Learning points, lines, and plane geometry with Hawgent dynamic mathematics software

Pereira, Jerito; Wijaya, Tommy Tanu; Zhou, Ying; Purnama, Aditya

doi:10.1088/1742-6596/1882/1/012057

Cited by 21 publications

(16 citation statements)

References 8 publications

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“…Ruang lingkup pembelajaran matematika di sekolah dasar tidak hanya terbatas pada penjumlahan dan pengurangan, tetapi meliputi materi pecahan, geometri, pengukuran, dan pengolahan data. Pereira et al (2021: 2) menjelaskan bahwa geometri merupakan suatu benda abstrak yang memiliki bentuk dan ukuran yang sempurna.…”

Section: Pendahuluanunclassified

Pengembangan Lembar Kerja Peserta Didik Materi Keliling Dan Luas Bangun Datar Menggunakan Kalkulator Dengan Pembelajaran Delikan

Wardhani

Irianto

2021

JPM Unila

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This research is a research development (Research and Development) that aims to determine the feasibility of LKPD Mathematics products as well as the supporting and inhibiting factors of using LKPD. This study uses the Borg and Gall development model. The instruments used were tests, interviews, and questionnaires. There are 3 types of questionnaires used, namely expert validation questionnaires, student response questionnaires, and teacher response questionnaires. The results of the validation that have been carried out by the three validators obtained an overall average value of 4.16 with valid criteria. The LKPD trials were carried out by the Delikan learning steps (listen, see, and do). The average score of the students' questionnaire response was 4.58 with very good criteria. The teacher response questionnaire to the mathematics LKPD obtained a result of 4.2 with a good category. The use of LKPD received a very good response from students because the use of calculators was something new, but some students did not understand the concept of multiplication and long division so they needed guidance from the teacher. LKPD Mathematics of the circumference and area of a flat shape using a calculator with Delikan learning in Class IV SD UMP is said to be feasible and can be used as an alternative teaching material to improve skills in calculating the circumference and area of a flat shape using a calculator calculating tool.

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Section: Pendahuluanunclassified

Pengembangan Lembar Kerja Peserta Didik Materi Keliling Dan Luas Bangun Datar Menggunakan Kalkulator Dengan Pembelajaran Delikan

Wardhani

Irianto

2021

JPM Unila

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“…Hawgent dynamic mathematics software is dynamic mathematics with has the characteristics of visualizing or demonstrating mathematical concepts and constructing the essential structure of mathematics (Jihe et al, 2021;Pereira et al 2021). Hawgent Dynamic mathematics software has the following characteristics (Pereira, Tan, & Li, 2020;Pereira, Wijaya, & Zhou, 2020;…”

Section: Introductionmentioning

confidence: 99%

Integrating Hawgent Dynamic Mathematics Software into Cone Volume Geometry Learning in Elementary School

Zou

Tang

Pereira

2022

JTLEE

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The aim of this research is to integrate Hawgent dynamic mathematics software into geometry learning to help teachers explain concepts and students understand the basic concept of volume of cone in 6th grade of elementary school. The research was conducted at Ningcheng Third Experimental Primary School with the population being all 6th grade students of the 2021/2022 school year. Sampling with a cluster random sampling technique and selected 40 students of 6th grade as the sampling class. In this teaching experiment research, the researcher was using a BOPPPS model based on the APOS theory. The research results showed that 79.49% of the students agree that the integrating Hawgent dynamic mathematics software into cone volume geometry learning process can help them understand the concept of cone volume. Integrating Hawgent dynamic mathematics software improves their interest in learning, the basis of in-depth understanding of knowledge, and the accuracy of the problem. In addition, information, communication and technology is highly integrated with classroom teaching, which can enrich classroom content and improve learning efficiency.

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“…This is of great practical significance to teachers' lesson preparation or students' independent learning, to avoid thinking stuck in a certain subject. By drawing lessons from the way of thinking of different disciplines will also be of great help to our problem-solving ability and application ability (Pereira, Wijaya, Zhou, & Purnama, 2021;Pereira, Tan, Li, & Purnama, 2020;Xu, Wu, & Lang, 2020).…”

Section: Introductionmentioning

confidence: 99%

Correlation between Mathematics and Physics Achievement of Senior High School Students

Chen

Pereira

et al. 2021

TBW

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Physics and mathematics are the two most closely related natural rudimentary subjects. In the study of physics, often need to rely on mathematical rigorous reasoning and argumentation and need to use a variety of mathematical methods for investigation, reasoning, calculus, test, discussion, but students often appear in these difficulties. To explain the influence of mathematics achievement on physics achievement from the high school mathematics achievement and physics achievement. The results of math and physics in the first semester of 6 classes of senior high school student's grade 12 were selected, and the data were analyzed with SPSS.22 software, and three students of different learning abilities were interviewed in detail. The innovation of this paper lies in the use of hierarchical research methods to compare classes of mathematics achievement and physics achievement. The conclusions are (1) in objective level, there is a positive linear relationship between math achievement and physics achievement; (2) on the subjective level, students accept the view that the performance of mathematics can promote the performance of physics; students' subjective cognition will affect their cognitive structure and learning behavior, to actively seek for the relationship between mathematical knowledge and physical knowledge, and then slowly affect the objective level of students, and then in mathematics and physics performance, and (3) applying mathematical thinking to physics learning can improve the efficiency of learning physics. Use mathematical knowledge of trigonometry to solve the force analysis problem of physical movement. This shows that math scores play a very important role in physics scores. Remind us that in the process of teaching, we should pay attention to the integration of mathematical ideas into physics learning, and help students to learn physics knowledge better with mathematical ideas.

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Learning points, lines, and plane geometry with Hawgent dynamic mathematics software

Cited by 21 publications

References 8 publications

Pengembangan Lembar Kerja Peserta Didik Materi Keliling Dan Luas Bangun Datar Menggunakan Kalkulator Dengan Pembelajaran Delikan

Pengembangan Lembar Kerja Peserta Didik Materi Keliling Dan Luas Bangun Datar Menggunakan Kalkulator Dengan Pembelajaran Delikan

Integrating Hawgent Dynamic Mathematics Software into Cone Volume Geometry Learning in Elementary School

Correlation between Mathematics and Physics Achievement of Senior High School Students

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