A Study on the Role of Drama in Learning Mathematics

Masoum, Elahe; Rostamy-Malkhalifeh, Mohsen; Kalantarnia, Zahra

doi:10.5899/2013/metr-00016

Cited by 12 publications

(6 citation statements)

References 7 publications

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“…Untuk mengembangkan kemampuan siswa, proses penerapan pendidikan matematika pada siswa harus mampu membuat kesimpulan logis dalam menangani konsep abstrak (Bhagat & Chang, 2015). Bagi sebagian besar siswa, matematika adalah salah satu mata pelajaran yang paling sulit dan paling menakutkan (Asri, Setyosari, Hitipeuw, & Chusniyah, 2017;Elahe Masoum, 2013). Ketika siswa dihadapkan dengan persoalan matematika, seringkali siswa merasa kesulitan (Tambychik & Meerah, 2010) menemukan solusi dalam melakukan pemecahan masalah yang dihadapi.…”

Section: Pendahuluanunclassified

Analisis Kemampuan Berpikir Kreatif Siswa Dalam Pemecahan Masalah Geometri Ruang

Ramdhani¹,

Fauzi²,

Widia³

2020

JIME

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Penelitian ini bertujuan untuk mengetahui kemampuan berpikit kreratif siswa dalam melakukan pemecahan masalah geometri pada materi bangun ruang. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan jenis penelitian deskripsi. Subjek terdiri dari 2 orang siswa. Instrumen yang digunakan adalah soal tes uraian dan pedoman wawancara yang digunakan untuk mengetahui dan menggali secara mendalam informasi mengenai kemampuan berpikir kreatif siswa. Hasil yang ditemukan oleh peneliti dalam penelitian ini adalah kemampuan berpikir siswa S-1 dan S-2 berada pada kategori yang berbeda. Kemampuan berpikir kreatif kedua siswa pada soal nomor 1 memperoleh kriteria baik sedangkan pada soal nomor 2 persentase dan kriteria kedua siswa menurun. Kategori yang dimiliki siswa S-1 adalah “cukup baik” dengan persentasi sedangkan untuk S-2 berada pada kategori kemampuan berpikir kreatif “baik” dengan persentasi.

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Section: Pendahuluanunclassified

Analisis Kemampuan Berpikir Kreatif Siswa Dalam Pemecahan Masalah Geometri Ruang

Ramdhani¹,

Fauzi²,

Widia³

2020

JIME

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“…Math and Science Across Cultures (Bazin et al 2002), as well as Math Around the World (Lawrence Hall of Science/UCB 1995) are striking examples of the application of real-world situations to mathematics education for students starting at age 9 all the way up to College. "A Study on the Effect of Mathematics Teaching Provided Through Drama" (Erdogan and Baran 2009), "A Study on the role of Drama in Learning Mathematics" (Masoum et al 2013), and Math for Humans: Teaching Math Through 8 Intelligences (Wahl 1999) are valuable contributions. The value of story-telling has been emphasized throughout the chapters in this book but the use of drama in communicating mathematical concepts and ideas also deserves attention.…”

Section: Successes Of Indigenous Mathematics Educationmentioning

confidence: 99%

Mapping Time, Space and the Body

Ferreira¹

2015

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ScopeMathematics and science education are in a state of change. Received models of teaching, curriculum, and researching in the two fields are adopting and developing new ways of thinking about how people of all ages know, learn, and develop. The recent literature in both fields includes contributions focusing on issues and using theoretical frames that were unthinkable a decade ago. For example, we see an increase in the use of conceptual and methodological tools from anthropology and semiotics to understand how different forms of knowledge are interconnected, how students learn, how textbooks are written, etcetera. Science and mathematics educators also have turned to issues such as identity and emotion as salient to the way in which people of all ages display and develop knowledge and skills. And they use dialectical or phenomenological approaches to answer ever arising questions about learning and development in science and mathematics.The purpose of this series is to encourage the publication of books that are close to the cutting edge of both fields. The series aims at becoming a leader in providing refreshing and bold new work-rather than out-of-date reproductions of past states of the art-shaping both fields more than reproducing them, thereby closing the traditional gap that exists between journal articles and books in terms of their salience about what is new. The series is intended not only to foster books concerned with knowing, learning, and teaching in school but also with doing and learning mathematics and science across the whole lifespan (e.g., science in kindergarten; mathematics at work); and it is to be a vehicle for publishing books that fall Published by: Sense Publishers,

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“…Mathematics is one of the most important subjects in primary school. Mathematics has been introduced since students entered grade 1 of elementary school (SD)/MI (Dwi Kurino & Cahyaningsih, 2020;Masoum et al, 2013;Rahmatul Ilmi & Alwen Bentri, 2020;Tjalla, 2010).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Jarimatic Method on The Material of Multiple and Division

Rohmah

Mislikhah

Umam

2023

edu

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The objectives of this study are 1) to determine the process of implementing the Jarimatika method in the multiplication and division material for class VA at MIN 6 Jember for the 2020/2021 academic year. 2) to describe the advantages of the Jarimatika method on multiplication and division materials for class VA at MIN 6 Jember in the 2020/2021 academic year. 3) to describe the shortcomings of the Jarimatika method in the multiplication and division material for class VA at MIN 6 Jember in the 2020/2021 academic year. The approach used in this research is a qualitative approach and the type of research used is phenomenology. The data source for determining the subject of this research using Purposive technique, namely the technique of selecting informants who are considered to be able to provide the information needed in accordance with the objectives in the study, the informants in this study are the Head of Madrasah, Class V Teacher, and Class VA Students at MIN 6 Jember. Data collection techniques using observation, interviews and documentation, data analysis using concepts from Huberman, Miles and Saldana, namely Data Condensation, Data Presentation and Conclusion Drawing. Data validity using triangulation techniques and sources. The results of the research on the Implementation of the Jarimatika Method in the Multiplication and Division Material of Class VA at MIN 6 Jember in the 2020/2021 academic year are 1) The implementation of the jarimatika method in the multiplication and division material of class VA at MIN 6 Jember includes; Planning, Implementation, and Evaluation. At the planning stage, the teacher provides an initial description of the concept of jarimatika (modeling). Implementation stage, namely planting and understanding the concept of jarimatika method, skill building/practice of jarimatika method. The final stage is Evaluation, Evaluation consists of written tests and non-written / oral tests. 2) The advantages of jarimatika method on multiplication and division material of class VA at MIN 6 Jember are Students are more active, can be visualized, more interesting, efficient, can be taught widely, train the right and left brain, the tools used do not need to buy. 3) While the shortcomings are that students are often wrong in multiplying and adding, not all can be solved with jarimatika, if less practice students will be slow to calculate compared to counting with abacus tools, and there are formulas.

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A Study on the Role of Drama in Learning Mathematics

Cited by 12 publications

References 7 publications

Analisis Kemampuan Berpikir Kreatif Siswa Dalam Pemecahan Masalah Geometri Ruang

Analisis Kemampuan Berpikir Kreatif Siswa Dalam Pemecahan Masalah Geometri Ruang

Mapping Time, Space and the Body

Implementation of Jarimatic Method on The Material of Multiple and Division

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