Learning Combinations Through “Handshake”

Ryandi, Rarri Bian; Somakim, Somakim; Susanti, Eka

doi:10.12928/ijeme.v2i1.8693

Cited by 7 publications

(4 citation statements)

References 9 publications

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“…Pada tahap operasi formal, anak juga dapat mengoperasikan argumen-argumen tanpa dikaitkan dengan benda-benda konkret. Anak mampu bernalar tanpa harus berhadapan dengan objek atau peristiwa langsung (George, 2017;Ojose, 2008;Ryandi, Somakim, & Susanti, 2018). Tetapi pada kenyataannya, berdasarkan hasil observasi sederhana selama proses perkuliahan Geometri Ruang atau matakuliah yang berkaitan dengan geometri ruang pada mahasiswa calon guru matematika (pendidikan matematika) STKIP Bina Bangsa Getsempena (BBG), mahasiswa cenderung kesulitan dalam membayangkan konsep keruangan, menggambar atau membuat ilustrasi dari suatu bangun dimensi tiga (Gambar 1 & 2) sehingga sering sekali dosen harus membawa model bangun ruang atau alat peraga konkret dimensi tiga untuk membantu mahasiswa dalam memahami konsep geometri dimensi tiga yang ingin dijelaskan.…”

Section: Pendahuluanunclassified

Penyebab kesulitan belajar geometri dimensi tiga

Novita

Prahmana

Fajri

et al. 2018

J. ris. pendidik. mat

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Penelitian ini bertujuan untuk menyelidiki faktor-faktor yang menyebabkan kesulitan mahasiswa STKIP BBG dalam mempelajari geometri dimensi tiga. Penelitian ini menggunakan metode penelitian kualitatif studi kasus untuk mengkaji proses pembelajaran mahasiswa calon guru matematika di lingkungan STKIP BBG. Subjek dalam penelitian ini adalah 16 orang mahasiswa calon guru matematika STKIP BBG Semester II-IV Tahun Akademik 2016/2017 yang dipilih secara purposive sampling. Pengumpulan data dilakukan dengan menggunakan tehnik angket, tes, dan wawancara. Hasil penelitian menunjukkan bahwa kedua faktor internal dan ekternal memberi pengaruh terhadap kesulitan belajar yang dialami oleh mahasiswa pendidikan matematika STKIP BBG. Faktor internal sebagai penyebab kesulitan adalah faktor minat, bakat dan intelegensi mahasiswa yang memiliki persentase lebih dari 50% tergolong rendah dan sangat rendah. Adapun faktor ekternal, diantaranya adalah aspek penggunaan metode mengajar oleh dosen dimana, penyampaian materi oleh dosen tanpa menyesuaikan kemampuan mahasiswa memiliki peran yang tinggi (68.75%) dalam memunculkan kesulitan terhadap penguasaan konsep-konsep geometri dimensi tiga. Selain itu, pengalaman belajar geometri pada jenjang sekolah sebelumnya juga menjadi faktor lain yang mengakibatkan kesulitan belajar geometri dalam penelitian ini. The cause of difficulty in learning the three-dimensional geometry AbstractThis study aims to investigate the factors that cause STKIP BBG’s prospective teachers difficulties in learning three-dimensional geometry. This research uses a case study qualitative research method to assess student learning process of prospective mathematics teachers in mathematics department at STKIP BBG. Subjects in this study were 16 prospective mathematics teachers in semester II - IV academic year 2016/2017 at STKIP BBG. The subjects were selected by purposive sampling. Data collection was done by using questionnaire technique, tests and interviews. The results showed that both internal and external factors had given effects toward learning difficulties experienced by mathematics education students at STKIP BBG. The internal factors are which suspected as the difficulty’s cause are the interest factor; talent and intelligence where 50% of prospective mathematics teachers are in low and very low level. Meanwhile, the external factors, such as the use of teaching methods by lecturers where, the delivery of materials by lecturers without adjusting the ability of students have a high role (68.75%) in raising difficulties on the mastery of three-dimensional geometry concepts. In addition, the experience of learning geometry at the previous school level is also another factor that leads to difficulties in learning geometry in this study.

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Section: Pendahuluanunclassified

Penyebab kesulitan belajar geometri dimensi tiga

Novita

Prahmana

Fajri

et al. 2018

J. ris. pendidik. mat

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“…Despite the PSDMB method being superior to the MB method in terms of promoting algebraic thinking skills, the MB method still demonstrates a significant impact compared to the CPS method. The CPS method primarily focuses on one-directional learning approaches, which fail to provide students with well-structured cognitive activities, particularly those pertaining to algebraic thinking skills (Rahman et al, 2022;Ryandi et al, 2018). Conventional teaching methods, as highlighted by Beneke and Ostrisky (2008), prove inadequate in promoting active learning and fail to stimulate meaningful classroom discussions.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Polya's Problem Solving With Digital Bar Model on the Algebraic Thinking Skills of Seventh Graders

Jahudin,

Siew

2024

PEC

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There is a dearth of empirical data to support the positive effects of problem solving (PS) combined with digital technology in the classroom, despite claims that these activities improve students' algebraic thinking abilities. Therefore, the purpose of this study was to evaluate how the teaching method known as Polya's problem solving with digital bar model (PSDMB) affected the seventh graders' ability to think algebraically. Ralston's framework, which covers Generalised Arithmetic, Function, and Modelling within the topic of Linear Equation, served as the foundation for the evaluation of algebraic thinking abilities. A quasi-experimental pre-test and post-test control group design was employed. A total of 90 seventh graders, aged twelve- to thirteen-year-olds, from a secondary school in Tambunan, Sabah, Malaysia, made up the sample. Three teaching groups were formed out of these randomly chosen students: PSDMB (n = 30), Bar Model (MB) (n = 30), and Conventional Problem Solving (CPS) (n = 30). Both the pre- and post-algebraic thinking tests were taken by students. The post-test results were analysed using MANCOVA with the students' pre-test results acting as covariates. The results indicated that students in the PSDMB group performed notably better in Generalised Arithmetic, Function, and Modelling than those in the MB group, who, in turn, outperformed those in the CPS group. These results imply that incorporating digital bar model into problem-based learning is a successful strategy for improving seventh graders' algebraic thinking abilities. Keywords: algebraic thinking skills, digital bar model, Polya's problem solving, seventh graders

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“…Sejumlah peneliti melakukan analisis kesalahan-kesalahan siswa dalam pembelajaran geometri khususnya bangun datar (Kurniati, 2010;Darmawati, Irawan, & Chandra, 2017;Ismail & Rahman, 2017). Kurniati (2010) (Revina & Leung, 2018;Nugraheni & Sugiman, 2013;Ryandi, Somakim, & Susanti, 2018). PMRI diadaptasi dari teori RME (Realistic Mathematics Education) yang dikembangkan oleh Hans Freudenthal di Belanda yang menggunakan objek yang dekat dengan siswa sebagai titik awal pembelajaran matematika (Prahmana, 2012;Prahmana, Zulkardi, & Hartono, 2012).…”

Section: Pendahuluanunclassified

“…Prosedur penelitian ini meliputi tahap persiapan, tahap pelaksanaan, dan analisis data (Prahmana, 2015 (Prahmana, 2012;Yunianto, 2014;Muhtadi, dkk. 2017;Nugraheni & Sugiman, 2013;Olivia, Pinta, & Meiliasari, 2013;Prahmana, Zulkardi, & Hartono, 2012;Revina & Leung, 2018;Ryandi, Somakim, & Susanti, 2018).…”

Section: Metode Penelitianmentioning

confidence: 99%

Pembelajaran Luas Segiempat untuk Siswa Kelas VII Menggunakan Reallotment Activities

Fitri

Prahmana

2018

J. Rev. Pemb. Mat.

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This research uses reallotment activities that already designed by previous research to know the role of reallotment activities in great rectangular learning. This research uses descriptive research method implemented in class 7th at SMP N 3 Banguntapan, Bantul, Yogyakarta. The data collection techniques used are documentation, observation, and test. Furthermore, the researcher analyzed the data obtained through video recording, observation, and student test answers. The results show that reallotment activities can assist students in finding the square formula by changing the shape of a rectangle into a rectangular shape. The learning activities that use reallotment activities consist of action comparing the area of an irregular shape, replacing the regular form into squares, determining the area of the rectangle and the parallelogram, finding the formula of the breadth of the parallelogram, and also determining the area of the trapezium, the parallelogram, and kite.

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Learning Combinations Through “Handshake”

Cited by 7 publications

References 9 publications

Penyebab kesulitan belajar geometri dimensi tiga

Penyebab kesulitan belajar geometri dimensi tiga

The Effects of Polya's Problem Solving With Digital Bar Model on the Algebraic Thinking Skills of Seventh Graders

Pembelajaran Luas Segiempat untuk Siswa Kelas VII Menggunakan Reallotment Activities

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