Mathematics Make Students Confused and Anxious: a Comparisons Between Australia, Indonesia, and Singapore in The 2015 Timss

Safari, Nfn

doi:10.26499/ijea.v3i2.74

Cited by 3 publications

(3 citation statements)

References 7 publications

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“…Based on the analysis of students' difficulties according to the PISA level 1 indicator, there are still some students who are wrong in arithmetic operations. Students often miscalculate in answering math questions, this is because they believe when answering the questions can make them confused and afraid (Safari, 2021). Mathematical arithmetic operations are one of the important components that students should master because the next material will be interconnected (Safriani et al, 2019).…”

Section: Analysis Of Question Numbermentioning

confidence: 99%

Analysis of the Difficulties of Junior High School Students in Solving PISA Model Mathematics Problems

Hasibuan

Hasanah

2022

JPP

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Analysis of the Difficulties of Junior High School Students in Solving PISA Model Mathematics Problems. Objectives: This study aimed to analyze the difficulties of students in working on PISA-model-math problems in Junior High School. Methods:The samples used in this qualitative research were 24 students of SMP Negeri 1 Padang Bolak class IX-A and 11 students of SMP Negeri 2 Padang Bolak class IX-B.The data collection technique used in this study was a written test of 6 essay questions that had been declared valid and reliable as well as interviews. Findings: Some of difficulties experienced by students were understanding the meaning of the problem, converting the problem into mathematical sentences, planning and implementing the problem solving, and logically concluding the problem's solution. Conclusions: The mathematical ability to answer PISA at the level 1, 2, and 3 questions was good, while those for levels 4, 5, and 6 were still in the low category.

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Section: Analysis Of Question Numbermentioning

confidence: 99%

Analysis of the Difficulties of Junior High School Students in Solving PISA Model Mathematics Problems

Hasibuan

Hasanah

2022

JPP

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“…This can be proven from several times the results of the Trends in International Mathematics and Science Study (TIMSS) with highlevel cognitive questions that measure critical thinking skills. In the 2015 TIMSS, Indonesia was ranked 46th out of 51 countries with a score of 397 (Safari, 2021). Then in the 2018 Program for International Student Assessment (PISA) results, it shows that Indonesia's achievement in mathematics has a score of 379 which indicates a decrease of 7 points from that obtained in 2015 (Setiawan et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

How can android-based trigonometry learning improve the math learning process?

Hidayat

Rohaeti²,

Hamidah³

et al. 2023

Front. Educ.

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Using ICT-based interactive learning media is a learning method that strongly supports the teaching and learning process for students and teachers during the COVID-19 pandemic. This ICT-based learning media must be easily accessible to teachers and students, and one of the interactive media that is easily accessible is android-based learning media. This development research aims to design android-based learning media on valid trigonometric material and improve students’ mathematical critical thinking skills. This development research using the ADDIE model took 121 Ipeople consisting of expert validators, user (teacher), and students. The expert validators consisted of one mathematics education material expert and one ICT expert. Meanwhile, user represented by one mathematics teacher were involved in validating the use of the media design. In addition, there were participants from among students, which included 118 class X high school students throughout the Province of West Java, Indonesia, who took part in a limited trial phase of 20 people, an extensive trial of 50 people, and a product trial of 48 people. A sample of 118 students came from high school in the medium cluster. So, the reason for taking the sample represents the condition of students both on the island of Java and in Indonesia. The results showed that the developed android-based learning media was valid and could be used without revision with a combined percentage of 87.33%, with details of material experts at 84%, media experts at 92%, and validation by mathematics teachers at 86%. The results of the practicality test on students of 81% showed that the Android-based learning media design had a strong response, so the learning media made were very practical to use. The product test results show that the achievement of mathematical critical thinking skills of students who learn to use android-based learning media is better than those who learn not to use android-based learning media.

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“…The problem of poor mathematical understanding and ability can also be seen from Indonesia, which was ranked 46 th out of 51 countries with a score of 397 in the Trends in International Mathematics and Science Study (TIMSS) 2015 Results in Mathematics, which assessed mathematics and science knowledge of students around the world with high-level cognitive questions that measure mathematical understanding and ability (Safari, 2021). In addition, the 2018 Program for International Student Assessment (PISA) result showed that Indonesia scored 379 in mathematics, which was a 7-point decrease from the previous score (Setiawan et al, 2021).…”

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confidence: 99%

Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability

Rohaeti¹,

Evans

Wiyatno

et al. 2023

j. math. educ.

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Equations are often used in mathematics and other subjects, which means that a media can teach students how to solve equations, particularly linear equations of two variables, or Sistem Persamaan Linear Dua Variabel (SPLDV) as it is called in Indonesian, is needed. However, most teachers are still focused on developing the learning process and teaching materials rather than developing an application technology-based learning media. As we know that technology-based learning is currently the focus of teaching and learning activities in the digital era, especially learning after the pandemic. This study aimed to develop an application that can be a reference for teaching media in learning activities to improve students’ mathematical understanding and ability. The developed application is named, Integrated and Convenient Android-based Simulation or Simulasi Android Terpadu dan Nyaman, abbreviated as SANTUY. This development study with Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, explained in detail in the paper, took seventy-five subjects consisting of six expert validators, nine users, and sixty students. The expert validators comprised three media experts and three material experts. The evaluation stage involved students from two groups, each consisting of thirty students. The results showed that the average percentage of the feasibility of the SANTUY SPLDV solution simulation-assisted application with differential learning nuance was 79.62%, which means the application is adequate. The level of usefulness of the SANTUY SPLDV solution simulation-assisted application with differential learning nuance was 86.11%, which is categorized as “excellent”. In addition, using the SANTUY SPLDV application had a direct positive influence on improving students’ mathematical understanding and ability.

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Mathematics Make Students Confused and Anxious: a Comparisons Between Australia, Indonesia, and Singapore in The 2015 Timss

Cited by 3 publications

References 7 publications

Analysis of the Difficulties of Junior High School Students in Solving PISA Model Mathematics Problems

Analysis of the Difficulties of Junior High School Students in Solving PISA Model Mathematics Problems

How can android-based trigonometry learning improve the math learning process?

Differential learning assisted with SANTUY mobile application for improving students’ mathematical understanding and ability

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