Kemampuan Numerasi Siswa dalam Menyelesaikan Soal Geometri pada Asesmen Kompetensi Minimum

Wati, Risma; Nurcahyo, Adi

doi:10.31004/cendekia.v7i2.2380

Cited by 8 publications

(8 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Research conducted by Naufal et al (2020) found that 46.6% of junior high school students still have difficulty understanding geometry. This is in line with research conducted by Ali & Ni'mah (2023) which states that students' geometric abilities are low. The low mastery of geometry material is because it is difficult for students to understand, and many students do not master geometry concepts (Fauzi & Arisetyawan, 2020).…”

Section: Introductionsupporting

confidence: 92%

Junior High School Students’ Geometry Ability Based on Van Hiele Level’s Thinking

Putri,

Subanji,

Santi Irawati

2024

INOMATIKA

View full text Add to dashboard Cite

The ability to solve problems and logical thinking of students can be grown by studying Geometry. However, the reality in the field and some research in Indonesia shows that the geometric thinking ability of junior high school students is still relatively low. This study aims to examine the geometric thinking ability of junior high school students according to Van Hiele Theory. This research is a qualitative study with a descriptive approach, which was conducted in one of the junior high schools in Pringsewu Regency involving 28 students of class VIII. One student was selected to represent levels 1, 2, 3, and 4 Van Hiele as the research subject. Data collection was carried out using multiple choice tests and interviews. Data analysis techniques were conducted with data reduction, data presentation, and conclusion drawing stages. The data originality technique was carried out by triangulation, in which the researcher compared the test data with the results of student interviews. The results showed that level 1 students (28.57%) could recognize and name geometric shapes visually; level 2 students (14.28%) could study geometric shapes by observing and mentioning the properties of the shapes; level 3 students (7.14%) could make connections between various geometric shapes and detect general properties of certain geometry; level 4 students (3.57%) could distinguish and make simple conclusions about the shapes and properties of shapes. Kata kunci: berpikir geometri, level van hiele, siswa SMP.

show abstract

Section: Introductionsupporting

confidence: 92%

Junior High School Students’ Geometry Ability Based on Van Hiele Level’s Thinking

Putri,

Subanji,

Santi Irawati

2024

INOMATIKA

View full text Add to dashboard Cite

show abstract

“…Literasi bahasa ini difokuskan pada kemampuan siswa untuk memahami, mengevaluasi, dan merefleksikan teks terhadap pertanyaan yang diajukan sehingga memancing siswa untuk dapat berpikir kritis (Din, 2020;Linanda & Hendriawan, 2022). Selain itu, ada juga literasi numerasi di mana menurut Ekowati et al, (2019) digambarkan sebagai kemampuan seseorang untuk merumuskan, menerapkan, dan menafsirkan matematika berbagai konteks, termasuk kemampuan melakukan penalaran secara matematis, dan menggunakan konsep, prosedur dan fakta untuk menggambarkan, menjelaskan atau memperkirakan fenomena atau kejadian (Cahyanovianty & Wahidin, 2021).…”

Section: Resultsunclassified

Strengthening student literacy about Asesmen Kompetensi Minimum (AKM) questions at MI Luqman Al-Hakim Slawi

Shalihah,

Nugraha

2023

dedic. j. community services

View full text Add to dashboard Cite

Literacy is still a study of unresolved issues in Indonesia. Until now, all parties are still organizing various programs to increase the literacy level of Indonesian society. An effective way to improve literacy is to start at the primary level. This service aims to strengthen the literacy level of students participating in AKM (Minimum Competency Assessment) from their understanding of AKM questions. It also aims to discover how to overcome the problems experienced by students. This service carries out a student literacy strengthening program based on understanding the AKM questions that have been worked on. So that if students find similar questions, they are expected to do it more quickly and precisely. This activity results in students needing help with AKM in literacy, such as taking a long time to read, needing to be more careful about details, and needing help answering reflection questions correctly. The obstacles in AKM in the field of numeration are the difficulty in understanding the meaning of the questions and the need for more proficiency in basic calculations. The solution to the problem above is to strengthen students' habits of reading and doing math problems because these two things are the most basic knowledge in the learning process and enhance literacy.

show abstract

“…However, there are 4 students who have reached the exposing indicator and answered correctly, referred to in Figure 2. Research conducted by Cahyanovianty & Wahidin (2021) shows that grade VIII students do not understand much about AKM, so they have difficulty in the process of working on it and also have difficulty solving problems in the description section due to lack of understanding, so they are unable to answer optimally.…”

Section: Discussionmentioning

confidence: 99%

Junior High School Students’ Mathematical Modelling Ability in Solving Geometry and Measurements Problems on Asesmen Kompetensi Minimum

Maulani,

Hidayat,

Fardah

2023

JPMK

View full text Add to dashboard Cite

The connection between mathematics and the application of mathematical concepts affects all aspects of daily life. Because of the connection between mathematics and the real world through mathematical models, mathematical modelling may help students in understanding this relationship. In the context-based Asesmen Kompetensi Minimum (AKM) problems, students are asked to solve mathematical problems related to the real world. This study aims to determine the mathematical modelling ability of grade VIII junior high school students in solving AKM problems. The place of research was carried out at SMP Negeri 22 Surabaya. This type of research is descriptive research with a qualitative approach. Data analysis was carried out by drawing conclusions and describing the percentage of students who achieved certain mathematical modeling indicators. The subjects of this study were twenty-six junior high school students in grade VIII. Students were given a test sheet containing AKM problems in the numeracy section that had been adapted to the geometry and measurements content domain. The results showed that in the geometry and measurements content domain, 77% of students are still in the stage of working mathematically. Students are able to make mathematical modelling used to calculate volume using the formula and calculate water volume using debit and time. However, students still have difficulty in interpreting answers and referring the results of answers that have been obtained with mathematical models to the context of everyday life problem situations given in AKM problems in the geometry and measurement content domain. Teachers have an important role in training students to get used to writing answers systematically, so that they are able to provide appropriate solutions when answering the problems given. Hubungan antara matematika dan penerapan konsep matematika mempengaruhi semua aspek kehidupan sehari-hari. Karena adanya hubungan antara matematika dan dunia nyata melalui model matematika, pemodelan matematika dapat membantu siswa dalam memahami hubungan ini. Dalam soal Asesmen Kompetensi Minimum (AKM) berbasis konteks, siswa diminta untuk menyelesaikan soal matematika yang berkaitan dengan dunia nyata. Penelitian ini bertujuan untuk mengetahui kemampuan pemodelan matematis siswa kelas VIII SMP dalam menyelesaikan soal AKM. Jenis penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Analisis data dilakukan dengan penarikan kesimpulan dan mendeskripsikan persentase banyaknya peserta didik yang mencapai indikator pemodelan matematika tertentu. Subjek penelitian ini adalah dua puluh enam siswa SMP kelas VIII. Siswa diberikan lembar tes yang berisi soal AKM pada bagian berhitung yang telah disesuaikan dengan domain konten geometri dan pengukuran. Hasil penelitian menunjukkan bahwa pada domain konten geometri dan pengukuran, 77% siswa masih dalam tahap bekerja secara matematis. Siswa mampu membuat pemodelan matematika yang digunakan untuk menghitung volume dengan menggunakan rumus dan menghitung volume air dengan menggunakan debit dan waktu. Namun, siswa masih mengalami kesulitan dalam menginterpretasikan jawaban dan menghubungkan hasil jawaban yang telah diperoleh dengan model matematika dengan konteks situasi masalah kehidupan sehari-hari yang diberikan dalam soal AKM pada domain konten geometri dan pengukuran. Guru memiliki peran penting dalam melatih peserta didik agar terbiasa menuliskan jawaban secara sistematis, sehingga mereka mampu memberikan solusi yang tepat saat menjawab pertanyaan-pertanyaan yang diberikan

show abstract

Kemampuan Numerasi Siswa dalam Menyelesaikan Soal Geometri pada Asesmen Kompetensi Minimum

Cited by 8 publications

References 11 publications

Junior High School Students’ Geometry Ability Based on Van Hiele Level’s Thinking

Junior High School Students’ Geometry Ability Based on Van Hiele Level’s Thinking

Strengthening student literacy about Asesmen Kompetensi Minimum (AKM) questions at MI Luqman Al-Hakim Slawi

Junior High School Students’ Mathematical Modelling Ability in Solving Geometry and Measurements Problems on Asesmen Kompetensi Minimum

Contact Info

Product

Resources

About