Authors:Fertilia Ikashaum, Wahyuni Sulastri, Isnaini Nur Azizah Pages: 1 - 10 Abstract: This study aims to produce interactive digital teaching materials. The teaching materials are in the form of flipbooks that are integrated with live worksheet and youtube applications and are presented online to students via links. This research is motivated by the lack of teaching materials that are suitable for learning in the pandemic period and the lack of learning activities that involve students to actively participate in finding mathematical concepts. Many teachers do not have teaching materials because they follow the learning system from home. As a result, students also do not have a guide to study the material independently so that teachers and students alike have difficulty in carrying out the learning process. Therefore, to help students understand the material with a series of daily activities that can be done at home, students are given teaching materials that can be accessed independently. This research is a design research with the type of development study. The subjects of this study were seventh grade students of SMPT IT Ar Raihan Bandarlampung. The results showed that the teaching materials developed had met the valid criteria based on the validator's assessment and showed a potential effect as seen from the percentage of student learning completeness which was more than 70%. PubDate: 2022-04-30 DOI: 10.22437/edumatica.v12i01.15686 Issue No:Vol. 12, No. 01 (2022)
Authors:Deka Nisa Nabila, Eyus Sudihartinih, Encum Sumiaty Pages: 11 - 21 Abstract: This research aims to obtain the learning obstacle on the topic of rectangular circumference in terms of Mathematical literacy PISA 2021. This research method is qualitative with a DDR (Didactical Design Research) approach, only at the learning obstacle study stage. Instruments for studying learning obstacles are designed based on PISA 2021 Mathematical literacy. Students' ability to conceptualize the perimeter of a quadrilateral will greatly influence subsequent learning, especially for solving the next topic problem. The participants of this study were six students in one of the private junior high schools in the city of Bandung. Participant 1 (P1) is a class VIII student, the other five participants (P1, P2, P3, P4, P5) are class IX students. The collection technique is done through tests, interviews, and documentation. Based on the study results, it was concluded that there were still some students who did not understand the concept of the perimeter of a quadrilateral in terms of mathematical literacy by PISA 2021. It was known that there were three learning obstacles, namely the connection of the concept of the perimeter of a rectangle with everyday life the ability of students to conceptualize the perimeter of a rectangle related to everyday problems. Days, and Use the formula for the perimeter of a quadrilateral. PubDate: 2022-04-30 DOI: 10.22437/edumatica.v12i01.15631 Issue No:Vol. 12, No. 01 (2022)
Authors:Fatqurhohman Fatqurhohman, Agus Milu Susetyo Pages: 22 - 29 Abstract: The purpose of this study is to describe the transition process of symbolic-pictorial representation in solving mathematical problems. Data collection is done by giving written questions which are then followed by structured interviews. The subjects in this study involved seventh grade students who were selected with the consideration that the answers could provide a representations transition process. The results of this study indicate two representations transition processes, namely pictorial to symbolic and symbolic to pictorial. The pictorial-symbolic representation, starting with translating the problem information into the form of an image illustration through the difference in size and number of cakes, integrating the illustrations made through calculations by partitioning them into several equal parts using cutting lines as a modification/simplification process. Symbolic-pictorial representation, shown by finding the key to the problem "cakes are given evenly to 20 people" and translating the information into the form of calculations, then transforms by simplifying the calculation results based on the problem key, the results are translated into an illustrated circle-shaped image which is modified by partitioning it into several parts. The representation relationship shown through the form of symbolic calculations with picture illustrations has the same solution or not. Thus, the difference in the transition process of this representation is in the integration and translation stages of transformation and modification through changing physical forms (illustration of images) and symbols (calculations). PubDate: 2022-04-30 DOI: 10.22437/edumatica.v12i01.15291 Issue No:Vol. 12, No. 01 (2022)
Authors:Wanda Nugroho Yanuarto, Agung Muhammad Iqbal Pages: 30 - 40 Abstract: This study aims to develop an augmented reality (AR) learning media to improve the mathematical spatial ability of junior high school in geometry material. The method used in this study is a research and development method by following the steps of level 3 development. In this study, the product developed was augmented reality learning media. Data collection techniques are unstructured interviews, questionnaires and tests with information sources from mathematics education lecturers, two junior high school teachers as material validators and informatics engineering lecturers as media validators. The data analysis technique in this study used descriptive qualitative analysis. The research instrument used a learning outcomes questionnaire, geometry learning outcomes test, and documentation. The results showed that the development of augmented reality as a learning medium can be used to have a positive influence on the effectiveness of lessons in the classroom. But on the other hand, the weakness of augmented reality media is that students must use a minimum Android-based smartphone device and have a camera in it. The study results obtained are to produce AR learning media that can improve mathematical spatial abilities. PubDate: 2022-04-30 DOI: 10.22437/edumatica.v12i01.17615 Issue No:Vol. 12, No. 01 (2022)
Authors:Dwi Ariani Yuniarti, Gramandha Wega Intyanto, Ari Setyani Pawening Pages: 41 - 51 Abstract: Learning mathematics during the COVID-19 pandemic encountered many obstacles, especially at the elementary school level. The application of learning at home makes elementary school students less guided so that the delivery of material is not optimal. Rapid technological developments can facilitate the implementation of mathematics learning for elementary school students, namely the use of interactive digital media in learning mathematics. This study aims to design an application that can be used as a medium for learning mathematics, especially the material for number operations, this application is named DGMATH. The method used is the Research and Development (RnD) method with a 4D model (Define, Design, Development and Disseminate). The instrument used is a usability test, namely the usability heuristic model and the System Usability Scale. The usability heuristic model with five (5) usability indicators, namely learnability, memorability, efficiency, errors and satisfaction were addressed to four (4) experts. The results obtained are that four indicators are included in very good criteria, namely 4.5 for the learnability and satisfaction indicators, 4.125 for the memorability and efficiency indicators, while 3.5 for the errors indicator which is included in the good criteria. The System Usability Scale model is addressed to 30 students who are end users of the DGMATH application with a score of 77.3 which is included in the acceptable criteria. PubDate: 2022-04-30 DOI: 10.22437/edumatica.v12i01.17241 Issue No:Vol. 12, No. 01 (2022)
Authors:Angreny Upu, Prida N. L. Taneo, Farida Daniel Pages: 52 - 62 Abstract: This study aims to analyze student errors in solving story problems based on Newman's stages and provide scaffolding to minimize errors made by students. The subjects in this study were 19 students of class VIII4 SMPN 1 Mollo Utara. The method used in this research is descriptive qualitative. Data collection techniques using observation, tests and interviews. The data analysis technique is by the Miles and Huberman model where the validity of the data is tested by technical triangulation. The results showed that the errors made by students in solving story problems based on Newman's stages were misunderstandings, transformation errors, process skills errors and notation errors which were respectively 47,37%; 5,7%; 26,31% and 21,05% of students. A form of error that students did not make at all was a reading error. The scaffolding strategy applied by the teacher to the students to overcome these errors is the strategy of explaining and reviewing the types of errors in understanding, transformation and notation as well as the strategy of explaining, reviewing, and restructuring on the types of errors in process skills. Providing scaffolding in the form of teacher assistance that is explaining, reviewing and restructuring in response to student errors can encourage most students to no longer make mistakes while some students are still wrong when solving problems after being given scaffolding but the error rate is lower than before. PubDate: 2022-04-30 DOI: 10.22437/edumatica.v12i01.16593 Issue No:Vol. 12, No. 01 (2022)
Authors:Komang Tri Purnamayanthi, I Nengah Suparta, Gde Suweken Pages: 63 - 75 Abstract: This study analyzed student errors in answering questions with levels C1-C6 based on Anderson's taxonomy on the topic of a three-variable system of linear equations. The research was conducted with a descriptive qualitative approach in which the data were collected through test and interviews by taking 30 tenth grade students at Santo Joseph Senior High School Denpasar as the subjects. Students were given 6 math problems, which were then analyzed for errors and followed by interviewing students to find the cause of their errors. The results of the percentage of student errors based on the type of error were incomplete answers at 46.8%, technical errors at 25.5%, errors in understanding the previous material at 16.6%, language misinterpretation at 5.5%, data misuse at 4.5%, and unverified solutions at 1.1%. From the results of the interviews, it was found that the causes of the errors were poor time management, low motivation to try to solve problems, not understanding the problem, not doing re-examination, being careless, errors in assuming that occurred due to students' spontaneous thinking without examining the meaning of the problem, students did not understand the concept that was related to procedures in solving problems, and less attention to the results of the answers made. The results indicated that there were errors at each level, especially at higher levels which have an impact on the need to increase practice questions at levels C4, C5, and C6 so that the students’ understanding is better and the motivation to solve the problems given is increased. PubDate: 2022-04-30 DOI: 10.22437/edumatica.v12i01.14747 Issue No:Vol. 12, No. 01 (2022)
Authors:Pixyoriza Pixyoriza, Nurhanurawati Nurhanurawati, Undang Rosidin Pages: 76 - 87 Abstract: Problem solving is one of the most important skills for students. One way to develop students' problem-solving skills is to use a digital module designed to develop problem-solving skills, namely a STEM-based digital module that is oriented towards problem-solving skills. This study aims to produce STEM-based digital modules to develop valid, practical, and effective problem solving skills. This research is a development research using the ADDIE model. The instrument used consisted of a validation sheet filled out by experts in the field of mathematics education, a practical assessment sheet for educators and students, and a learning outcome test with problem solving questions. The quality of the developed digital module is reviewed from the aspects of validity, practicality, and effectiveness. The result is that the digital module developed is included in the valid category with an overall percentage of 88,67%, and the practicality of the digital module is seen from the response of students with a percentage of 87% and the response of educators 83.90% with a very practical category. The aspect of effectiveness based on the learning outcomes test with problem solving questions has increased in terms of the results of the pretest and posttest with an N-gain of 0.69 in the medium category. Based on the results and analysis, it can be concluded that the digital module developed is valid, practical, and effective and is suitable for students to use in learning mathematics. PubDate: 2022-04-30 DOI: 10.22437/edumatica.v12i01.17541 Issue No:Vol. 12, No. 01 (2022)
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