2022)
Authors:Zakaria Bani Ikhtiyar, Nikken Prima Puspita, Titi Udjiani Pages: 355 - 361 Abstract: The set of all endomorphisms over -module is a non-empty set denoted by . From we can construct the ring of over addition and composition function. The prime ideal is an ideal which satisfies the properties like the prime numbers. In this paper, we take the ring of integer number and the module of over such that the is a ring. Furthermore, we show the existences of prime ideal on the . We also applied a prime ideal property to prime ideal on . PubDate: 2022-12-15 DOI: 10.24042/ajpm.v13i2.13193 Issue No:Vol. 13, No. 2 (2022)
Authors:Fitri Ayuni, Fitriani Fitriani, Ahmad Faisol Pages: 363 - 371 Abstract: The notion of a U-exact sequence is a generalization of the exact sequence. In this paper, we introduce a rough U-exact sequence in a rough group in an approximation space. Furthermore, we provide the properties of the rough U-exact sequence in a rough group. PubDate: 2022-12-20 DOI: 10.24042/ajpm.v13i2.12411 Issue No:Vol. 13, No. 2 (2022)
Authors:Ira Vahlia, Mustika Mustika, Tina Yunarti, Nurhanurawati Nurhanurawati First page: 372 Abstract: Background:The ability to think critically is one of the abilities that must be possessed by students in facing the rapid development of today's era. Students'critical thinking skills can be developed through Socrates' questions. Aim: This study is to find out 1) whether Socrates' questions can optimize students' critical thinking skills, 2) The types of Socratic questions used in learning. Method: Qualitative and quantitative approaches with pretest-posttest one group design. The research subjects were mathematics education students who attended linear algebra lectures at the University of Muhammadiyah Metro. Data collection was done through observation and tests. Data were analyzed by qualitative and quantitative descriptive. Result: Socratic questions posed by lecturers in linear algebra learning include clarifying questions, investigative assumptions, reasons, investigative evidence, beliefs. Socrates' questions can provide a stimulus for students' critical thinking activities so as to strengthen understanding of concepts. Students' critical thinking skills increased in the medium category. Conclusion: Socratic questions used in learning can optimize students' critical thinking skills. The results of this study are expected to be a reference for lecturers in applying Socratic questions to learning, especially linear algebra courses for use. PubDate: 2022-12-26 DOI: 10.24042/ajpm.v13i2.13728 Issue No:Vol. 13, No. 2 (2022)
Authors:Nurmala Setianing Putri, Dadang Juandi, Al Jupri Pages: 373 - 385 Abstract: Since the last ten years, there have been many studies discussing the effect of applying the Realistic Mathematics Education (RME) and Contextual Teaching and Learning (CTL) approaches to students' mathematical communication ability. However, these studies show inconsistent results. This study aims to compare the effect of applying the RME learning approach to the conventional learning approach, the effect of applying the CTL approach to the conventional learning approach, and analyze the difference of effect of applying the RME learning approach compared to the CTL approach on students' mathematical communication ability. This research used a quantitative approach with a meta-analysis method. Research articles that have met the inclusion criteria and can be used in this study consist of 15 RME research articles and 14 CTL research article. The results of this study showed that the effect of applying the RME learning approach is significantly higher than conventional learning approach on students' mathematical communication ability, the effect of applying the CTL approach is significantly higher than conventional learning approach on students' mathematical communication ability, and there is no significantly difference from the effect of applying the RME learning approach compared to the CTL approach on students' mathematical communication ability when viewed as a whole. The research results in this study also showed a significantly positive effect from the application of the RME and CTL learning approaches to students' mathematical communication ability. Therefore, the RME and CTL learning approaches can be used as learning alternatives that aim to develop students' mathematical communication ability. PubDate: 2022-12-22 DOI: 10.24042/ajpm.v13i2.13562 Issue No:Vol. 13, No. 2 (2022)
Authors:Mitta Agustarina, Cecil Hiltrimartin, Nyimas Aisyah, Ismet Ismet, Meilinda Meilinda, Sary Silvhiany Pages: 401 - 412 Abstract: Mathematical modeling ability is one of the important skills prospective teachers and students possess in solving contextual problems. One that often happens around us is climate change. This study aims to develop teaching materials based on mathematical modeling in the context of climate change that is valid and practical. The method used is research and development with the ADDIE development model. This research was conducted at one of the state universities in Indonesia with a total of 53 subjects. Data collection techniques using observation, interviews, and tests. Data analysis techniques use qualitative research methods by looking at indicators and mathematical modeling abilities. This research produces teaching material based on mathematical modeling in the context of climate change that is valid and practical for prospective teachers. The evaluation results showed that most of the research subjects could not solve the problems correctly. Teaching materials based on mathematical modeling that have been developed can be input for prospective teachers regarding teaching materials that will be given, especially in the context of climate change, so that later they will help develop students' problem-solving abilities. PubDate: 2022-12-30 DOI: 10.24042/ajpm.v13i2.14565 Issue No:Vol. 13, No. 2 (2022)
Authors:Ratri Isharyadi, Tatang Herman Pages: 413 - 422 Abstract: Spatial thinking is a crucial ability to be mastered by students. On the other hand, the rapid development of technology in education, such as augmented reality (AR), is predicted to increase significantly in 2035. This technology should be utilized to provide new insights for students. However, the condition of learning resources related to AR currently needs to be improved. This study aims to design mathematics teaching materials on geometry materials using AR to improve spatial thinking skills. This study uses the Plomp model development research, which consists of three stages: preliminary, prototyping, and assessment. It is important to note that this paper reports results from preliminary. This article reports by collecting data through literature studies and questionnaires to mathematics teachers in the Rokan Hulu district. The findings reveal that the use of GeoGebra as an AR builder in Indonesia still needs to be created because of the excellent potential of Geogebra. AR learning resources on geometry at the high school level also need to be improved. Teachers agree that learning using technology has become necessary and are interested in using AR, especially in the geometry field. Based on the findings, we designed and developed Geogebra AR-assisted teaching materials based on these findings to improve spatial thinking skills. PubDate: 2022-12-30 DOI: 10.24042/ajpm.v13i2.15242 Issue No:Vol. 13, No. 2 (2022)
Authors:Aulia Nurul Azimmah, Budi Murtiyasa First page: 423 Abstract: The purpose of this study was to describe how the application of the blended learning model for mathematics in SMP Muhammadiyah 7 Sumberlawang. This research is a descriptive qualitative research. Data collection techniques in this study were interviews, observation, and documentation. Data analysis techniques used include data collection, data reduction, data presentation, and drawing conclusions. Then the validity of the data using the triangulation technique. The results showed that the enthusiasm of students in offline and online learning was almost the same because they remained active in asking when there was something they did not understand related to learning. Basically the learning process with blended learning in mathematics has a difference, namely related to the time and process because offline time is clear while online time runs flexibly. PubDate: 2022-12-29 DOI: 10.24042/ajpm.v13i2.13943 Issue No:Vol. 13, No. 2 (2022)
Authors:Rahmad Sugianto, Mohammad Syaifuddin, Yus Mochamad Cholily Pages: 439 - 459 Abstract: Learning in the 21st century is currently required to be able to improve 6C’s skills (collaboration, communication, creative thinking, critical thinking, computing, and affection). This study aims to produce MCA-oriented E-LKPD products on 6C’s's abilities of high school students that are valid, practical and effective. The Research and Development research development method follows the four-D Model which consists of 4 stages of development, namely: define, design, develop, and disseminate. The research subjects were ten students of class XII at SMA Wachid Hasyim 2 Taman. Data collection techniques using questionnaires and post-tests. The data analysis used in this research is descriptive quantitative and qualitative analysis. The results of this study obtained the validity of the MCA-oriented E-LKPD on 6C’s abilities from validation data filled in by material experts, media experts and practitioner experts with a score of 3.3; 3.5; and 3.5. In addition, the practicality of the MCA-oriented E-LKPD on 6C’s abilities from the assessment of expert practitioners, namely teachers as users, gives a score of 3.5. While the effectiveness of the MCA-oriented E-LKPD on 6C’s abilities from the results of trials on small groups of ten students obtained an average of 81.13% with a very effective interpretation. Based on the results of this study, the developed E-LKPD media met the expected validity, practicality and effectiveness criteria. So that it can be said that the MCA-oriented E-LKPD products on the 6C’s abilities of high school students are valid, practical, and effective for use in learning PubDate: 2022-12-09 DOI: 10.24042/ajpm.v13i2.15559 Issue No:Vol. 13, No. 2 (2022)
Authors:Ma`rifatul Jannah, Wahdan Najib Habiby Pages: 455 - 463 Abstract: This study aims to determine the effectiveness of the Problem-Based Learning model on mathematics learning to instill mathematical literacy in elementary school students. Quasi Experiment was chosen as the type of this research. The research population was the 5th-grade students at SD Muhammadiyah 08 Cilacap, with the research sample consisting of two classes, namely 5A and 5B. The instruments used are test and non-test instruments. Hypothesis testing was carried out using the independent sample t-test and paired sample t-test. The average score on the pretest before the treatment was 59.7 in class 5A and 55.95 in class 5B. The average pretest score in class 5A was 66.6, and 62.15 in class 5B. The post-test average score was 77.7 in class 5A and 91.8 in class 5B. The study results show that the PBL model influences the mathematical literacy of elementary school students and increases students’ learning outcomes. PubDate: 2022-12-29 DOI: 10.24042/ajpm.v13i2.13116 Issue No:Vol. 13, No. 2 (2022)
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